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Since the writing of his first book, Teaching and Learning Vocabulary, in 1990, Nation has both witnessed and contributed to a growing amount of research and writing about the teaching and learning of vocabulary. As a result, his latest publication, Learning Vocabulary in Another Language, synthesises this work in a way that is informative and inspirational for a wide readership of researchers, teachers and other professionals. Comprehensive in its coverage and well supported by reference to experimental research, case studies and teaching experience, the book focuses on what it means to ‘know’ a word; how best to teach words and collocations; vocabulary in L2 listening, speaking and writing; specialised lexicons; vocabulary learning strategies; strategies for inferring the meaning of unknown words in context; chunking and collocation; vocabulary testing; and course design for vocabulary development. The book describes what vocabulary learners need to know in order to be effective language users, and explains how teachers can help learners optimise the time they invest in the learning of vocabulary, in both class time and out-of-class time. The range of empirical research surveyed in the book is quite considerable and should satisfy both the student and the professional reader. Additionally, as Long and Richards suggest in their Preface (p. xiii), it ‘makes a substantive contribution to an area now recognised as of central importance for grammarians, acquisition specialists, language teachers and language learners alike’. For each of these readers, the book will be one that is frequently consulted. In many respects, it meets the requirements of a reference handbook, and parallels could be drawn between it and the frequently-cited The Study of Second Language Acquisition by Rod Ellis (1994). Nation begins the book with a consideration of vocabulary learning goals before introducing the central themes that underpin the eleven chapters. The Introduction places vocabulary teaching and learning in the wider context of what is involved in teaching and learning a second or foreign language. For instance, it refers to vocabulary in relation to the four skills (reading, writing, speaking, listening) and to vocabulary knowledge in relation to pronunciation, spelling and grammar. Secondly, the introductory pages explain how the approach taken in the book is based on the belief that a balanced language course should consist of four major strands: BOOK REVIEWS

I.S.P. Nation, Learning Vocabulary in Another Language. Cambridge: CUP, 2001, 417p.