Enhanced descriptions from Syndetics:

Teaching Vocabulary: Strategies and Techniques thoroughly examines over 60 teaching techniques and suggests clear, research-based principles for vocabulary training. This unified approach represents vocabulary instruction through listening, speaking, reading, and writing development.

Table of contents provided by Syndetics

• Preface(p. xi)
• Acknowledgements(p. xiii)
• Chapter 1 The Big Picture(p. 1)
• The teacher's jobs(p. 1)
• The learners' jobs(p. 6)
• What vocabulary?(p. 7)
• Deciding which words are high frequency, academic, technical, or low frequency(p. 12)
• How should the various types of words be dealt with in class?(p. 13)
• Testing to see what words to focus on(p. 15)
• Chapter 2 Vocabulary and Listening(p. 17)
• How much vocabulary and what vocabulary do you need for listening?(p. 17)
• How can you test the size of your learners' listening vocabulary?(p. 17)
• How can you use listening activities to deliberately teach new vocabulary?(p. 19)
• How can you support vocabulary learning through meaning-focused input through listening?(p. 22)
• How can you develop fluency in listening?(p. 35)
• Chapter 3 Vocabulary and Speaking(p. 37)
• How much vocabulary and what vocabulary do you need to speak English?(p. 37)
• How can you test your learners' spoken vocabulary?(p. 38)
• How can you use speaking activities to help learners to deliberately produce vocabulary?(p. 41)
• How can you support vocabulary learning through meaning-focused output through speaking?(p. 43)
• How can you develop fluency in speaking?(p. 56)
• Chapter 4 Vocabulary Learning and Intensive Reading(p. 59)
• Preteaching(p. 59)
• Simplifying(p. 61)
• Adding a glossary(p. 62)
• Putting words in an exercise after the text(p. 63)
• Quickly giving the meaning(p. 63)
• Doing nothing about the word(p. 63)
• Helping learners use the context to guess the meaning of a word(p. 64)
• Helping learners use a dictionary(p. 64)
• Using word parts to help a word be remembered(p. 65)
• Spending time on explaining a word(p. 65)
• Chapter 5 Vocabulary Learning Through Extensive Reading(p. 69)
• Understand the goals and limitations of extensive reading(p. 70)
• Find your learners' present vocabulary level(p. 71)
• Provide plenty of interesting and appropriate reading texts(p. 72)
• Set, encourage, and monitor large quantities of extensive reading(p. 72)
• Train learners in guessing from context(p. 74)
• Support and supplement extensive reading with language-focused learning and fluency development(p. 78)
• Help learners move systematically through the graded reader levels(p. 79)
• Simplified and unsimplified texts(p. 80)
• The extensive reading program(p. 82)
• Chapter 6 Vocabulary and Writing(p. 83)
• How much and what vocabulary do you need for writing?(p. 83)
• How can you test the size of your learners' written vocabulary?(p. 84)
• How can you deliberately teach vocabulary for writing?(p. 85)
• How can you support vocabulary learning through meaning-focused input?(p. 90)
• How can you develop fluency in writing?(p. 96)
• Chapter 7 The Deliberate Teaching and Learning of Vocabulary(p. 97)
• Ways of quickly giving attention to words(p. 98)
• What is involved in knowing a word(p. 99)
• Vocabulary exercises that require little or no preparation(p. 101)
• Prepared vocabulary exercises(p. 102)
• Giving repeated attention to vocabulary(p. 103)
• Deliberate learning from word cards(p. 104)
• Using dictionaries(p. 114)
• Multi-word units(p. 117)
• The unknown-to-known imaging strategy(p. 123)
• Chapter 8 Specialized Vocabulary(p. 125)
• What is academic vocabulary?(p. 125)
• How was the Academic Word List made?(p. 126)
• Why is academic vocabulary important?(p. 128)
• Why is there an academic vocabulary?(p. 129)
• How can we test learners' knowledge of the academic vocabulary?(p. 129)
• What should a teacher do about academic vocabulary?(p. 130)
• What is technical vocabulary?(p. 133)
• How do you decide what vocabulary is technical?(p. 133)
• The nature of technical vocabulary(p. 135)
• Implications for teaching(p. 136)
• Chapter 9 Testing Vocabulary Knowledge(p. 141)
• What vocabulary do my learners need?(p. 141)
• The Vocabulary Levels Test(p. 141)
• Making vocabulary tests(p. 144)
• Evaluating vocabulary tests(p. 153)
• Chapter 10 Planning the Vocabulary Component of a Language Course(p. 157)
• Find the learners' present level(p. 158)
• Find what use the learners will make of the language(p. 158)
• Decide on what and how much vocabulary to learn(p. 158)
• Divide the learning time equally between the four strands(p. 159)
• Decide how progress through the course will be tested(p. 160)
• Decide how the vocabulary component of the course will be evaluated(p. 160)
• Appendix 1 The General Service List(p. 163)
• Appendix 2 The Academic Word List(p. 173)
• Appendix 3 The Vocabulary Levels Test(p. 177)
• Appendix 4 A Vocabulary Size Test(p. 183)
• Appendix 5 The Productive Vocabulary Levels Test(p. 199)
• Appendix 6 A Survival Language Learning Syllabus for Foreign Travel(p. 205)
• References(p. 209)
• Index(p. 217)