This volume is intended for teachers of English as a second language (ESL) or English as a foreign language (EFL), as well as for teachers of content and subject matter courses who have second language learners in their classes. The book considers research and principles of teaching and assessing vocabulary with an emphasis on content and subject matter courses. Nation and Gu reflect upon a wide body of research in the field and emphasize its relevance for teaching. Chapter 1 considers the nature of vocabulary and what it means to know a word. It differentiates four levels of vocabulary and considers the relationship between vocabulary and understanding text in subject and content courses. Chapter 2 focuses on the use of corpora and computer technology to guide teachers in understanding the nature of their materials and the vocabulary load of texts in terms of tokens, word types, and families. The chapter contains computer-based application tasks for teachers to explore the nature of texts via existing software in the field. This is one of the most thorough treatments of the use of computer technology and frequency profiling software in vocabulary teaching and learning methods books. Chapter 3 considers guiding principles for curricular development. It presents a variety of classroom activities that are conducive to and necessary for vocabulary learning and connects these with the different word types presented in previous chapters. Chapter 4 presents vocabulary learning through the receptive skills of listening and reading and considers the best conditions for such learning to occur. Chapter 5 is concerned with vocabulary learning through the productive skills of speaking and writing and also considers optimal conditions for learning. Both chapters 4 and 5 present a framework of guided, collaborative, and independent learning tasks with numerous samples, and both chapters require teachers to reflect upon how the sample activities and also their own materials can promote different levels of processing and learning. Chapter 6 presents vocabulary learning strategies. The tasks in this chapter require readers to reflect upon their own strategies in connection with specific activities. Such tasks are sure to enhance teachers' knowledge of strategies in an effort to encourage their own students to become independent vocabulary learners. Chapter 7 covers assessment of vocabulary with an emphasis on testing in content and subject matter courses. It presents techniques for assessing vocabulary size, vocabulary depth, and vocabulary use in skills-based activities. The volume concludes with chapter 8, which lists 10 commonly asked questions in connection with the various themes presented throughout. Each question is followed by brief explanations and a list of related references.

Throughout the book, Nation and Gu encourage teachers to reflect upon their own teaching practices by presenting questions at the outset of each chapter and by including helpful tasks within each chapter. They engage teachers in both collaborative and individual hands-on application of the principles and techniques covered. They also allow for user-friendly reading by minimizing the amount of in-text reference citations by including the list of key references at the end of each chapter together with additional references for further exploration of the topics. There are clear descriptions of the learning and teaching principles and of the accompanying classroom activities and illustrations. Additionally, the authors have included a variety of activities that teachers will find useful for reflecting upon their own teaching practices and even for engaging in action research projects. There are four appendixes, one of the academic word list, two of the size and levels tests, and one of a testing guide with a series of tasks that encourage a deeper understanding of the tests. Minor elements that are missing are a comprehensive list of references and an index for readers to be able to more easily consult specific themes. However, on the whole, this volume should prove to be a very practical addition for teachers of ESL and EFL as well as for instructors of teaching methods courses. Although the volume is intended for the ESL and EFL teaching audience, teachers of other second or foreign languages might also consider this a helpful addition to their repertoire of materials.