Norbert Schmitt

• pdf                                                                                                                                            Schmitt, N. (2022). Norbert Schmitt's essential bookshelf: Formulaic language. Language Teaching, 1-12.   

• pdf                                                                                                                                                    Schmitt, N., Dunn, K., O’Sullivan, B., Anthony, L., & Kremmel, B. (2021). Introducing Knowledge-based Vocabulary Lists (KVL). TESOL Journal, 12, e622.                                                                                                              

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     González Fernández, B. & Schmitt, N. (2020). Word knowledge: Exploring the relationships and

     order of acquisition of vocabulary knowledge components. Applied Linguistics, 41(4), 481–505.

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     Schmitt, N., Nation, P. & Kremmel, B. (2020). Moving the field of vocabulary assessment forward: The

     need for more rigorous test development and validation. Language Teaching, 53, 109–120.

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     Schmitt, N. (2019). Understanding vocabulary acquisition, instruction, and assessment: A research

     agenda. Language Teaching, 52, 261-274.

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     Vilkaitė, L. & Schmitt, N. (2019). Reading collocations in an L2: Do collocation processing benefits

     extend to non-adjacent collocations? Applied Linguistics, 40(2), 329–354.

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     Schmitt, N, Tom Cobb, T., Horst, M., & Schmitt, D.  (2017).  How much vocabulary is needed to use

     English?  Replication of Van Zeeland & Schmitt (2012), Nation, (2006), and Cobb (2007).   

     Language Teaching, 50(2), 212-226.

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  Macis, M. & Schmitt, N. (2017). Not just 'Small Potatoes': Knowledge of the idiomatic meanings of

     collocations. Language Teaching Research, 21(3), 321-340.

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     Schmitt, N. (March 2017). Vocabulary: Principles and practice. English Teaching professional, 109, 4-6.

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  Macis, M. & Schmitt, N. (2017). The figurative and polysemous nature of collocations and their place in

     ELT. ELTJ, 71(1), 50-59.

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  Kremmel, B. & Schmitt, N. (2016). Interpreting vocabulary test scores: What do various item formats tell us about learners’ Ability to Employ Words? Language Assessment Quarterly, 13(4), 377-392.

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     Garnier, M. & Schmitt, M. (2016). Picking Up polysemous phrasal verbs: How many do learners know and

     what facilitates this knowledge? SYSTEM, 59, 29-44.

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  Gyllstad, H., Vilkaite, L. & Schmitt, N. (2015). Assessing vocabulary size through multiple-choice formats: Issues with guessing and sampling rates. ITL International Journal of Applied Linguistics, 166, 276–303.

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  Garnier, M. & Schmitt, N. (2015). The PHaVE List: A pedagogical list of phrasal verbs and their most frequent meaning senses. Language Teaching Research, 19, 6, 645–666.

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• The PHaVE List (386 Kb)

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• The PHaVE List User's Manual

 

• The PHaVe List - Alphabetical Index

 

• The PHaVE List - Frequency Index

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  González Fernández, B. & Schmitt, N. (2015). How much collocation knowledge do L2 learners have?: The effects of frequency and amount of exposure. ITL International Journal of Applied Linguistics, 166, 94-126.

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  Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64, 4, 913–951.

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  Schmitt, N. and Schmitt, D. (2014). A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching, 47, 4, 484 - 503.

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• Uden, J., Schmitt, D., & Schmitt, N. (2014). Can learners make the jump from the highest graded readers to ungraded novels?: Four case studies. Reading in a Foreign Language, 26, 1, 1-28.

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     van Zeeland, H. & Schmitt, N. (2013). Incidental vocabulary acquisition through L2 listening: a

     dimensions approach. SYSTEM, 41, 609-624.

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  van Zeeland, H and Schmitt, N. (2013). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension? Applied Linguistics, 34, 457-79.

