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001			212339
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035			_a(RuTPU)RU\TPU\book\231984
090			_a212339
100			_a20120326d2001 k y0engy50 ba
101	0		_aeng
102			_aGB
105			_ay z 001zy
200	1		_aVocabulary: Description, Acquisition and Pedagogy _fedited by R. Schmitt, M. McCarthy
205			_a3rd ed.
210			_aCambridge _cCambridge University Press _d2001
215			_a383 p.
225	1		_aCambridge Language Teaching Library
320			_aReferences: p. 332-371.
320			_aIndex: p. 372-383.
330			_aThe book's fifteen chapters are grouped together to achieve a balanced coverage of descriptions of what vocabulary is and how it behaves, how the mind learns new vocabulary and then uses it when it is learned, and pedagogical issues of teaching and testing second language vocabulary. me of the specific topics addressed in these three general areas include: word frequency and vocabulary size, multi word units, variation between spoken and written language; models of lexical acquisition, first language influences on second language vocabulary acquisition, vocabulary learning strategies: vocabulary and the syllabus, trends in teaching vocabulary, testing vocabulary, lexical reference resources. All the contributors are leading authorities in their respective areas and the editors have provided an introductory overview to the book and commentaries on the chapters.
606	1		_aАнглийский язык _xСодержание и методика преподавания языка в высшей школе _2stltpush _3(RuTPU)RU\TPU\subj\29068
610	1		_aлексика
610	1		_aлексикология
610	1		_aсловарные тесты
610	1		_aсловари
610	1		_aтипы
610	1		_aвиды
610	1		_aвыбор
610	1		_aиспользование
610	1		_aметодика
610	1		_aобучение
686			_aШ143.21-91 _vLBC/SL-A _2rubbk
702		1	_aSchmitt _bN. _gNorbert _4340
702		1	_aMcCarthy _bM. _gMichael _4340
801		1	_aRU _b63413507 _c20120326
801		2	_aRU _b63413507 _c20120403 _gRCR
942			_cBK