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The chapter outlines the book’s research-informed, practical approach, then surveys key teacher resources and the core principles of effective vocabulary learning, including frequency, depth of processing, talk, and reading.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/vocabulary-introductory-chapter-chapter-1-introduction/408677/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/vocabulary-introductory-chapter-chapter-1-introduction/408677.png","ImageObject",300,407,{"name":42,"@type":43},"Noah","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Who is this vocabulary book primarily written for?","Question",{"text":63,"@type":64},"It is written for primary school teachers of young children aged 5 to 12 years. The chapter notes that many are native English speakers, but increasing linguistic diversity means many learners may use other languages at home too.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How should teachers account for learners who are not native English speakers at home?",{"text":68,"@type":64},"The chapter stresses that teachers should consider learners’ language environments outside school. It argues that not capitalizing on these environments is counterproductive when developing vocabulary knowledge.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the chapter say about how young learners acquire vocabulary effectively?",{"text":72,"@type":64},"It explains that vocabulary is learned through multiple encounters and through how deeply words are processed. Early vocabulary growth relies heavily on talk, with reading becoming increasingly important as learners develop.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},408677,1792232766,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":100,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},8796095462418,"https://ap-avatar.wpscdn.com/avatar/80000253c1241d02b47?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778826106357471780","Chapter 1 Introduction  \nOverview  \nThis book is written for teachers of young children aged from 5 to 12 years in primary schools. Most of these children will be native speakers of English, although the increasing cultural and linguistic diversity of our communities suggests a significant number will be from homes where other languages are used dominantly or at least interwoven with English. ‘Knowing your learners’ should underpin teachers’ pedagogical decisions and the pathways of learning followed in the classroom. When learners are not native speakers of English—in the strict sense of using English as the only or dominant language in the family—this needs to be taken account of in approaches to develop learners’ vocabulary knowledge.  \nThe book does not directly address learners’ knowledge of otherlanguages, but it is important to stress that not capitalising on each learner’s language environments outside school is counterproductive. The book is focused on vocabulary learning for young school-age learners, and much of the book’s content is relevant to the development of vocabulary knowledge of young learners in any language. There are sections that pertain specifically to English, but these sections may well suggest considering another language in the same light.  \nUseful resources that specifically consider non-native speakers of English are available, and are referenced at the end of this chapter. It is important to remember that knowing more than one language isan asset, and young learners deserve to carry forward their family’s  \nWhat every primary school teacher should know about vocabulary  \nlanguages other than English. Vocabulary and language knowledge in other languages can and should be woven into mainstream classroom learning where English is the dominant or only language of instruction.  \nThe book draws strongly on research, but it is written in a nonacademic way so that teachers are given clear, direct advice on what todo about vocabulary. At the end of each chapter the most relevant and useful pieces of research are discussed so that teachers can read more deeply on particular topics and check that the research is being properly represented and applied.  \nThis book contains many resources for teachers, such as a Picture Vocabulary Size Test, ready-to-use activities for word consciousnessraising and word learning, and information about word parts. There are also resources that can be used with the book when it is used in in-service workshops for teachers. These include, among other things, a frequency-marked text, a 50-item multiple-choice test on the ideas in the book, a vocabulary size measure, and the activities listed in column three of Table 1.1.  \nThe book in a nutshell  \nYoung native speakers of English and young second-language learners in an English-speaking environment will inevitably learn English. Young learners cannot avoid picking up the language around them. Even if teachers did nothing special about vocabulary learning, young children would increase their vocabulary knowledge. However, teachers can make vocabulary learning more effective, and this is particularly important for the vocabulary needed for schooling and academic learning.  \nWords are learned largely in relation to how often they are met (multiple meetings) and how deeply they are processed. Especially in the early years ofa child’s life, words are mainly learned through talk—hearing and trying out spoken language. Reading is also an important source of vocabulary learning, initially for young children through being read to accompanied by conversational talk, and later, as they become more independent readers, by reading widely on their own or with peers. Reading provides extra input and repetition, and allows learners to meet words not often used in spoken language.  \nChapter 1 Introduction  \nTable 1.1 Topics and activities for an in-service course for teachers on vocabulary  \n\n|  | Topic | Activities |\n| --- | --- | --- |\n| Chapt","cbCaiqR7pGiY83UA","https://ap.wps.com/l/cbCaiqR7pGiY83UA","pdf",83463,"English","# Overview\n## Knowing your learners\n## The book’s approach and resources\n## The book in a nutshell\n## Learning through talk and reading\n## Table 1.1 Topics and activities for an in-service course for teachers on vocabulary\n## Chapter 2 The nature of vocabulary\n## Chapter 3 Knowing vocabulary\n## Chapter 4 Vocabulary size and growth\n## Chapter 5 Vocabulary and learning conditions\n## Chapter 6 Oral language and vocabulary growth\n## Chapter 7 Vocabulary and reading\n## Chapter 8 Teaching vocabulary\n## Chapter 9 Word consciousness\n## Chapter 10 Helping learners with bel","[{\"question\":\"Who is this vocabulary book primarily written for?\",\"answer\":\"It is written for primary school teachers of young children aged 5 to 12 years. The chapter notes that many are native English speakers, but increasing linguistic diversity means many learners may use other languages at home too.\"},{\"question\":\"How should teachers account for learners who are not native English speakers at home?\",\"answer\":\"The chapter stresses that teachers should consider learners’ language environments outside school. It argues that not capitalizing on these environments is counterproductive when developing vocabulary knowledge.\"},{\"question\":\"What does the chapter say about how young learners acquire vocabulary effectively?\",\"answer\":\"It explains that vocabulary is learned through multiple encounters and through how deeply words are processed. Early vocabulary growth relies heavily on talk, with reading becoming increasingly important as learners develop.\"}]","Vocabulary Introductory chapter - Chapter 1 Introduction | PDF",1790580220,15]