Jump to content

Norbert Schmitt

Edit links
From Wikipedia, the free encyclopedia

This is an old revision of this page, as edited by 72.194.157.236 (talk) at 04:44, 9 October 2019 (→Research). The present address (URL) is a permanent link to this revision, which may differ significantly from the current revision.

Norbert Schmitt
Born (1956-01-23) 23 January 1956 (age 68)
Mud Lake, Idaho, The United States
Alma mater
Known for
Children0
Scientific career
Fields
Institutions
Thesis Using a word knowledge framework to research vocabulary  (1997)
Websitewww.norbertschmitt.co.uk

Norbert Schmitt (born 1956) is an American linguist and a Professor of Applied Linguistics at the University of Nottingham in the United Kingdom.[1] He is known for his work on second language vocabulary acquisition and second language vocabulary teaching. He has published numerous books and papers on vocabulary acquisition.[2]

Research

In an article published in Applied Lingusitics in 2003 along with Svenja Adolphs, Schmitt found that more vocabulary is necessary to engage in daily spoken discourse than it was previously considered. For instance, Schonell et al.(1956) claimed that 2,000 word families are enough to cover 99% of spoken discourse. However, Adoplphs and Schmitt found that 2,000 word families can cover less than 95% of daily spoken discourse by analysing a modern spoken corpus (CANCODE). In a second study, the authors found that to cover 96% of the spoken discourse 5,000 individual words were necessary by analysing the British National Corpus.[3]

Publications

Schmitt has published in several major journals including Applied Linguistics, Language Learning, Journal of Second Language Writing, Language Testing, System, Studies in Second Language Acquisition, Language Teaching Research, Language Teaching, and Second Language Research.

Bibliography

Books

  • Schmitt, N., & Schmitt, D. R. (1993). Identifying and Assessing Vocabulary Learning Strategies. Thai TESOL Bulletin.
  • Schmitt, N. (1994). Vocabulary Testing: Questions for Test Development with Six Examples of Tests of Vocabulary Size and Depth. Place of publication not identified: Distributed by ERIC Clearinghouse.
  • Schmitt, N., & McCarthy, M. (1997). Vocabulary: Description, acquisition and pedagogy. Cambridge: Cambridge University Press.
  • Schmitt, N. (2002). AnIntroduction to applied linguistics. London: Arnold.
  • Schmitt, N. (2004). Formulaic sequences: Acquisition, processing, and use. Amsterdam: J. Benjamins. doi:[1]
  • Schmitt, N., & Marsden, R. (2009). Why is English like that: Historical answers to hard ELT questions. Ann Arbor, Mich: Univ. of Michigan Press.
  • Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual. London: Palgrave Macmillan UK.
  • Schmitt, N. (2011). Vocabulary: Description, acquisition and pedagogy. Cambridge: Cambridge University Press.
  • Schmitt, D., & Schmitt, N. (2011). Focus on vocabulary: : mastering the academic word list. White Plains, NY: Longman.
  • Schmitt, N. (2012). Vocabulary in language teaching. New York: Cambridge University Press. ISBN 978-0521669382

