Research Guides

▒ Vocabulary



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Subject Encyclopedia Articles


Handbook Chapters

  • Nation, I. S. P. (2005). Teaching and learning vocabulary. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 581?595). Mahwah, NJ: Erlbaum.
  • Nation, P., & Webb, S. (2011). Content-based instruction and vocabulary learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 631?644). New York, NY: Routledge.

Review Articles


Introductory Books

  • Coady, J., & Huckin, T. N. (Eds.). (1997). Second language vocabulary acquisition: A rationale for pedagogy. New York, NY: Cambridge University Press.
  • Folse, K. S. (2004). Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor: University of Michigan Press.
  • Gairns, R. (1986). Working with words: A guide to teaching and learning vocabulary. Cambridge, England: Cambridge University Press.
  • Lewis, M. (1997). Implementing the lexical approach: Putting theory into practice. Hove England: Language Teaching Publications.
  • Lewis, M. (Ed.). (2000). Teaching collocation: Further developments in the lexical approach. Hove, England: Language Teaching Publications.
  • McCarthy, M. (1990). Vocabulary. Oxford, England: Oxford University Press.
  • McCarthy, M., & Schmitt, N. (Eds.). (1997). Vocabulary: Description, acquisition and pedagogy. Cambridge, England: Cambridge University Press.
  • Nation, I. S. P. (1990). Teaching and learning vocabulary. New York, NY: Newbury House.
  • Nation, I. S. P. (2008). Teaching vocabulary: Strategies and techniques. Boston, MA: Heinle, Cengage Learning.
  • Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge, England: Cambridge University Press.
  • Nation, I. S. P., & Webb, S. A. (2011). Researching and analyzing vocabulary. Boston, MA: Heinle, Cengage Learning.
  • Read, J. (2000). Assessing vocabulary. Cambridge, England: Cambridge University Press.
  • Robinson, P. (Ed.). (2001). Cognition and second language instruction. Cambridge, England: Cambridge University Press.
  • Schmitt, N. (2000). Vocabulary in language teaching. Cambridge, England: Cambridge University Press.
  • Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Basingstoke, England: Palgrave Macmillan.
  • Thornbury, S. (2002). How to teach vocabulary. Harlow, England: Pearson Education.
  • Ur, P. (2012). Vocabulary activities. Cambridge, England: Cambridge University Press.
  • West, M. (1953). A general service list of English words: With semantic frequencies and a supplementary word-list for the writing of popular science and technology. London, England: Longman.

