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Vocabulary myths : applying second language research to classroom teaching /
"In Vocabulary Myths, Keith S. Folse breaks down the teaching of second language vocabulary into eight commonly held myths. In debunking each myth, he introduces the myth with a story based on his 25 years of teaching experience (in the United States and abroad), continues with a presentation o...
|a Vocabulary myths :
|b applying second language research to classroom teaching /
|c Keith S. Folse.
260
|a Ann Arbor :
|b University of Michigan Press,
|c 2004.
300
|a ix, 185 p. ;
|c 23 cm.
504
|a Bibliografía. p. 164-180.
505
0
|a An Introduction to second language vocabulary -- Myth 1: In learning another language, vocabulary is not as important as grammar or other areas -- Myth 2: Using word lists to learn second language vocabulary is unproductive -- Myth 3: Presenting new vocabulary in semantic sets facilitates learning -- Myth 4: The use of translations to learn new vocabulary should be disouraged -- Myth 5: Guessing words from context is an excellent strategy for learning second language vocabulary -- Myth 6: The best vocabulary learners make use of one or two really good specific vocabulary learning strategies -- Myth 7: The best dictionary for second language learners is a monolingual dictionary -- Myth 8: Teachers, textbooks, and curricula cover second language vocabulary adequately.
520
|a "In Vocabulary Myths, Keith S. Folse breaks down the teaching of second language vocabulary into eight commonly held myths. In debunking each myth, he introduces the myth with a story based on his 25 years of teaching experience (in the United States and abroad), continues with a presentation of what empirical research has shown on the topic, and finishes with a list of what teachers can do in their classrooms to facilitate true vocabulary acquisition."--BOOK JACKET.