Articles

  • Schmitt, N. (1993). Comparing native and nonnative teachers' evaluations of error seriousness. JALT Journal 15(2), 181-191.
  • Schmitt, N. (1994). Vocabulary testing: Questions for test development with six examples of tests of vocabulary size and depth. Thai TESOL Bulletin 6(2), 9-16.
  • Schmitt, N., & Schmitt, D. (1995). Vocabulary notebooks: Theoretical underpinnings and practical suggestions. English Language Teaching Journal, 49(2), 133-143.
  • Schmitt, N. (1995). A fresh approach to vocabulary using a word knowledge framework. RELC Journal, 26(1), 86-94.
  • Schmitt, N. (1997). Don't read your papers please. English Language Teaching Journal, 51(1), 54-56.
  • Schmitt, N. and Meara, P. (1997). Researching vocabulary through a word knowledge framework: Word associations and verbal suffixes. Studies in Second Language Acquisition 19(1), 17-36. doi: [2]
  • Schmitt, N. (1998). Tracking the incremental acquisition of second language vocabulary: A longitudinal study. Language Learning 48(2), 281-317. doi:[3]
  • Schmitt, N. (1998). Measuring collocational knowledge: Key issues and an experimental assessment procedure. I.T.L. Review of Applied Linguistics 119-120: 27-47.
  • Schmitt, N. (1998). Quantifying word association responses: What is nativelike? System, 26, 389-401.
  • Schmitt, N. (1999). The relationship between TOEFL vocabulary items and meaning, association, collocation, and word class knowledge. Language Testing 16(2), 189-216.
  • Schmitt, N., & Dunham, B. (1999). Exploring native and nonnative intuitions of word frequency. Second Language Research, 15(2), 389-411.
  • Schmitt, N., & Carter, N. (2000). Lexical phrases in language learning. The Language Teacher 24(8), 6-10.
  • Schmitt, N., & Carter, R. (2000). The lexical advantages of narrow reading for second language learners. TESOL Journal, 9(1), 4-9.
  • Schmitt, N. (2000). Key concepts in ELT: Lexical chunks. English Language Teaching Journal, 54(4), 400-401.
  • Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55-88.
  • Schmitt, N., & Zimmerman, C. (2002). Derivative word forms: What do learners know? TESOL Quarterly 36(2), 145-171.
  • Adolphs, S., & Schmitt, N. (2003). Lexical coverage of spoken discourse. Applied Linguistics 24(4), 425-438. doi:[4]
  • Zimmerman, C., & Schmitt, N. (2005). Lexical questions to guide the teaching and learning of words. CATESOL Journal, 17(1), 1-7.
  • Schmitt, N. (2005-2006). Formulaic language: Fixed and varied. ELIA: Estudios de Lingüística Inglesa Aplicada, 6, 13-39.
  • Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1-28.
  • Hemchua, S. & Schmitt, N. (2006). An analysis of lexical errors in the English compositions of Thai learners. Prospect, 21(3), 3-25.
  • Phongphio, T., & Schmitt, N. (2006). Learning English multi-word verbs in Thailand. Thai TESOL Bulletin, 19, 122-136.
  • Tseng, W-T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27, 78-102.
  • Siyanova, A., & Schmitt, N. (2007). Native and nonnative use of multi-word vs. one-word verbs. International Review of Applied Linguistics, 45, 109-139.
  • Siyanova, A., & Schmitt, N. (2008). L2 learner production and processing of collocation: A multi-study perspective. Canadian Modern Language Review, 64(3), 429-458.
  • Conklin, K., & Schmitt, N. (2008). Formulaic sequences: Are they processed more quickly than nonformulaic language by native and nonnative speakers? Applied Linguistics, 29(1), 72-89. doi:[5]
  • Tseng, W-T., & Schmitt, N. (2008). Towards a self-regulating model of vocabulary learning: A structural equation modeling approach. Language Learning, 58(2) 357-400.
  • Schmitt, N. (2008). Instructed Second Language Vocabulary Learning. Language Teaching Research, 12(3) 329-363.
  • Durrant, P., & Schmitt, N. (2009). To what extent do native and nonnative writers make use of collocations? International Review of Applied Linguistics, 47, 157-177.
  • Ishii, T., & Schmitt, N. (2009). Developing an integrated diagnostic test of vocabulary size and depth. RELC Journal, 40(1), 5-22.
  • Li, J., & Schmitt, N. (2009). The acquisition of lexical phrases in academic writing: A longitudinal case study. Journal of Second Language Writing, 18, 85-102. doi:[6]
  • Al-Homoud, F. and Schmitt, N. (2009). Extensive reading in a challenging environment: A comparison of extensive and intensive reading approaches in Saudi Arabia. Language Teaching Research, 13, 383-401.
  • Pellicer Sánchez, A.M. and Schmitt, N. (2010). Incidental vocabulary acquisition from an authentic novel: Do Things Fall Apart? Reading in a Foreign Language 22, 31-55.
  • Martinez, R. and Schmitt, N. (2010). Invited commentary: Vocabulary. Language Learning and Technology, 14, 26-29.
