Reviews

`"Teachers will find answers to many of their perennial questions about vocabulary learning-as well as some they had not yet thought to ask! There is research evidence to support established practices, but also new evidence that challenges old ideas."'
Patsy Lightbown (co-author of How Languages are Learned, with Nina Spada)
`"a tremendous resource... the authors have worked at the cutting edge of research into teaching and learning vocabulary. This factor is apparent throughout the book. They revisit questions previously asked but which till now were never properly answered. Perhaps most importantly, they pose and address new ones for us all to consider."'
EL Gazette
`"...a comprehensive theoretical understanding of vocabulary learning and teaching, and a rich resource for pre-service and in-service teachers to conduct informed and efficient vocabulary teaching programmes... [It is] particularly welcome for its effectiveness in linking state-of-the-art research findings and tools with classroom pedagogy in an accessible, cogent, and compendious reading. I am certain many teacher trainers will follow in placing it at the
top of their recommended reading list for its thought-provoking and intriguing activities, and attentively chosen suggestions for further reading."'
System
`"How Vocabulary is Learned provides a balanced, accessible and thoughtful account of this most important of topics... This is an indispensable book for any language teacher interested in the role vocabulary should play in their teaching and their learners' list of priorities."'
EFL Magazine
`"The book is a fascinating and illuminating read."'
Humanising Language Teaching
`"The particular interest and value of this book for teachers, teacher trainers and materials writers is in its clear presentation of research results and, closely linked to these, persuasive recommendations for classroom practice."'
Modern English Teacher