Internationally recognised as one of the leading texts in its field, this volume offers a comprehensive introduction to vocabulary for language teachers who would like to know more about the way vocabulary works. Two leading specialists make research and theory accessible, providing the background knowledge necessary for practitioners to make informed choices about vocabulary teaching and testing. This second edition retains the popular format of the first edition, and has been rewritten to take account of the many developments in the past 20 years. There is a greater focus on the vocabulary learning process, with new chapters on incidental learning, and intentional learning, and a new wide-ranging discussion of formulaic language. The book now also includes extensive treatment of word lists and vocabulary tests, with explanations of their various strengths and limitations. Updated further reading sections, and new Exercises for Expansion make this volume more invaluable than ever.

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Vocabulary in Language Teaching

The authors review studies on time use of children and adolescents around the world and discuss developmental implications of population differences. Industrialization and schooling are linked to dramatic declines in time spent on household and wage labor. This labor is often unchallenging, sometimes hazardous; developmental benefits often do not increase above a limited number of hours; hence, reduction in these activities opens time for activities that may be more developmentally beneficial. Adolescents in East Asian postindustrial societies spend this freed-up time in schoolwork, a use associated with lower intrinsic motivation but high achievement and economic productivity. Adolescents in North America spend more time in leisure, associated with greater self-direction but of an uncertain relation to development. Age, gender, and socioeconomic differences in activities and with whom time is spent are also considered. Language: en

How children and adolescents spend time across the world: work, play, and developmental opportunities.

The purpose of this article is to examine how American children under age 13 spend their time, sources of variation in time use, and associations with achievement and behavior. Data come from the 1997 Child Development Supplement to the Panel Study of Income Dynamics. The results suggest that parents' characteristics and decisions regarding marriage, family size, and employment affect the time children spend in educational, structured, and family activities, which may affect their school achievement. Learning activities such as reading for pleasure are associated with higher achievement, as is structured time spent playing sports and in social activities. Family time spent at meals and time spent sleeping are linked to fewer behavior problems, as measured by the child's score on the Behavior Problems Index. The results support common language and myth about the optimal use of time for child development.

How American Children Spend Their Time

This research synthesis examines whether the association between print exposure and components of reading grows stronger across development. We meta-analyzed 99 studies (N = 7,669) that focused on leisure time reading of (a) preschoolers and kindergartners, (b) children attending Grades 1-12, and (c) college and university students. For all measures in the outcome domains of reading comprehension and technical reading and spelling, moderate to strong correlations with print exposure were found. The outcomes support an upward spiral of causality: Children who are more proficient in comprehension and technical reading and spelling skills read more; because of more print exposure, their comprehension and technical reading and spelling skills improved more with each year of education. For example, in preschool and kindergarten print exposure explained 12% of the variance in oral language skills, in primary school 13%, in middle school 19%, in high school 30%, and in college and university 34%. Moderate associations of print exposure with academic achievement indicate that frequent readers are more successful students. Interestingly, poor readers also appear to benefit from independent leisure time reading. We conclude that shared book reading to preconventional readers may be part of a continuum of out-of-school reading experiences that facilitate children's language, reading, and spelling achievement throughout their development.

To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.

Objective. Cross-sectional research has suggested that television viewing may be associated with decreased attention spans in children. However, longitu- dinal data of early television exposure and subsequent attentional problems have been lacking. The objective of this study was to test the hypothesis that early television exposure (at ages 1 and 3) is associated with attentional problems at age 7. Methods. We used the National Longitudinal Survey of Youth, a representative longitudinal data set. Our main outcome was the hyperactivity subscale of the Be- havioral Problems Index determined on all participants at age 7. Children who were >1.2 standard deviations above the mean were classified as having attentional problems. Our main predictor was hours of television watched daily at ages 1 and 3 years. Results. Data were available for 1278 children at age 1 and 1345 children at age 3. Ten percent of children had attentional problems at age 7. In a logistic regression model, hours of television viewed per day at both ages 1 and 3 was associated with attentional problems at age 7 (1.09 (1.03-1.15) and 1.09 (1.02-1.16)), respectively. Conclusions. Early television exposure is associated with attentional problems at age 7. Efforts to limit tele- vision viewing in early childhood may be warranted, and additional research is needed. Pediatrics 2004;113:708 - 713; ADHD, television, attentional problems, prevention. ABBREVIATIONS. ADHD, attention-deficit/hyperactivity disor- der; NLSY, National Longitudinal Survey of Youth; BPI, Behav- ioral Problems Index; SD, standard deviation; CES-D, Center for Epidemiologic Studies Depression scale.