Recent Articles in IGSE Journals


  • Agustín-Llach, M. P., & Canga Alonso, A. (2016). Vocabulary growth in young CLIL and traditional EFL learners: Evidence from research and implications for education. International Journal of Applied Linguistics, 26(2), 211–227.
  • Ahn, H. (2016). Predicting Korean EFL learners’ reading comprehension with decoding skills and oral vocabulary knowledge. 영어교육연구/English Languae Teaching, 28(1), 1–19. Retrieved from
  • Ahn, H. (2016). The importance of decoding skills in predicting vocabulary knowledge. 응용언어학/Korean Journal of Applied Linguistics, 32(1), 3–26. Retrieved from
  • Ainsworth, S., Welbourne, S., & Hesketh, A. (2016). Lexical restructuring in preliterate children: Evidence from novel measures of phonological representation. Applied Psycholinguistics, 37(4), 997–1023.
  • Akbari, N. (2016). Word frequency and morphological family size effects on the accuracy and speed of lexical access in school-aged bilingual students. International Journal of Applied Linguistics, 26(3), 311–328.
  • Allan, R. (2016). Lexical bundles in graded readers: to what extent does language restriction affect lexical patterning? System, 59, 61–72.
  • Bleses, D., Makransky, G., Dale, P. S., HøJen, A., & Ari, B. A. (2016). Early productive vocabulary predicts academic achievement 10 years later. Applied Psycholinguistics, 37(6), 1461–1476.
  • Bower, J. V., & Rutson-Griffiths, A. (2016). The relationship between the use of spaced repetition software with a TOEIC word list and TOEIC score gains. Computer Assisted Language Learning, 29(7), 1238–1248.
  • Brinchmann, E. I., Hjetland, H. N., & Lyster, S.-A. H. (2016). Lexical quality matters: effects of word knowledge instruction on the language and literacy skills of third- and fourth-grade poor readers. Reading Research Quarterly, 51(2), 165–180.
  • Byun, J.-H. (2016). Investigating the suitability of vocabulary strength test framework to EFL context. 외국어교육/Foreign Languages Education, 23(1), 133–168. Retrieved from
  • Cardimona, K., Smith, P., & Roberts, L. S. (2016, September). Lexical organization in second language acquisition: Does the critical period matter? TESOL Journal, 7(3), 540–565.
  • Cha, K., & Lee, Y. (2016). An effect of English subtitles on listening comprehension: Content comprehension and vocabulary recognition. 영어교육연구/English Languae Teaching, 28(1), 21–43. Retrieved from
  • Cha, Y. J., & Kim, H. S. (2016). An alternative method for vocabulary learning using quizlet. 영상영어교육/STEM Journal, 17(1), 117–144. Retrieved from
  • Chen, I.-J. (2016). Hypertext glosses for foreign language reading comprehension and vocabulary acquisition: Effects of assessment methods. Computer Assisted Language Learning, 29(2), 413–426.
  • Chin, C., & Yook, C. (2016). Beliefs and strategies of college EFL students for vocabulary learning. 영어어문교육/English Language & Literature Teaching, 22(3), 1–33. Retrieved from
  • Choi, Y., & Na, I. (2016). On semantic extension of verb-particle constructions - the cases of stand up and stand out. 담화와 인지/Discourse and Cognition, 23(1), 229–250. Retrieved from
  • Chung, H. S., & Choi, J. H. (2016). Semantic clustering in EFL secondary school students’ vocabulary learning. 영어교육/ENGLISH TEACHING, 71(3), 121–143. Retrieved from
  • Cornell, R., Dean, J., & Tomaš, Z. (2016). Up close and personal: A case study of three university-level second language learners’ vocabulary learning experiences. TESOL Journal, 7(4), 823–846.
  • Crossley, S., Kyle, K., & Salsbury, T. (2016). A usage-based investigation of L2 lexical acquisition: The role of input and output. The Modern Language Journal, 100(3), 702–715.
  • Daskalovska, N. (2016). Acquisition of three word knowledge aspects through reading. The Journal of Educational Research, 109(1), 68–80.
  • Durrant, P. (2016). To what extent is the Academic Vocabulary List relevant to university student writing? English for Specific Purposes, 43, 49–61. Retrieved from
  • Emerson, S. N., Özçalışkan, Ş., & Frishkoff, G. A. (2016). Effects of motion type and modality on word learning in English. Applied Psycholinguistics, 37(3), 643–671.
  • Ender, A. (2016). Implicit and explicit cognitive processes in incidental vocabulary acquisition. Applied Linguistics, 37(4), 536–560.
  • Eyckmans, J., Boers, F., & Lindstromberg, S. (2016). The impact of imposing processing strategies on L2 learners’ deliberate study of lexical phrases. System, 56, 127–139.
  • Fang, Q., & Shaobin, M. (2016). Translingual creativities: a sociolinguistic case study of English lexical borrowings in Mandarin from perspectives of language contact. Asian Englishes, 18(1), 19–35.
  • Fayzrakhmanova, Y. (2016). Koreanized English words from perspectives of Korean–English language contact. Asian Englishes, 18(3), 216–231.
  • Gardner, D., & Davies, M. (2016). A response to “To what extent is the Academic Vocabulary List relevant to university student writing?” English for Specific Purposes, 43, 62–68. Retrieved from
