ABSTRACT
Knowing a word involves at least nine different aspects of knowledge covering form, meaning and use, and each aspect involves both receptive and productive knowledge. This knowledge can develop through language use (meaning-focused input, meaning-focused output, and fluency development), and through deliberate teaching and learning, and it is desirable to have a balanced combination of these opportunities for learning. Some knowledge of words arises through fitting new words into existing frames of knowledge and from commonsense knowledge of the world. This chapter also describes a wide range of learning opportunities and activities for each of the nine aspects. Vocabulary learning requires certain conditions, namely repetition and quality of processing, and the various opportunities of learning through language use and deliberate activities differ in the degree to which they make use of these conditions. An awareness of these conditions can make it easier to evaluate and improve vocabulary learning opportunities.