https://people.cas.sc.edu/dubinsk/Ling300/Early.television.exposure.Pediatrics.2004.pdf

Early Television Exposure and Subsequent Attentional Problems in Children

Subtitled television programs seem to provide a rich context for foreign language acquisition. Moreover, viewers are generally quite motivated to understand what is shown and said on television. The present study investigated whether children in Grades 4 and 6 (N = 246) learn English words through watching a television program with an English soundtrack and Dutch subtitles. Children were randomly assigned to one of three experimental conditions: (a) watching an English television program with Dutch subtitles, (b) watching the same English program without subtitles, and (c) watching a Dutch television program (control). The study was carried out using a 15-min documentary about grizzly bears. Vocabulary acquisition and recognition of English words were highest in the subtitled condition, indicating that Dutch elementary school children can incidentally acquire vocabulary in a foreign language through watching subtitled television programs.

Children's Vocabulary Acquisition in a Foreign Language through Watching Subtitled Television Programs at Home

j Dubbing and subtitling are the most prevalent methods used to make foreign-language television programmes available to a domestic market. Each adaptation method has its advantages and disadvantages. This article provides an inventory of the pros and cons of both methods on the basis of three questions: Through which method can information best be transferred? What are the aesthetic advantages and disadvantages of each method? Which skills do viewers acquire ‘incidentally’ by using one of the two adaptation methods? The answers given to these questions are based as much as possible on the results of empirical research on dubbing and subtitling. The conclusion is that there is no empirical evidence for some frequently claimed advantages and disadvantages. With regard to other pros and cons, it depends on the viewer, the type of television programme and the way in which a programme is subtitled or dubbed as to whether the argument should be taken seriously. j

https://academic.csuohio.edu/kneuendorf/frames/subtitling/Koolstra.etal.2002.pdf

The Pros and Cons of Dubbing and Subtitling

This study examined the impact of background media on students' performance and time spent on two types of homework assignments: paper-and-pencil and memorization assignments. Eighth-grade students (N = 160) did the assignments with either (a) a soap opera, (b) music videos, (c) radio music, or (d) no medium in the background. Results indicated that doing homework combined with watching a soap opera interfered with students' performance on both types of assignments. However, irrespective of the medium employed, music in the background left homework performance unaffected. There was no indication that background media influenced the amount of time spent to complete homework assignments.

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The Impact of Background Radio and Television on High School Students' Homework Performance

Using a sample of 1,050 Dutch elementary school children who were in Grades 2 and 4 at the outset of the research, this study explored (a) the longitudinal effects of television viewing on children's reading comprehension, (b) the causal mechanisms that underlie television's longitudinal effects on reading comprehension, and (c) the longitudinal effects of television viewing on children's decoding skills. The children were surveyed three times, at 1-year intervals. Structural equations analyses suggested that television viewing inhibited the development of children's reading comprehension in both 1-year intervals of the study. Television's inhibitory effect on reading comprehension was not sensitive to children's IQ and socioeconomic status, but did depend on types of programs watched. Partial support was found for two causal mechanisms underlying television's inhibitory effect on reading comprehension: (a) a television-induced reduction in leisure-time book reading and (b) a television-induced depreciation of reading. Watching subtitled foreign television programs was found to stimulate the development of decoding skills.

SE UTILIZO una muestra de 1.050 ninos hol andeses de escuela primaria que estaban en 2° y 4° grado al comenzar la investigacion. El estudio exploro (a) los efectos longitudinales de mirar television en la comprension lectora de los ninos, (b) los mecanismos causales que subyacen a los efectos longitudinales de la television sobre la comprension lectora, y (c) los efectos longitudinales de mirar television en las habilidades de decodificacion de los ninos. Los ninos fueron examinados tres veces, con intervalos de un ano. Los analisis de ecuaciones estructurales sugieren que mirar television inhibio el desarrollo de la comprension lectora en ambos intervalos de un ano del estudio. El efecto inhibidor de la television sobre la comprension lectora no fue sensible al CI y estatus socioeconomica o ESE de los ninos, pero dependio de los tipos de programas mirados. Se encontro evidencia parcial de dos mecanismos causales subyacentes al efecto inhibidor de la television sobre la comprension lectora: (a) una reduccion, inducida por la television, del tiempo de lectura por placer y (b) una desvalorizacion de la lectura inducida por la television. Se observo tambien que mirar programas de television extranjeros subtitulados estimula el desarrollo de las habilidades de decodificacion.

