Journal Articles

     Schmitt, N., Nation, P. & Kremmel, B. (2019). Moving the field of vocabulary assessment forward: The

     need for more rigorous test development and validation. Language Teaching, 52(4).

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

     agenda. Language Teaching, 52(2).

  • pdf 

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

     of acquisition of vocabulary knowledge components. Applied Linguistics.

  • pdf 

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

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

     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.

  • pdf

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

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

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

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

  • pdf

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

     ELT. ELTJ, 71(1), 50-59.

  • pdf (1.5 Mb)

    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.

  • pdf (463 Kb)

    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.

  • pdf (418 Kb)

    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.

 

 

  • pdf (439 Kb)

    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.

  • pdf (431 Kb)

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

  • pdf (389 Kb)

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

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

     dimensions approach. SYSTEM, 41, 609-624.

  • pdf (310 Kb)

    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.

  • pdf (955 Kb)

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

  • pdf (96kb)

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

  • pdf (676 Kb)

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

  • pdf (356 Kb)

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

  • pdf (347 Kb)

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

  • pdf (3.7 Mb)

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

  • pdf (662 Kb)

    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.

  • pdf (346 Kb)

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

  • pdf (419 Kb)

    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.

  • pdf (7.6 Mb)

    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.

  • pdf (183 Kb)

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

  • pdf (96 Kb)

    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.

  • pdf (86 Kb)

    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.

  • pdf (463 Kb)

    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.

  • pdf (569 Kb)

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

  • 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.

  • pdf (187 Kb)

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

  • pdf (851 Kb)

    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.

  • 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.

  • 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.

  • 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.

  • pdf (142 Kb)

    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.

  • pdf (8.2 Mb)

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

  • pdf (18.8 Mb)

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

  • Word document (94 Kb)

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

  • pdf (209 Kb)

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

  • pdf (93 Kb)

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

  • pdf (206 Kb)

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

  • pdf (156 Kb)

    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.

  • pdf (1.5 Mb)

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

  • pdf (7.7 Mb)

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

  • pdf (4.5 Mb)

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

  • pdf (4.5 Mb)

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

  • pdf (136 Kb)

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

  • pdf (679 Kb)

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

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

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

  • pdf (219 Kb))

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

  • pdf (169 Kb)

    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.

  • pdf (184 Kb)

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

  • pdf (3.5 Mb)

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

  • pdf (835 Kb)

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

  • Word document (63 Kb)

    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.

  • pdf (6.1 Mb)

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