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000823667 019__ $$a1008875067$$a1029655462
000823667 020__ $$a9781137372628$$q(electronic book)
000823667 020__ $$a1137372621$$q(electronic book)
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000823667 0247_ $$a10.1057/978-1-137-37262-8$$2doi
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000823667 1001_ $$aHarrington, Michael,$$eauthor.
000823667 24510 $$aLexical facility :$$bsize, recognition speed and consistency as dimensions of second language vocabulary knowledge /$$cMichael Harrington.
000823667 264_1 $$aLondon, United Kingdom :$$bPalgrave Macmillan,$$c[2018]
000823667 300__ $$a1 online resource (xxviii, 305 pages).
000823667 336__ $$atext$$btxt$$2rdacontent
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000823667 347__ $$atext file$$bPDF$$2rda
000823667 504__ $$aIncludes bibliographical references (pages 283-301) and index.
000823667 5050_ $$a- Chapter 1. Size as a dimension of L2 Vocabulary Skill -- Chapter 2. Measuring Recognition Vocabulary Size -- Chapter 3. Word recognition skill as an aspect of L2 vocabulary knowledge -- Chapter 4. Lexical Facility: Bringing size and speed together -- Chapter 5. Measuring lexical facility -- Chapter 6. Lexical Facility as an index of L2 Proficiency -- Chapter 7. Lexical Facility and Academic English Proficiency -- Chapter 8. Lexical Facility and IELTS performance -- Chapter 9. Lexical Facility and Language Program Placement -- Chapter 10. Lexical Facility and academic performance in English -- Chapter 11. The effect of Lexical Facility -- Chapter 12. The future of Lexical Facility.
000823667 506__ $$aAccess limited to authorized users.
000823667 520__ $$aThis book examines the simultaneous contribution of learner vocabulary size and speed to second language performance differences across learner levels and settings. Harrington considers vocabulary size and speed, as reflected in retrieval speed and consistency, as a three-dimensional measurement construct termed lexical facility. While size and retrieval speed are generally known, this is the first attempt to incorporate consistency, as measured by the coefficient of variation, as an index of vocabulary skill. Part 1 describes the three dimensions and the roles they play on lower level text processing and thus on second language performance more generally. Part 2 reports on seven studies and related research that investigate the sensitivity of the three dimensions, both individually and in combination, to proficiency differences in common domains of academic English performance.   Harrington’s framework and the theoretical and methodological issues that arise are presented in a manner accessible to a wide readership, including second language acquisition vocabulary researchers, testing and assessment practitioners, and those interested in second language research methodology. Michael Harring ton teaches in the postgraduate program in Applied Linguistics at the University of Queensland, Australia. He publishes in second language acquisition, second language lexical and cognitive processes, and testing and assessment. .
000823667 588__ $$aVendor-supplied metadata.
000823667 650_0 $$aSecond language acquisition.
000823667 650_0 $$aVocabulary.
000823667 77608 $$iPrint version: $$z9781137372611
000823667 852__ $$bebk
000823667 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1057/978-1-137-37262-8$$zOnline Access$$91397441.1
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000823667 983__ $$aOnline
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