UNTER VERWENDUNG eines Samples von 1050 niederlandischen Grundschulkindern, die sich zu Beginn der Untersuchung auf der zweiten und vierten Schulstufe befanden, erforschte die Studie (a) die Langzeiteffekte, die Fernsehen bei der Sinnerfassung beim Lesen bewirkt, (b) die kausalen Zusammenhange, die den FernsehLangzeiteffekten hinsichtlich der Sinnerfassung beim Lesen zugrunde liegen, und (c) die Langzeiteffekte des Fernsehens auf die Dekodierfahigkeiten von Kindern. Die Schuler wurden dreimal uberpruft, in einjahrigen Intervallen. Strukturelle Analysen nach dem Gleichsetzungsprinzip legen den Schlus nahe, das das Fernsehen die Entwicklung des sinnerfassenden Lesens verhindert, was nach beiden einjahrigen Intervallen der Studie festzustellen war. Der “Verhinderungseffekt” des Fernsehen auf das sinnerfassende Lesen bezog sich nicht auf IQ und SES der Kinder, sondern war abhangig von den gesehenen Programmtypen. Teilweise Unterstutzung fand sich dabei fur zwei kausale Zusammenhange, die dem “Verhinderungseffekt” des Fernsehens beim sinnerfassenden Lesen zugrundeliegen: (a) Eine vom Fernsehen verursachte Reduzierung der zum Lesen zur Verfugung stehenden Freizeit, und (b) eine vom Fernsehen verursachte Degradierung des Lesens. Beim Sehen von auslandischen Fernseh-Programmen mit Untertiteln konnte eine Stimulierung der Dekodierfahigkeiten beobachtet werden.

A L'AIDE d'un echantillon de 1050 ecoliers hollandais qui etaient en 2° et 4° annee a la fin de la recherche, cette recherche a explore (a) les effets longitudinaux du fait de regarder la television sur la comprehension en lecture des enfants, (b) les mecanismes causals sousjacents aux effets longitudinaux sur la comprehension de la lecture, et (c) les effets longitudinaux du fait de regarder la television sur les capacites de decodage des enfants. L'enquete a ete effectuee a trois reprises, a des intervalles de un an. Des analyses d'equations structurales suggerent que le fait de regarder la television inhibe le developpement de la comprehension de la lecture des enfants dans les deux intervalles d'un an de l'etude. L'effet inhibiteur de la television sur la comprehension de la lecture n'est pas fonction du QI et du milieu social, mais depend des types de programmes regardes. On a trouve un soutien partiel en faveur de deux mecanismes causals sous-jacents a l'effet inhibiteur de la television sur la comprehension de la lecture: (a) une reduction induite par la television de la lecture de livres pendant les loisirs et (b) une depreciation de la lecture induite par la television. On a trouve que l'observation des programmes de television sous-titres stimule le developpement des capacites de decodage.

Television's Impact on Children's Reading Comprehension and Decoding Skills: A 3‐Year Panel Study

Using a sample of 1,050 Dutch elementary schoolchildren who were in Grades 2 and 4 at the outset of the research, this study investigated (a) the longitudinal effects of television viewing on the frequency with which children read books and comic books at home, and (b) the causal mechanisms that underlie television's effects on leisure-time reading. The children were surveyed three times, at 1-year intervals. Structural equations analysis suggested that television viewing reduced children's comic book reading only in the period from Year 2 to Year 3. Book reading, however, was found to be reduced by television viewing over both measurement periods. The data suggest that two causal mechanisms underlie television's reductive effect on children's book reading: (a) a television-induced deterioration of attitudes toward book reading, and (b) a television-induced deterioration of children's ability to concentrate on reading.

Cees M. Koolstra

Papers

Children's Vocabulary Acquisition in a Foreign Language through Watching Subtitled Television Programs at Home

The Pros and Cons of Dubbing and Subtitling

The Impact of Background Radio and Television on High School Students' Homework Performance

Television's Impact on Children's Reading Comprehension and Decoding Skills: A 3‐Year Panel Study

Longitudinal Effects of Television on Children's Leisure-Time Reading: A Test of Three Explanatory Models.