ABSTRACT
Most research on vocabulary has looked at the words in written text. Although researchers have long been aware of the importance of learning sequences of words as well as individual words, until the vast majority of studies had focused on single-word items. With advances in technology, it is much easier to identify and research multiword items. Assessment of vocabulary knowledge plays a large role in both pedagogy and research. Within applied linguistics and other research disciplines, studies are often classified by design with the most common classification being quantitative and qualitative studies. Meaning-focused output involves developing productive vocabulary knowledge through using words in speech and writing in tasks that focus on communication rather than intentional word learning. Fluency development involves processing and using vocabulary at a faster rate. Gains in the rate of processing and using words should be viewed as an indication of vocabulary learning. The chapter also presents an overview of the key concepts discussed in this book.