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  Sonbul, S. and Schmitt, N. (2013). Explicit and implicit lexical knowledge: Acquisition of collocations under different input conditions. Language Learning, 63, 1: 121–159.

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  Conklin, K. & Schmitt, N. (2012). The processing of formulaic language. Annual Review of Applied Linguistics, 32, 45–61.

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  Pellicer-Sánchez, A. and Schmitt, N. (2012). Scoring Yes-No vocabulary tests: Reaction time vs. nonword approaches. Language Testing 29, 4: 489-509.

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  Martinez, R. and Schmitt, N. (2012). A Phrasal Expressions List. Applied Linguistics 33, 3: 299-320.

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• PHRASE List

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• PHRASE List - User's Guide

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  Alali, F. and Schmitt, N. (2012). Teaching formulaic sequences: The same or different from teaching single words? TESOL Journal 3, 2: 153-180.

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  Saigh, K. and Schmitt, N. (2012). Difficulties with vocabulary form: The case of Arabic ESL learners. SYSTEM, 40: 24-36.

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  Siyanova-Chanturia, A., Conklin, K., and Schmitt, N. (2011). Adding more fuel to the fire: An eye-tracking study of idiom processing by native and nonnative speakers. Second Language Research 27(2), 251–272.

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  Schmitt, N., Ng, J.W.C., and Garras, J. (2011). The Word Associates Format: Validation evidence. Language Testing 28, 1: 105-126.

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  Schmitt, N., Jiang, X., and Grabe, W. (2011). The percentage of words known in a text and reading comprehension. Modern Language Journal 95, 1: 26-43.

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  Khalifa, H. and Schmitt, N. (2010). A mixed-method approach towards investigating lexical progression in Main Suite Reading test papers. Research Notes 41: 19-25.

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• pdf (183 Kb)

  Durrant, P. and Schmitt, N. (2010). Adult learners’ retention of collocations from exposure. Second Language Research 26, 2: 163-188.

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  Sonbul, S. and Schmitt, N. (2010). Direct teaching of vocabulary after reading: Is it worth the effort? English Language Teaching Journal 64, 3: 253-260.

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• Martinez, R. and Schmitt, N. (2010). Invited commentary: Vocabulary. Language Learning and Technology 14: 26-29.

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• Pellicer Sánchez, A.M. and Schmitt, N. (2010). Incidental vocabulary acquisition from an authentic novel: Do Things Fall Apart? Reading in a Foreign Language 22: 31-55.

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  Al-Homoud, F. and Schmitt, N. (2009). Extensive reading in a challenging environment: A comparison of extensive and intensive reading approaches in Saudi Arabia. Language Teaching Research 13: 383-401.

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  Li, J. and Schmitt, N. (2009). The acquisition of lexical phrases in academic writing: A longitudinal case study. Journal of Second Language Writing 18: 85-102.

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  Ishii, T. and Schmitt, N. (2009). Developing an integrated diagnostic test of vocabulary size and depth. RELC Journal 40, 1: 5-22.

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• pdf (461 Kb)

  Durrant, P. and Schmitt, N. (2009). To what extent do native and nonnative writers make use of collocations? International Review of Applied Linguistics 47: 157-177.

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• pdf (187 Kb)

  Schmitt, N. (2008). Instructed Second Language Vocabulary Learning. Language Teaching Research 12, 3: 329-363.

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  Tseng, W-T. and Schmitt, N. (2008). Towards a self-regulating model of vocabulary learning: A structural equation modeling approach. Language Learning 58, 2: 357-400.

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• pdf (111 Kb)

  Conklin, K. and Schmitt, N. (2008). Formulaic sequences: Are they processed more quickly than nonformulaic language by native and nonnative speakers? Applied Linguistics 29, 1: 72-89.

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• pdf (254 Kb)

  Siyanova, A. and Schmitt, N. (2008). L2 learner production and processing of collocation: A multi-study perspective. Canadian Modern Language Review 64, 3: 429-458.

