ノーバート・シュミット

ノーバート・シュミット（Norbert Schmitt、1956年1月23日生まれ）は、アメリカ合衆国出身の応用言語学者。
イギリスのノッティンガム大学の応用言語学名誉教授。第二言語語彙の習得と第二言語語彙教育に関する研究で知られる。語彙習得に関する著書や論文を多数発表している。

**研究内容**
1988年に日本でEFLの教師としてキャリアをスタートさせたノーバート・シュミットは、すぐに言語学習者がどのように第二言語を習得するのかに興味を持つようになった。テンプル大学ジャパンキャンパスの大学院修士課程に在籍中、学習者が語彙をどのように学ぶかについて研究を始める。
1994年、ノッティンガム大学にて博士号を取得し、語彙への関心を高める。
1997年の博士号取得後、ノッティンガム大学の教員となり、2020年9月の定年退職まで同大学で教鞭をとる。現在、同大学の応用言語学名誉教授。
シュミットは25年以上にわたって第二言語の語彙に関する問題を研究し、語彙テスト、定型文、コーパスに基づく研究、語彙知識と英語の読み・聞き能力のインターフェースなど、語彙研究のあらゆる側面に関心を広げている。
彼の功績は以下の通り。- 一般学習者にとって重要な言語についての100の問題を解説した著書『Language Power』- 語彙と応用言語学に関する9冊の本（さらに2冊が近日刊行、1冊が契約済み）- 60以上の国際的な学術論文- 合計100以上の論文と論文集の分担執筆- 語彙の分野における新しい用語の導入（下記）
** 単語知識       中頻度語彙       エンゲージメント       フォーム想起       意味想起- アイトラッキングのような心理言語学的研究手法の定型言語研究への導入- 標準的な第二言語語彙力テスト「Vocabulary Levels Test」の共同開発- 応用言語学に重要な貢献をしている10名以上の博士課程学生の指導
シュミットの経歴や出版物は、個人サイト（www.norbertschmitt.co.uk）で確認できる。

**業績**
シュミットは、多数の著作や、次のような主要学術誌に論文を発表している。『Applied Linguistics』、『Language Learning』、『Journal of Second Language Writing』、『Language Testing』、『System』、『Studies in Second Language Acquisition』、『Language Teaching Research』、『Language Teaching』、『Second Language Research』。

**著作**

**書籍**
Schmitt, N. & McCarthy, M. (1997). Vocabulary: Description, acquisition and pedagogy. Cambridge: Cambridge University Press.
*Schmitt, N. (2000). Vocabulary in language teaching. New York: Cambridge University Press.
*Schmitt, N. (2002). An Introduction to applied linguistics. London: Arnold.
*Schmitt, N. (2004). Formulaic sequences: Acquisition, processing, and use. Amsterdam: John Benjamins.
*Schmitt, D. & Schmitt, N. (2005). Focus on vocabulary: : Mastering the academic word list. White Plains, NY: Longman. 
*Schmitt, N. & Marsden, R. (2009). Why is English like that: Historical answers to hard ELT questions. Ann Arbor, Michigan: University of Michigan Press.
*Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual. London: Palgrave Macmillan.
*Schmitt, D., Schmitt, N., & Mann, D. (2005). Focus on vocabulary: : Bridging Vocabulary. White Plains, NY: Pearson Longman.
*Schmitt, N. & Schmitt, D. (2020). Vocabulary in language teaching (2nd edition). Cambridge: Cambridge University Press.
*Schmitt, N., Dunn, K., O'Sullivan, B., Anthony, L., and Kremmel, B. (forthcoming in 2022). Knowledge-based vocabulary lists. London: Equinox.
*Schmitt, N. (forthcoming). Language Power. 
*Schmitt, N. (contracted). Vocabulary: A Complex, Integrated, Incremental Perspective. Bristol: Multilingual Matters.

