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How to Teach Vocabulary Paperback – March 26, 2002

ISBN-13: 978-0582429666 ISBN-10: 0582429668 Edition: 1st
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Editorial Reviews

From the Back Cover introduction to teaching vocabulary that¿s both accessible and content-rich. Here you¿ll find details on the characteristics of words, how they are learned and memorized, and the best ways to teach them. Complex issues are presented in the context of the real-life challenges of today¿s classrooms.

About the Author

Scott Thornbury is from New Zealand originally but he started his teaching career in the UK in 1975. Since then he has lived and worked in both Egypt and Spain, teaching, training teachers, and writing materials. In 1991 Scott did an MA in TEFL at the University of Reading. He has written a number of books about language teaching (including How to Teach Grammar and How to Teach Vocabulary), as well as lots of articles for journals and magazines (such as Modern English Teacher and English Teaching Professional). Scott has also given conference presentations at conferences in six different continents. At present Scott lives in Barcelona.

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Product Details

  • Paperback: 185 pages
  • Publisher: Pearson Education ESL; 1 edition (March 26, 2002)
  • Language: English
  • ISBN-10: 0582429668
  • ISBN-13: 978-0582429666
  • Product Dimensions: 7.4 x 0.5 x 9.8 inches
  • Shipping Weight: 12 ounces (View shipping rates and policies)
  • Average Customer Review: 4.7 out of 5 stars  See all reviews (3 customer reviews)
  • Amazon Best Sellers Rank: #324,297 in Books (See Top 100 in Books)

More About the Author

I'm a teacher and teacher educator, with over 30 years' experience in English language teaching, and an MA from the University of Reading. I am currently Curriculum Coordinator of the MA TESOL program at The New School in New York. My previous experience includes teaching and teacher training in Egypt, UK, Spain (where I live), and in my native New Zealand. My writing credits include several award-winning books for teachers on language and methodology, as well as authoring a number of papers and book chapters on language and language teaching. I am series editor for the Cambridge Handbooks for Teachers (CUP). I was also the co-founder of the dogme ELT group. And, currently, I am an associate of the International Teacher Development Institute (iTDi), an online campus dedicated to teacher development.

Customer Reviews

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Most Helpful Customer Reviews

20 of 21 people found the following review helpful By A Customer on April 13, 2003
Format: Paperback
This book is excellent! A resource for teachers who, like myself, teach quite a lot of vocabulary. The book echoes my own belief on the importance of teaching vocabulary by quoting the linguist, David Wilkins: "Without grammar very little can be conveyed, without vocabulary nothing can be conveyed."
It's apparently out of print and that's a shame because it's the best resource I've found for teaching vocabulary.
I ordered a used copy and although the used book ordering process and the delay in receiving the book was annoying, the book itself was, as advertised, in excellent condition.
To make full use of this book and of the lexical approach to teaching one must have a thorough understanding of vocabulary formation and how learners assimilate vocabulary.
The book contains quite a bit of technical information that might overwhelm but it also contains a sizeable amount of basic information helpful to any teacher teaching vocabulary.
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13 of 13 people found the following review helpful By Mouldy Pilgrim on November 16, 2007
Format: Paperback
Thornbury has proven to be a very good author in the past, and this only served to up the expectations for "How To Teach Vocabulary". Simply put, for an area that I find personally difficult to deal with, this book proved to be a God-send. It combines a good deal of the theory with very practical ideas for utilisation in class.

The book provides a consistent grounding in the jargon used for the area, and gives you a good grounding in how information of this type is organised within people's memory. This view of the workings of memory, whether short-term, working or long term, underpins much of what Thornbury goes on to suggest for the class.

The book covers a large range of topics, all arranged in chapters, including testing, presenting, getting students to work with new lexis, using texts, dictionaries and copora, and a whole range more. Of particular value in my opinion is the chapter on training students to become good vocabulary learners. Training students to learn for themselves outside the class is of ongoing importance, even long after they have left our lessons long behind them.

Throughout the book are example activities, some of which teachers will be familiar with, and others new. These give the reader a good starting point on how to implement some of these ideas and promote a high level of retention among students. It was these that I found very useful, as well.

To put it simply, this book is a goldmine of information and ideas, with a large array of exercises and activities that one can immediately use, later adapting as needed. This is a great book, and I thoroughly recommend it to all.
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0 of 1 people found the following review helpful By Hui-ju Chen (Mickey) on January 7, 2015
Format: Paperback Verified Purchase
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