  • Garnier, M., & Schmitt, N. (2016). Picking up polysemous phrasal verbs: how many do learners know and what facilitates this knowledge? System, 59, 29–44.
  • Gathercole, V. C. M., Stadthagen-Gonzalez, H., Perez-Tattam, R., & Yavas, F. (2016). Semantic and conceptual factors in Spanish-English bilinguals processing of lexical categories in their two languages. Second Language Research, 32(4), 537–562.
  • Gonzalez Alonso, J., Villegas, J., & Garcia Mayo, M. d. P. (2016). English compound and non-compound processing in bilingual and multilingual speakers: effects of dominance and sequential multilingualism. Second Language Research, 32(4), 503–535.
  • Gyllstad, H., & Wolter, B. (2016). Collocational processing in light of the phraseological continuum model: Does semantic transparency matter? Language Learning, 66(2), 296–323.
  • Hadley, E. B., Dickinson, D. K., Hirsh-Pasek, K., Golinkoff, R. M., & Nesbitt, K. T. (2016). Examining the acquisition of vocabulary knowledge depth among preschool students. Reading Research Quarterly, 51(2), 181–198.
  • Harsch, C., & Hartig, J. (2016). Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills. Language Testing, 33(4), 555–575.
  • Heo, Y., & Lee, E. (2016). 만화 및 문맥을 활용한 어휘 학습이 고등학생의 영어 어휘 학습 및 태도에 미치는 영향 The effects of using comic strips and contexts on the vocabulary learning and attitudes of Korean high school students. 외국어교육/Foreign Languages Education, 23(2), 201–227. Retrieved from
  • Hu, H. M., & Nassaji, H. (2016). Effective vocabulary learning tasks: Involvement Load Hypothesis versus Technique Feature Analysis. System, 56, 28–39.
  • Jeon, T., & Ahn, K. (2016). 어휘 집중 과업활동 수업이 초등영어 학습자의 어휘 능력과 어휘 학습 태도에 미치는 효과 The effects of English lessons with vocabulary focused task activities on elementary students’ vocabulary skills and learning attitudes. 영어교육연구/English Languae Teaching, 28(1), 259–283. Retrieved from
  • Jeong, S., & Hong, S.-H. (2016). 지면광고를 활용한 어휘 지도가 초등 6학년 학생들의 영어 어휘 능력에 미치는 영향 Effects of paper advertising on 6th graders’ English vocabulary learning. 초등영어교육/Primary English Education, 22(1), 35–59. Retrieved from
  • Johnson, M. D., Acevedo, A., & Mercado, L. (2016). Vocabulary knowledge and vocabulary use in second language writing. TESOL Journal, 7(3), 700–715.
  • Joo, S. J., Hong, S. H., & Bae, H. S. (2016). 효과적인 초등영어 어휘 학습 자료 및 지도법: 메타 분석 Effective materials and methods in English vocabulary instruction: A meta-analysis. 초등영어교육/Primary English Education, 22(4), 91–113. Retrieved from
  • Jurkovič, V. (2016). Maritime English vocabulary in feature films: The Perfect Storm (2000) and Master and Commander (2003). TESOL Journal, 7(3), 566–590.
  • Karras, J. N. (2016). The effects of data-driven learning upon vocabulary acquisition for secondary international school students in Vietnam. ReCALL, 28(2), 166–186.
  • Kim, E.-Y. J. (2016). Anglicized Korean neologisms of the new millennium: an overview: a study of how new Korean lexicon incorporates English. English Today, 32(3), 52–60.
  • Kim, J. Y., & Kim, J. R. (2016). 초등 영어 어휘 학습에서 지식 중심 학습과 지식•기능 통합 학습의 효과 연구 The effects of knowledge-focused method and knowledge and skill integrative method of vocabulary learning in elementary English classes. 초등영어교육/Primary English Education, 22(4), 115–139. Retrieved from
  • Kim, N. (2016). University students collocational knowledge about prepositions with nouns in the EFL context. 영어어문교육/English Language & Literature Teaching, 22(3), 59–80. Retrieved from
  • Kim, S.-H., & Choe, M.-H. (2016). Lexical factors in L2 English vocabulary learning of Korean 6th graders. 응용언어학/Korean Journal of Applied Linguistics, 32(1), 51–76. Retrieved from
  • Kim, S. (2016). Revisiting causes of grammar errors: Commonly confused lexical category dyads in Korean EFL student writing. 영어교육/ENGLISH TEACHING, 71(2), 61–85. Retrieved from
  • Ko, J. H., & Shin, C. (2016). 중학교 1, 2학년 영어 교과서의 어휘 활동 분석 An analysis of vocabulary activities in first and second year middle school English textbooks. 글로벌영어교육학회/Studies in English Education, 21(2), 175–196. Retrieved from
  • Laffey, D. (2016). An investigation of English idiom comprehension strategies used by university students in Korea. 글로벌영어교육학회/Studies in English Education, 21(2), 61–84. Retrieved from
  • Lahmann, C., Steinkrauss, R., & Schmid, M. S. (2016). Factors affecting grammatical and lexical complexity of long-term L2 speakers’ oral proficiency. Language Learning, 66(2), 354–385.
  • Lee, J. W. (2016). The role of vocabulary and grammar in different L2 reading comprehension measures. 영어교육/ENGLISH TEACHING, 71(3), 79–97. Retrieved from
  • Lee, Y. (2016). 초등영어 교과서 읽기 텍스트의 어휘 난이도 Word difficulty of reading text in elementary school English textbooks. 외국어교육/Foreign Languages Education, 23(1), 221–242. Retrieved from
  • Leontjev, D., Huhta, A., & Mäntylä, K. (2016). Word derivational knowledge and writing proficiency: how do they link? System, 59, 73–89.
  • Li, Y., & Chen, S. (2016). Relative effectiveness of phonological and morphological awareness training on L2 word reading in EFL children. System, 60, 93–104.
