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Word Knowledge


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Practical strategies to identify learner errors, provide feedback, and recognize problem areas.

About the Author

Cheryl Boyd Zimmerman is an associate professor of TESOL(Teaching English to Speakers of Other Languages) and the TESOL Coordinator in the Department of Modern Languages and Literatures at California State University, Fullerton, USA. Her Ph.D. is from the University of Southern California where she specialized in language, literacy and learning and completed a dissertation on second language vocabulary acquisition. Her publications have appeared in a variety of journals including Text, TESOL Quarterly, CATESOL Journal, and Studies in Second Language Acquisition and in edited collections including Second Language Vocabulary Acquisition, Language in Use (papers from the Georgetown Roundtable) and Directions in Applied Linguistics: Essays in Honor of Robert B Kaplan. She is the series editor of a reading and vocabulary textbook series and a textbook for vocabulary teachers, both published by Oxford University Press. Her publications focus on Second Language vocabulary acquisition. Visit her website at http: //


Educators seeking pointers regarding how best to teach a particular layer of word knowledge will find snapshot tips in each chapter. For meaning, encourage students to ask questions about new words. For word parts, be selective about prefixes and suffixes taught; choose only the most common (included in the book). Particularly helpful for teachers are the numerous classroom exercises at the end of each chapter. These are not your standard fill-in-the-blank tasks, but rather are useful, interactive, fun and even thought-provoking exercises that students and teachers will enjoy, involving lots of pair work and discussion.
...Teachers will find themselves referring to this book again and again for information, classroom activities and insights.

- Deborah Silver, Northeastern Illinois University, Chicago, IL (Fall 2010)

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