The centrality of vocabulary knowledge cannot be overstated; it underlies the acquisition success of not only reading and listening skills, but also writing, speaking, and grammar learning (Alderson, 2005; Segalowitz, 2005). Linguists have proposed various definitions of vocabulary knowledge. Qian’s (2002) definition has generally been a cited gold standard. According to Qian, vocabulary knowledge consists of four facets:
- vocabulary size or breadth knowledge that refers to recognition of words,
- depth knowledge of all features of a word including its semantic, syntactic, phonemic, graphemic, morphemic, collocational and phraseological traits,
- lexical network of words that are stored, connected and represented in the lexicon, and
- fluency or speed of retrieval of word forms and their meanings.
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Core Concepts from Multiliteracies for Language Teachers in Contemporary Times
Three nine-year-old boys are sitting on a porch in urban Canada. They are engaged in a multiplayer session of Terraria, a video game that purports to combine the creativity and freedom of a sandbox environment with the strategic requirements of an action game. Each child is holding his own device—an iPod Touch, an iPad, an android tablet. Their eyes are xed on their own screens, sometimes scanning over to the others’, ngers busily pushing and swiping as they build biomes. During the game, one of the boys opens an Internet browser, types in a term from the game, and the children collectively research how to nd an element they want. Through the search results they read blog posts from other players and add their own information to the mix. Continue Reading →