His main research concerns Vocabulary, Vocabulary development, Productive Vocabulary, Reading and Context. Stuart Webb undertakes interdisciplinary study in the fields of Vocabulary and Drama through his works. His studies deal with areas such as Sentence, Syntax, Collocation and Word lists by frequency as well as Vocabulary development.
In his study, Repetition is inextricably linked to Psycholinguistics, which falls within the broad field of Syntax. His Collocation research incorporates themes from Teaching method, Phrase structure rules, Active listening and Set. His Productive Vocabulary research integrates issues from L2 learners, Language transfer, Comprehension approach and Receptive vocabulary.
His scientific interests lie mostly in Vocabulary, Vocabulary development, Vocabulary learning, Word lists by frequency and Artificial intelligence. His Vocabulary study incorporates themes from Mathematics education, Language acquisition, Language education, Active listening and Reading. His Vocabulary development study integrates concerns from other disciplines, such as Context, Cognitive psychology, Comprehension, First language and Reading comprehension.
Stuart Webb interconnects Orthography and Meaning in the investigation of issues within Context. His research in Vocabulary learning tackles topics such as Second language which are related to areas like English as a foreign language and Language assessment. His research in Word lists by frequency intersects with topics in Computational linguistics, Word, British National Corpus and Morpheme.
His primary areas of study are Vocabulary, Vocabulary development, Vocabulary learning, Cognitive psychology and Word. Stuart Webb combines subjects such as Word lists by frequency, Affix, Mathematics education, Second language and Semantics with his study of Vocabulary. His Word lists by frequency research is multidisciplinary, relying on both Word and Partial support.
His Vocabulary development study is concerned with Reading in general. The Word study combines topics in areas such as Computerized adaptive testing and Corpus linguistics, Natural language processing. His Active listening research focuses on Phrase structure rules and how it connects with Context and Note-taking.
Stuart Webb spends much of his time researching Vocabulary development, Vocabulary learning, Vocabulary, Cognitive psychology and Mathematics education. His Vocabulary development study combines topics from a wide range of disciplines, such as Word recognition and Comprehension. His Vocabulary learning research focuses on Incidental learning and how it relates to Second language instruction, Repetition and Learner engagement.
His study on Vocabulary is mostly dedicated to connecting different topics, such as Active listening. When carried out as part of a general Mathematics education research project, his work on Teaching method and Language acquisition is frequently linked to work in Mode, therefore connecting diverse disciplines of study. His Reading research is multidisciplinary, incorporating elements of Language proficiency, Recall and First language.
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Learning word pairs and glossed sentences: the effects of a single context on vocabulary knowledge:
Language Teaching Research (2007)
The effects of repetition on vocabulary knowledge
Applied Linguistics (2007)
Researching and Analyzing Vocabulary
I. S. P. Nation;Stuart Webb.
RECEPTIVE AND PRODUCTIVE VOCABULARY LEARNING: The Effects of Reading and Writing on Word Knowledge
Studies in Second Language Acquisition (2005)
RECEPTIVE AND PRODUCTIVE VOCABULARY SIZES OF L2 LEARNERS
Studies in Second Language Acquisition (2008)
The Effects of Context on Incidental Vocabulary Learning.
Reading in a foreign language (2008)
Vocabulary Demands of Television Programs
Stuart Webb;Michael P. H. Rodgers.
Language Learning (2009)
Incidental Learning of Collocation
Stuart Webb;Jonathan Newton;Anna Chang.
Language Learning (2013)
The Lexical Coverage of Movies
Stuart Webb;Michael P. H. Rodgers.
Applied Linguistics (2009)
The Effects of Vocabulary Learning on Collocation and Meaning.
Stuart Webb;Eve Kagimoto.
TESOL Quarterly (2009)
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