ABSTRACT
This chapter examines vocabulary learning more closely by considering the components of lexical knowledge, the contributions of vocabulary acquisition to literacy development, and implications of vocabulary research for teaching second language (L2) reading. It proposes that lexical enhancement methods should be incorporated into the L2 reading curriculum with the aim of complementing reading instruction, improving students’ reading efficiency, and addresses vocabulary in assessment. The chapter considers a small array of direct vocabulary teaching practices that reflect top-down, bottom-up, and integrated reading principles. It also examines the structural and conceptual properties that comprise word knowledge. Citing research by W. E. Nagy, I. S. P. Nation asserted that substantial vocabulary growth can take place if learners read thousands or millions of running words annually. Primary language research on incidental vocabulary learning has produced variable results, but few studies have generated findings suggesting anything but positive effects for incidental learning during reading, however small.
