摘要：The psycholinguistic and corpus-based research concerning the core issue of vocabulary has received significant attention over the past two decades. Although the research on vocabulary cannot be equated with the breadth of research on syntax, the central role of vocabulary in language learning, both theoretically and practically, has received much attention. In addition, the pedagogical application of vocabulary research and activities has undergone much discussion (e.g., Hiebert & Kamil, 2005; Nation, 2008; Nation & Gu, 2007; Nation & Webb, 2011; Zimmerman, 2009; Ur, 2012). Recently, there has been a surge in publications on researching vocabulary in terms of both pedagogy and practice. Teaching Vocabulary, Lessard-Clouston’s new book, written in accessible language, is a note-worthy and thought-provoking work. It can inform experienced teachers who want to probe more deeply into the area of vocabulary as well as novice teachers who want to apply theories derived from vocabulary research within classroom practices
