Vocabulary Myths:Applying Second Language Research to Classroom Teaching Quotes.

1. "Positive words are easier to remember than negative words (Ludwig, 1984)."
- Keith S. Folse, Vocabulary Myths:Applying Second Language Research to Classroom Teaching

2. "categories are more difficult to learn than others. Nouns seem to be the easiest; adverbs—the most difficult; verbs and adjectives—somewhere in between (p. 298)."
- Keith S. Folse, Vocabulary Myths:Applying Second Language Research to Classroom Teaching

3. "Abstract words seem to be more difficult than concrete words."
- Keith S. Folse, Vocabulary Myths:Applying Second Language Research to Classroom Teaching

4. "In a study of 106 undergraduate and graduate nonnative English—speaking students, Schmitt and Zimmerman (2002) found that it was rare for a student to know all four forms or no form of a word. In other words, partial knowledge of at least one form was the norm. Results also showed that learners tended to have a better understanding of the noun and/or verb forms rather than the adjective and/or adverb forms. The authors conclude that teachers cannot assume that learners will absorb the derivative forms of a word family automatically from exposure and suggest explicit instruction in this area of vocabulary."
- Keith S. Folse, Vocabulary Myths:Applying Second Language Research to Classroom Teaching

5. "Knowing a word can also mean that the learner knows the frequency of occurrence of that word. Though this aspect of a word may seem almost trivial, the frequency of a word is often cited as a major factor in a given word's difficulty. In fact, Haynes (1993) claims that word frequency is probably the major component in word difficulty."
- Keith S. Folse, Vocabulary Myths:Applying Second Language Research to Classroom Teaching

6. "Liu's [2003] idioms commonly used in spoken American English.)"
- Keith S. Folse, Vocabulary Myths:Applying Second Language Research to Classroom Teaching

7. "Perhaps the single most important aspect of knowing a word for nonnative learners—besides or in addition to the obviously requisite synonym or denotation meaning—is the"
- Keith S. Folse, Vocabulary Myths:Applying Second Language Research to Classroom Teaching

8. "collocation(s) of a new vocabulary item. The meaning of collocation is apparent in its constituent parts: co (together) + location (place). A collocation is a word or phrase that naturally and frequently occurs before, after, or very near the target vocabulary item."
- Keith S. Folse, Vocabulary Myths:Applying Second Language Research to Classroom Teaching

9. "Semantic sets actually hinder and impede learning (Tinkhan 1993, 1997; Waring 1997)."
- Keith S. Folse, Vocabulary Myths:Applying Second Language Research to Classroom Teaching

10. "The most common collocations for commit as a verb are all types of crimes: commit murder,"
- Keith S. Folse, Vocabulary Myths:Applying Second Language Research to Classroom Teaching