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Paul Nation
School of Linguistics and Applied Language Studies, Victoria University of Wellington
Languange, Linguistic, Communication & Media

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How vocabulary is learned Paul Nation
Indonesian JELT Vol 12, No 1 (2017): Indonesian Journal of English Language Teaching vol 12 no.1 May 2017
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (90.887 KB) | DOI: 10.25170/ijelt.v12i1.829

Abstract

Vocabulary learning requires two basic conditions – repetition (quantity of meetings with words) and good quality mental processing of the meetings.  Other factors also affect vocabulary learning. For example, learners may differ greatly in their motivation to engage in learning, and words may differ greatly in their learning burden.  However, without quantity and quality of processing, learning cannot occur.  The greater the number of repetitions, the more likely learning is to occur.  The deeper and more thoughtful the quality of processing, the more likely learning is to occur.  This paper explains quantity and quality, and shows how teachers and learners can increase the quantity and quality of their processing of vocabulary, thus increasing their vocabulary size.
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