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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 27 1 Reading collocations in an L2: do collocation processing benefits extend to non-adjacent collocations? Vilkaitė, Laura; Schmitt, Norbert. - : Oxford University Press, 2019 BASE Show details 2 How much collocation knowledge do L2 learners have?: the effects of frequency and amount of exposure González Fernández, Beatriz; Schmitt, Norbert. - : John Benjamins Publishing, 2015 BASE Show details 3 The PHaVE List: a pedagogical list of phrasal verbs and their most frequent meaning senses Garnier, Mélodie; Schmitt, Norbert. - : SAGE, 2015 Abstract: As researchers and practitioners are becoming more aware of the importance of multi-word items in English, there is little doubt that phrasal verbs deserve teaching attention in the classroom. However, there are thousands of phrasal verbs in English, and so the question for practitioners is which phrasal verbs to focus attention upon. Phrasal verb dictionaries typically try to be comprehensive, and this results in a very large number of phrasal verbs being listed, which does not help practitioners in selecting the most important ones to teach or test. There are phrasal verb lists available (Gardner and Davies, 2007; Liu, 2011), but these have a serious pedagogical shortcoming in that they do not account for polysemy. Research indicates that phrasal verbs are highly polysemous, having on average 5.6 meaning senses, although many of these are infrequent and peripheral. Thus practitioners also need guidance about which meaning senses are the most useful to address in instruction or tests. In response to this need, the PHrasal VErb Pedagogical List (PHaVE List) was developed. It lists the 150 most frequent phrasal verbs, and provides information on their key meaning senses, which cover 75%+ of the occurrences in the Corpus of Contemporary American English. The PHaVE List gives the percentage of occurrence for each of these key meaning senses, along with definitions and example sentences written to be accessible for second language learners, in the style of the General Service List (West, 1953). A users’ manual is also provided, indicating how to use the list appropriately. URL: http://ltr.sagepub.com/content/19/6/645 https://doi.org/10.1177/1362168814559798 http://eprints.nottingham.ac.uk/32294/ BASE Hide details 4 Assessing vocabulary size through multiple-choice formats: issues with guessing and sampling rates Gyllstad, Henrik; Vilkaitė, Laura; Schmitt, Norbert. - : John Benjamins Publishing, 2015 BASE Show details 5 How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007) Schmitt, Norbert; Cobb, Tom; Horst, Marlise. - : Cambridge University Press, 2015 BASE Show details 6 Jumping from the highest graded readers to ungraded novels: Four case studies Uden, Jez; Schmitt, Diane; Schmitt, Norbert. - : University of Hawaii National Foreign Language Resource Center, 2014. : Center for Language & Technology, 2014 BASE Show details 7 A reassessment of frequency and vocabulary size in L2 vocabulary teaching Schmitt, Norbert; Schmitt, Diane. - : Cambridge University Press, 2014 BASE Show details 8 Jumping from the highest graded readers to ungraded novels: four case studies Uden, Jez; Schmitt, Diane; Schmitt, Norbert. - : University of Hawaii, 2014 BASE Show details 9 Size and depth of vocabulary knowledge: what the research shows Schmitt, Norbert. - : Wiley, 2014 BASE Show details 10 Lexical Coverage in L1 and L2 Listening Comprehension: The Same or Different from Reading Comprehension? van Zeeland, Hilde; Schmitt, Norbert. - : Oxford University Press, 2013 BASE Show details 11 Lexical Coverage in L1 and L2 Listening Comprehension: The Same or Different from Reading Comprehension? van Zeeland, Hilde; Schmitt, Norbert. - : Oxford University Press, 2012 BASE Show details 12 A Phrasal Expressions List Martinez, Ron; Schmitt, Norbert. - : Oxford University Press, 2012 BASE Show details 13 A Phrasal Expressions List Martinez, Ron; Schmitt, Norbert. - : Oxford University Press, 2012 BASE Show details 14 The processing of formulaic language Conklin, Kathy; Schmitt, Norbert. - : Cambridge University Press, 2012 BASE Show details 15 Adding more fuel to the fire: an eye-tracking study of idiom processing by native and non-native speaker Siyanova-Chanturia, Anna; Conklin, Kathy; Schmitt, Norbert. - : SAGE Publications, 2011 BASE Show details 16 Direct teaching of vocabulary after reading: is it worth the effort? Sonbul, Suhad; Schmitt, Norbert. - : Oxford University Press, 2010 BASE Show details 17 Incidental vocabulary acquisition from an authentic novel: Do Things Fall Apart? Pellicer-Sánchez, Ana; Schmitt, Norbert. - : University of Hawaii National Foreign Language Resource Center, 2010. : Center for Language & Technology, 2010 BASE Show details 18 Pragmatics Spencer-Oatey, Helen; Žegarac, Vladimir. - : Hodder Education, 2010 BASE Show details 19 Direct teaching of vocabulary after reading: is it worth the effort? Sonbul, Suhad; Schmitt, Norbert. - : Oxford University Press, 2009 BASE Show details 20 Formulaic Sequences: Are They Processed More Quickly than Nonformulaic Language by Native and Nonnative Speakers? Conklin, Kathy; Schmitt, Norbert. - : Oxford University Press, 2008 BASE Show details Page: 1 2

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