- Prof. Norbert Schmitt
School of English
University of Nottingham
Nottingham NG7 2RD
UK
www.norbertschmitt.co.uk - (0115) 951 4847
Norbert Schmitt
University of Nottingham, English, Faculty Member
- I am a specialist in how second language learners use and learn vocabulary. I have written 8 books on vocabulary iss... moreI am a specialist in how second language learners use and learn vocabulary. I have written 8 books on vocabulary issues (and applied linguistics in general), and authored or coauthored over 50 papers in international refereed journals.
Please see my personal homepage for much more detail on my research and myself (www.norbertschmitt.co.uk). It includes:
- most of my research papers available for free download
- my academic profile
- details on my teaching, especially my PhD supervision
- a resources page for vocabulary practitioners and researchers, including vocabulary tests, and links to other vocabulary-based websites
- my personal interestsedit
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It is the policy of The Canadian Modern Language Review that all manuscripts are reviewed by at least three readers. We acknowledge with gratitude the following reviewers (in alphabetical order), in addition to the members of our Board ...
Publication Date: 2007
Publication Name: Canadian Modern Language Review/ La Revue canadienne des langues vivantes
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by Suhad Sonbul and Norbert Schmitt
This experimental study evaluated the effectiveness of direct teaching of new vocabulary items in reading passages. The study compared vocabulary learning under a reading only condition (incidental learning) to learning that is aided by... more
This experimental study evaluated the effectiveness of direct teaching of new vocabulary items in reading passages. The study compared vocabulary learning under a reading only condition (incidental learning) to learning that is aided by direct communication of word meanings (explicit learning). Three levels of vocabulary knowledge (form recall, meaning recall, and meaning recognition) were assessed using three tests (completion, L1 translation, and multiple choice, respectively). Incidental learning plus explicit instruction was found to be more effective than incidental learning alone for all three levels. The results also showed that direct instruction is especially effective in facilitating the deepest level of knowledge, i.e. form recall. These findings demonstrate the value of the time and effort spent on direct teaching of lexical items in EFL reading classes.
More Info: Co-authored with Prof. Norbert Schmitt
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Interpreting Vocabulary Test Scores: What Do Various Item Formats Tell Us About Learners’ Ability to Employ Words?more
by Benjamin Kremmel and Norbert Schmitt
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Essential Readings in Vocabulary Studies Vocabulary Studies SIG Colloquium James Milton et al 387 Essential Readings in Vocabulary Studies Vocabulary Studies SIG Colloquium James Milton, Brian Richards, Katja Mäntylä, Jeanine... more
Essential Readings in Vocabulary Studies Vocabulary Studies SIG Colloquium James Milton et al 387 Essential Readings in Vocabulary Studies Vocabulary Studies SIG Colloquium James Milton, Brian Richards, Katja Mäntylä, Jeanine Treffers-Daller, Huw Bell, Imma Miralpeix, ...
Publication Date: 2010
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by Ron Martinez and Norbert Schmitt
In Language Learning & Technology, 14(2), pp. 26-29.
More Info: Martinez, R. and Schmitt, N. (2010).
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P. Durrant & N. Schmitt (2009). To what extent do native and non-native writers make use of collocations? International Review of Applied Linguistics, 47(2).more
by Phil Durrant and Norbert Schmitt
Usage-based models claim that first language learning is based on the frequency-based analysis of memorised phrases. It is not clear though, whether adult second language learning works in the same way. It has been claimed that non-native... more
Usage-based models claim that first language learning is based on the frequency-based analysis of memorised phrases. It is not clear though, whether adult second language learning works in the same way. It has been claimed that non-native language lacks idiomatic formulas, suggesting that learners neglect phrases, focusing instead on orthographic words. While a number of studies challenge the claim that non-native language lacks formulaicity, these studies have two important shortcomings: they fail to take account of appropriate frequency information and they pool the writing of different learners in ways that may mask individual differences. Using methodologies which avoid these problems, this study found that non-native writers rely heavily on high-frequency collocations, but that they underuse less frequent, strongly associated collocations (items which are probably highly salient for native speakers). These findings are consistent with usage-based models of acquisition while accounting for the impression that non-native writing lacks idiomatic phraseology.
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by Xiangying Jiang and Norbert Schmitt
This study focused on the relationship between percentage of vocabulary known in a text and level of comprehension of the same text. Earlier studies have estimated the percentage of vocabulary necessary for second language learners to... more
This study focused on the relationship between percentage of vocabulary known in a text and level of comprehension of the same text. Earlier studies have estimated the percentage of vocabulary necessary for second language learners to understand written texts as ...
Publication Date: 2011
Publication Name: The Modern Language Journal
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Publisher: slr.sagepub.com
Publication Date: Jan 1, 2011
Publication Name: Second Language …
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Publisher: teaching.uncc.edu
Publication Date: Jan 1, 2007
Publication Name: IRAL-International Review of Applied …
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Publisher: UT Press
Publication Date: Jan 1, 2008
Publication Name: Canadian Modern Language Review/La Revue …
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