Building on contemporary research developments, this collection of studies focuses on vocabulary size, vocabulary knowledge and writing, affix knowledge, pronunciation, translanguaging, language learning strategies, considerations of oral participation and academic adaptation. Insights shared in the edited volume are informed by pedagogy in the context of Australia, Chile, China, Indonesia, Japan and Thailand, and at various levels of the education system. The theoretical discussions, methodologies adopted and implications discussed inform future research avenues in the areas of language and education.

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David Hirsh is Associate Professor at the University of Sydney where he teaches on the Master of Education (TESOL) program and supervises doctoral students in the areas of vocabulary studies and higher education. His research interests include second language vocabulary, second language writing and language revitalization. He has published widely in these areas of research.

DAVID : Introduction — XUAN WANG : The Relationship between Vocabulary Size and Reading Ability: Measuring Vocabulary Size both Receptively and Productively — YAN LI : The Role of Vocabulary Knowledge in Second Language Writing — APISAK SUKYING : A Taxonomy of English Affix Acquisition in EFL Learners — MAKOTO TAKENOYA : Pronunciation Instructions in Japanese Elementary School English Textbooks — RAHMA FITRIANA / DAVID HIRSH : EFL Learner Perceptions on Translanguaging — MARIANA SÁEZ : Use of Language Learning Strategies in Textbooks: A Comparative Stud — WENJUN BU / DAVID HIRSH : To Speak or Not To Speak: Chinese International Students’ Considerations of Oral Participation and Quietness in Australian Tutorials — QIAN YANG / DAVID HIRSH : Academic Adaptation of International Students in Higher Education — Notes on Contributors.