The etymology of modern English vocabulary content introduction

The etymology of modern English vocabulary
CONTENT


Introduction
Chapter I. A factor of difficulty in vocabulary learning: deceptive transparency
1.1 Categories of Deceptively Transparent Words
1.2 ‘Conforms' (Similar Lexical Forms)
Chapter II VOCABULARY LEARNING THROUGH READING
2.1 A case study on vocabulary learning through reading
picture books
2.2 Individual differences in a variety of tasks concerning
vocabulary learning and reading
2.3 Measuring vocabulary
Conclusion
Used literature
Introduction

An examination of a recent bibliography on vocabulary studies reveals that vocabulary is no longer a 'victim of discrimination' among language acquisition researchers.

Actuality of the work: Among the growing number of research questions addressing vocabulary learning, some are of a predominantly psychological nature e.g. the arrangement of L1 words in the mental lexicon; some - of a quantitative nature e.g. the number of words the learner knows at a particular stage of learning; others have dealt with pedagogical issues, e.g. the best methods of teaching particular types of words.
Aim of the work: Two questions which are relevant to the present study are: What makes words easy or difficult to learn and the relationship between vocabulary knowledge and reading comprehension. Some factors which have been claimed to affect vocabulary difficulty are: word pronounce, length, part of speech, specificity, idiomaticity, multiplicity of meaning and others, different coding of LI, interaction with already familiar words, and others.
Task of the work: As for the relationship between vocabulary and reading, some questions that have been asked are how successful learners can be at guessing unknown words, under what circumstances guessing improves, how many words in a particular text the learner should know to comprehend the contents, and others.