  • Lin, Y.-L. (2016). Development of multi-word sequences by adolescent EFL learners through online interaction: does online contact with native English speakers lead to a more native-like use of multi-word sequences? English Today, 32(4), 27–32.
  • Liu, D., & Zhong, S. (2016). L2 vs. L1 use of synonymy: an empirical study of synonym use/acquisition. Applied Linguistics, 37(2), 239–261.
  • Lu, H., & Wei, X. (2016). Towards an integrated collocation dictionary plus for advanced EFL learners: greater availability and equal accessibility. International Journal of Lexicography, 29(2), 156–183.
  • Ludington, J. D. (2016). Does hearing several speakers reduce foreign word learning? Computer Assisted Language Learning, 29(3), 539–560.
  • Mann, W., Roy, P., & Morgan, G. (2016). Adaptation of a vocabulary test from British Sign Language to American Sign Language. Language Testing, 33(1), 3–22.
  • Min, M., & Lee, S. (2016). 어휘크기와 깊이가 영어 읽기이해 능력에 미치는 영향 The size and depth of vocabulary knowledge of Korean EFL university students and its role in reading comprehension. 영어교육연구/English Languae Teaching, 28(3), 91–106. Retrieved from
  • Mirzaei, A., Rahimi Domakani, M., & Rahimi, S. (2016). Computerized lexis-based instruction in EFL classrooms: Using multi-purpose LexisBOARD to teach L2 vocabulary. ReCALL, 28(1), 22–43.
  • Mohsen, M. A. (2016). Effects of help options in a multimedia listening environment on L2 vocabulary acquisition. Computer Assisted Language Learning, 29(7), 1220–1237.
  • Mueller, C. M., & Jacobsen, N. D. (2016). A comparison of the effectiveness of EFL students’ use of dictionaries and an online corpus for the enhancement of revision skills. ReCALL, 28(1), 3–21.
  • Murphy, M. L. (2016). The differences behind the similarities, or: why Americans and Britons don’t know what the other is talking about: American and British English share names for many things, but do they have the same meanings? English Today, 32(3), 14–17.
  • Nakata, T., & Webb, S. (2016). Does studying vocabulary in smaller sets increase learning?: The effects of part and whole learning on second language vocabulary acquisition. Studies in Second Language Acquisition, 38(3), 523–552.
  • Nam, S., & Kim, J. (2016). 초등학교 5, 6학년 학생들의 영어 파생형태소 인식능력 분석 An analysis of elementary 5th and 6th grade students’ English derivational morphological awareness. 외국어교육/Foreign Languages Education, 23(1), 191–220. Retrieved from
  • Oh, E. J. (2016). Relationships among perceived self-efficacy, vocabulary and grammar knowledge, and L2 reading proficiency. 영어교육/ENGLISH TEACHING, 71(2), 3–29. Retrieved from
  • Pae, T. Il. (2016). A Study on a Model of L2 Vocabulary Achievement for Korean University EFL Learners. 영어교육/ENGLISH TEACHING, 71(3), 29–51. Retrieved from
  • Parsons, A. W., & Bryant, C. L. (2016). Deepening kindergarteners’ science vocabulary: A design study. The Journal of Educational Research, 109(4), 375–390.
  • Pellicer-Sánchez, A. (2016). Incidental L2 vocabulary acquisition from and while reading: An eye-tracking study. Studies in Second Language Acquisition, 38(1), 97–130.
  • Peters, E., Heynen, E., & Puimège, E. (2016). Learning vocabulary through audiovisual input: The differential effect of L1 subtitles and captions. System, 63, 134–148.
  • Roig-Marín, A. (2016). “Blended” cyber-neologisms: new words show how our world is changing. English Today, 32(4), 2–5.
  • Ryu, D. (2016). 어휘주석(glossing)활용 영어 학습에 대한 성인 만족도 연구 A study of the degree of satisfaction of adult EFL learners with the use of glossing. 영어어문교육/English Language & Literature Teaching, 22(2), 193–212. Retrieved from
  • Takeno, J., Tamai, K., & Takatsuka, S. (2016). Reexamination of word length effect: immediate serial recall of foreign words. JALT Journal, 38(2), 149–165.
  • Vanderplank, R. (2016). “Effects of” and “effects with” captions: how exactly does watching a TV programme with same-language subtitles make a difference to language learners? Language Teaching, 49(2), 235–250.
  • Webb, S. (2016). Learning vocabulary through meaning-focused input: replication of Elley (1989) and Liu & Nation (1985). Language Teaching, 49(1), 129–140.
  • Won, M., & Zhu, Y. (2016). 사전 사용이 읽기 이해도 및 어휘 학습에 미치는 효과 The effects of dictionary use on reading comprehension and vocabulary learning - A comparative study of bilingual dictionary and monolingual dictionary. 한국사전학/Journal of Korealex, (27), 201–220. Retrieved from
  • Zhang, H. S. (2016). Early language input and later reading development in Chinese as heritage language (CHL) learners. International Journal of Applied Linguistics, 26(3), 437–448.
  • Zhao, T., & Macaro, E. (2016). What works better for the learning of concrete and abstract words: Teachers’ L1 use or L2-only explanations? International Journal of Applied Linguistics, 26(1), 75–98.
  • Zheng, Y. (2016). The complex, dynamic development of L2 lexical use: A longitudinal study on Chinese learners of English. System, 56, 40–53.