Modelling and assessing vocabulary knowledge
Daller, H., Milton, J. and Treffers-Daller, J. (2007) Modelling and assessing vocabulary knowledge. Cambridge University Press. ISBN 9780521878517 Available from: http://eprints.uwe.ac.uk/6743
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This book is published in The Cambridge Applied Linguistics Series, one of the world leading series in Applied Linguistics. It is based on contributions of leading researchers at a BAAL/ CUP seminar on vocabulary knowledge and testing held at UWE, Bristol in 2004. Daller brought together contributions from internationally renowned researchers in this field and took the initiative to publish this volume with CUP. The book contains 13 chapters of which two are based on the "learner language project" of UWE. More than 20% of the book is written by Daller as first author. He is first editor of the book as a whole, first author of the editor's introduction (31 pages) and first author of two chapters written together with emerging researchers at UWE; Chapter 8 (Daller and Xue): Lexical richness and the oral proficiency of Chinese EFL students (15 pages) and Chapter 13 (Daller and Phelan): What is in a teacher's mind? The relation between teacher ratings of EFL essays and different aspects of lexical richness (11 pages). As a whole the papers in this book throw valuable light on the issues in measuring vocabulary learning in a second or foreign language and illustrate ways in which vocabulary tests seek to capture the complex and multi-dimensional nature of lexical knowledge (Michael Long and Jack Richards: "Series Editor's Preface to the book").