Abstract

Vocabulary knowledge is crucial for comprehending input and generating output. To date, vocabulary learning has been extensively researched regarding incidental vocabulary learning, the effect of various input modes and input enhancement techniques, yet more studies are needed to explore and discuss pedagogical implications. The monograph under review, authored by Lawrence J. Zwier and Frank Boers, bridges the gap between research and practice. The monograph elaborates on L2 vocabulary acquisition from theory development (Chapters 1 & 2), empirical studies (Chapters 3 & 4), curricular design (Chapters 5 to 7), and classroom practice (Chapters 8 to 11) respectively.

This work is licensed under a Creative Commons Attribution 4.0 License.