  • Sonbul, S. and Schmitt, N. (2010). Direct teaching of vocabulary after reading: Is it worth the effort? English Language Teaching Journal 64(3), 253-260.
  • Durrant, P. and Schmitt, N. (2010). Adult learners’ retention of collocations from exposure. Second Language Research 26(2), 163-188.
  • Khalifa, H. and Schmitt, N. (2010). A mixed-method approach towards investigating lexical progression in Main Suite Reading test papers. Research Notes 41, 19-25.
  • Schmitt, N., Jiang, X., and Grabe, W. (2011). The percentage of words known in a text and reading comprehension. The Modern Language Journal 95(1), 26-43.
  • Schmitt, N., Ng, J.W.C., and Garras, J. (2011). The Word Associates Format: Validation evidence. Language Testing, 28(1) 105-126.
  • Siyanova-Chanturia, A., Conklin, K., and Schmitt, N. (2011). Adding more fuel to the fire: An eye-tracking study of idiom processing by native and nonnative speakers. Second Language Research 27(2), 251–272.
  • Saigh, K. and Schmitt, N. (2012). Difficulties with vocabulary form: The case of Arabic ESL learners. System, 40, 24-36. doi:[7]
  • Alali, F., & Schmitt, N. (2012). Teaching formulaic sequences: The same or different from teaching single words? TESOL Journal 3(2), 153-180.
  • Martinez, R., & Schmitt, N. (2012). A Phrasal Expressions List. Applied Linguistics, 33(3), 299-320.
  • Pellicer-Sánchez, A. and Schmitt, N. (2012). Scoring Yes-No vocabulary tests: Reaction time vs. nonword approaches. Language Testing 29(4), 489-509.
  • Conklin, K. & Schmitt, N. (2012). The processing of formulaic language. Annual Review of Applied Linguistics, 32, 45–61.
  • Sonbul, S., & Schmitt, N. (2013). Explicit and implicit lexical knowledge: Acquisition of collocations under different input conditions. Language Learning, 63(1), 121–159.
  • van Zeeland, H and Schmitt, N. (2013). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension? Applied Linguistics, 34, 457-79.
  • van Zeeland, H. & Schmitt, N. (2013). Incidental vocabulary acquisition through L2 listening: a dimensions approach. System, 41, 609-624.
  • Uden, J., Schmitt, D., & Schmitt, N. (2014). Can learners make the jump from the highest graded readers to ungraded novels?: Four case studies. Reading in a Foreign Language, 26(1), 1-28.
  • Schmitt, N., & Schmitt, D. (2014). A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching, 47(4), 484 - 503.
  • Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913–951.
  • González Fernández, B. & Schmitt, N. (2015). How much collocation knowledge do L2 learners have?: The effects of frequency and amount of exposure. ITL International Journal of Applied Linguistics, 166, 94-126.
  • Garnier, M. & Schmitt, N. (2015). The PHaVE List: A pedagogical list of phrasal verbs and their most frequent meaning senses. Language Teaching Research, 19(6), 645–666.
  • Gyllstad, H., Vilkaite, L. & Schmitt, N. (2015). Assessing vocabulary size through multiple-choice formats: Issues with guessing and sampling rates. ITL International Journal of Applied Linguistics, 166, 276–303.
  • Kremmel, B. & Schmitt, N. (2016). Interpreting vocabulary test scores: What do various item formats tell us about learners’ Ability to Employ Words? Language Assessment Quarterly, 13(4), 377-392.
  • Macis, M. & Schmitt, N. (2017). The figurative and polysemous nature of collocations and their place in ELT. ELTJ, 71(1), 50-59.
  • Garnier, M. & Schmitt, M. (2016). Picking Up polysemous phrasal verbs: How many do learners know and what facilitates this knowledge? System, 59, 29-44.
  • Macs, M. & Schmitt, N. (2017). Not just 'Small Potatoes': Knowledge of the idiomatic meanings of collocations. Language Teaching Research, 21(3), 321-340.
  • Schmitt, N, Tom Cobb, T., Horst, M., & Schmitt, D. (2017). How much vocabulary is needed to use English? Replication of Van Zeeland & Schmitt (2012), Nation, (2006), and Cobb (2007). Language Teaching, 50(2), 212-226.
  • Vilkaite, L. & Schmitt, N. (2019). Reading collocations in an L2: Do collocation processing benefits extend to non-adjacent collocations? Applied Linguistics, 40(2), 329–354.
  • Schmitt, N. (2019). Understanding vocabulary acquisition, instruction, and assessment: A research agenda. Language Teaching, 52(2).

References

  1. ^ "School of English Studies". The University of Nottingham. 15 June 2011.
  2. ^ "Publications of Norbert Schmitt". The University of Nottingham. 15 June 2011.
  3. ^ Adolphs, Svenja (2003). "Lexical Coverage of Spoken Discourse". Applied Linguistics. 24 (4): 425–438. doi:10.1093/applin/24.4.425.
Retrieved from "https://en.wikipedia.org/w/index.php?title=Norbert_Schmitt&oldid=920343293"