The idea behind this chapter is that it is useful to use frequency and range of occurrence to distinguish several levels of vocabulary. Distinguishing these levels helps ensure that learners learn vocabulary in the most useful sequence and thus gain the most benefit from the vocabulary they learn. Making the high-frequency/mid-frequency/ low-frequency distinctions ensures that the teacher deals with vocabulary in the most efficient ways, and that learners get the most benefit from the vocabulary that they learn. What are the different ways of counting words?There are several ways of counting words, that is, deciding what will be counted. The most important distinction is between counting running words (tokens) and different words (types or families). TokensCounting tokens involves counting every word form in a spoken or written text and if the same word form occurs more than once, then each occurrence of it is counted. So, the sentence 'It is not easy to say it correctly' would contain eight words, even though two of them are the same word form, it. Words which are counted in this way are called tokens, and sometimes running words. If we try to answer questions like 'How many words are there on a page or in a line?', 'How long is this book?', 'How fast can you read?', 'How many words does the average person speak per minute?', then our unit of counting will be the token. TypesWe can count the words in the sentence 'It is not easy to say it correctly' another way. When we see the same word occur again, we do

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Vocabulary is now well recognized as an important focus in language teaching and learning. Now in its third edition, this book provides an engaging, authoritative guide to the teaching and learning of vocabulary in another language. It contains descriptions of numerous vocabulary learning strategies, which are supported by reference to experimental research, case studies, and teaching experience. It also describes what vocabulary learners need to know to be effective language users. This new edition has been updated to incorporate the wealth of research that has come out of the past decade. It also includes a new chapter on out of-classroom learning, which explores the effect of the Internet and electronic resources on learning. This vital resource for all vocabulary researchers shows that by taking a systematic approach to vocabulary learning, teachers can make the best use of class time and help learners get the best return for their learning effort.

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