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• pdf (230 Kb)

  Siyanova, A. and Schmitt, N. (2007). Native and nonnative use of multi-word vs. one-word verbs. International Review of Applied Linguistics 45: 109-139.

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  Tseng, W-T., Dörnyei, Z., and Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics 27: 78-102.

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  Phongphio, T. and Schmitt, N. (2006). Learning English multi-word verbs in Thailand. Thai TESOL Bulletin 19: 122-136.

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  Hemchua, S. & Schmitt, N. (2006). An analysis of lexical errors in the English compositions of Thai learners. Prospect 21, 3: 3-25.

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• Pigada, M. and Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language 18, 1: 1-28.

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  Schmitt, N. (2005-2006). Formulaic language: Fixed and varied. ELIA: Estudios de Lingüística Inglesa Aplicada 6: 13-39.

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  Zimmerman, C. and Schmitt, N. (2005). Lexical questions to guide the teaching and learning of words. CATESOL Journal 17, 1: 1-7.

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• pdf (93 Kb)

  Adolphs, S. and Schmitt, N. (2003). Lexical coverage of spoken discourse. Applied Linguistics 24, 4: 425-438.

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  Schmitt, N. and Zimmerman, C. (2002). Derivative word forms: What do learners know? TESOL Quarterly 36, 2: 145-171.

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  Schmitt, N., Schmitt, D. and Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing 18, 1: 55-88.

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  Schmitt, N. (2000). Key concepts in ELT: Lexical chunks. English Language Teaching Journal 54, 4: 400-401.

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  Schmitt, N. and Carter, R. (2000). The lexical advantages of narrow reading for second language learners. TESOL Journal 9, 1: 4-9.

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  Schmitt, N. and Carter, N. (2000). Lexical phrases in language learning. The Language Teacher 24, 8: 6-10.

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  Schmitt, N. and Dunham, B. (1999). Exploring native and nonnative intuitions of word frequency. Second Language Research 15, 2: 389-411.

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  Schmitt, N. (1999). The relationship between TOEFL vocabulary items and meaning, association, collocation, and word class knowledge. Language Testing 16, 2: 189-216.

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  Schmitt, N. (1998). Quantifying word association responses: What is nativelike? SYSTEM, 26: 389-401.

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     Schmitt, N. (1998). Measuring collocational knowledge: Key issues and an experimental assessment

     procedure. I.T.L. Review of Applied Linguistics 119-120: 27-47.

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  Schmitt, N. (1998). Tracking the incremental acquisition of second language vocabulary: A longitudinal study. Language Learning 48, 2: 281-317.

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  Schmitt, N. and Meara, P. (1997). Researching vocabulary through a word knowledge framework: Word associations and verbal suffixes. Studies in Second Language Acquisition 19, 1: 17-36.

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  Schmitt, N. (1997). Don't read your papers please. English Language Teaching Journal 51, 1: 54-56.

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     Schmitt, N. (Spring, 1997). Vocabulary learning strategies: Student perspectives and

     cultural considerations. Independence (IATEFL Learner Independence SIG): 4-6

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  Schmitt, N. (1995). A fresh approach to vocabulary using a word knowledge framework. RELC Journal 26, 1: 86-94.

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  Schmitt, N. and Schmitt, D. (1995). Vocabulary notebooks: Theoretical underpinnings and practical suggestions. English Language Teaching Journal, 49, 2: 133-143.

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  Schmitt, N. (1994). Vocabulary testing: Questions for test development with six examples of tests of vocabulary size and depth. Thai TESOL Bulletin 6, 2: 9-16.

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     Schmitt, N. and Schmitt, D.R. (1993). Identifying and assessing vocabulary learning strategies. Thai

     TESOL Bulletin 5, 4: 27-33.

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  Schmitt, N. (1993). Comparing native and nonnative teachers' evaluations of error seriousness. JALT Journal 15, 2: 181-191.