**学術論文**
 Schmitt, N. (1993). Comparing native and nonnative teachers' evaluations of error seriousness. JALT Journal 15(2), 181–191.
*Schmitt, N., & Schmitt, D. R. (1993). Identifying and assessing vocabulary learning strategies. Thai TESOL Bulletin.
*Schmitt, N. (1994). Vocabulary testing: Questions for test development with six examples of tests of vocabulary size and depth. Thai TESOL Bulletin 6(2), 9-16.
*Schmitt, N., & Schmitt, D. (1995). Vocabulary notebooks: Theoretical underpinnings and practical suggestions. English Language Teaching Journal, 49(2), 133–143.
*Schmitt, N. (1995). A fresh approach to vocabulary using a word knowledge framework. RELC Journal, 26(1), 86–94.
*Schmitt, N. (1997). Don't read your papers please. English Language Teaching Journal, 51(1), 54–56.
*Schmitt, N. and Meara, P. (1997). Researching vocabulary through a word knowledge framework: Word associations and verbal suffixes. Studies in Second Language Acquisition 19(1), 17–36.
*Schmitt, N. (1998). Tracking the incremental acquisition of second language vocabulary: A longitudinal study. Language Learning 48(2), 281–317. 
*Schmitt, N. (1998). Measuring collocational knowledge: Key issues and an experimental assessment procedure. I.T.L. Review of Applied Linguistics 119-120: 27–47.
*Schmitt, N. (1998). Quantifying word association responses: What is nativelike? System, 26, 389–401.
*Schmitt, N. (1999). The relationship between TOEFL vocabulary items and meaning, association, collocation, and word class knowledge. Language Testing 16(2), 189–216.
*Schmitt, N., & Dunham, B. (1999). Exploring native and nonnative intuitions of word frequency. Second Language Research, 15(2), 389–411.
*Schmitt, N., & Carter, N. (2000). Lexical phrases in language learning. The Language Teacher 24(8), 6-10.
*Schmitt, N., & Carter, R. (2000). The lexical advantages of narrow reading for second language learners. TESOL Journal, 9(1), 4–9.
*Schmitt, N. (2000). Key concepts in ELT: Lexical chunks. English Language Teaching Journal, 54(4), 400–401.
*Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55–88.
*Schmitt, N., & Zimmerman, C. (2002). Derivative word forms: What do learners know? TESOL Quarterly 36(2), 145–171.
*Adolphs, S., & Schmitt, N. (2003). Lexical coverage of spoken discourse. Applied Linguistics 24(4), 425–438. 
*Zimmerman, C., & Schmitt, N. (2005). Lexical questions to guide the teaching and learning of words. CATESOL Journal, 17(1), 1–7.
*Schmitt, N. (2005-2006). Formulaic language: Fixed and varied. ELIA: Estudios de Lingüística Inglesa Aplicada, 6, 13–39.
*Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1-28.
*Hemchua, S. & Schmitt, N. (2006). An analysis of lexical errors in the English compositions of Thai learners. Prospect, 21(3), 3-25.
*Phongphio, T., & Schmitt, N. (2006). Learning English multi-word verbs in Thailand. Thai TESOL Bulletin, 19, 122–136.
*Tseng, W-T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27, 78-102.
*Siyanova, A., & Schmitt, N. (2007). Native and nonnative use of multi-word vs. one-word verbs. International Review of Applied Linguistics, 45, 109–139.
*Siyanova, A., & Schmitt, N. (2008). L2 learner production and processing of collocation: A multi-study perspective. Canadian Modern Language Review, 64(3), 429–458.
*Conklin, K., & Schmitt, N. (2008). Formulaic sequences: Are they processed more quickly than nonformulaic language by native and nonnative speakers? Applied Linguistics, 29(1), 72–89.
*Tseng, W-T., & Schmitt, N. (2008). Towards a self-regulating model of vocabulary learning: A structural equation modeling approach. Language Learning, 58(2) 357–400.
*Schmitt, N. (2008). Instructed Second Language Vocabulary Learning. Language Teaching Research, 12(3) 329–363.
*Durrant, P., & Schmitt, N. (2009). To what extent do native and nonnative writers make use of collocations? International Review of Applied Linguistics, 47, 157–177.
*Ishii, T., & Schmitt, N. (2009). Developing an integrated diagnostic test of vocabulary size and depth. RELC Journal, 40(1), 5-22.
*Li, J., & Schmitt, N. (2009). The acquisition of lexical phrases in academic writing: A longitudinal case study. Journal of Second Language Writing, 18, 85-102. 
*Al-Homoud, F. and Schmitt, N. (2009). Extensive reading in a challenging environment: A comparison of extensive and intensive reading approaches in Saudi Arabia. Language Teaching Research, 13, 383–401.
*Pellicer Sánchez, A.M. and Schmitt, N. (2010). Incidental vocabulary acquisition from an authentic novel: Do Things Fall Apart? Reading in a Foreign Language 22, 31–55.
*Martinez, R. and Schmitt, N. (2010). Invited commentary: Vocabulary. Language Learning and Technology, 14, 26–29.
*Sonbul, S. and Schmitt, N. (2010). Direct teaching of vocabulary after reading: Is it worth the effort? English Language Teaching Journal 64(3), 253–260.
*Durrant, P. and Schmitt, N. (2010). Adult learners’ retention of collocations from exposure. Second Language Research 26(2), 163–188.
*Khalifa, H. and Schmitt, N. (2010). A mixed-method approach towards investigating lexical progression in Main Suite Reading test papers. Research Notes 41, 19–25.
*Schmitt, N., Jiang, X., and Grabe, W. (2011). The percentage of words known in a text and reading comprehension. The Modern Language Journal 95(1), 26–43.
*Schmitt, N., Ng, J.W.C., and Garras, J. (2011). The Word Associates Format: Validation evidence. Language Testing, 28(1) 105–126.
*Siyanova-Chanturia, A., Conklin, K., and Schmitt, N. (2011). Adding more fuel to the fire: An eye-tracking study of idiom processing by native and nonnative speakers. Second Language Research 27(2), 251–272.
*Saigh, K. and Schmitt, N. (2012). Difficulties with vocabulary form: The case of Arabic ESL learners. System, 40, 24–36. 
*Alali, F., & Schmitt, N. (2012). Teaching formulaic sequences: The same or different from teaching single words? TESOL Journal 3(2), 153–180.
*Martinez, R., & Schmitt, N. (2012). A Phrasal Expressions List. Applied Linguistics, 33(3), 299–320.
*Pellicer-Sánchez, A. and Schmitt, N. (2012). Scoring Yes-No vocabulary tests: Reaction time vs. nonword approaches. Language Testing 29(4), 489–509.
*Conklin, K. & Schmitt, N. (2012). The processing of formulaic language. Annual Review of Applied Linguistics, 32, 45–61.
*Sonbul, S., & Schmitt, N. (2013). Explicit and implicit lexical knowledge: Acquisition of collocations under different input conditions. Language Learning, 63(1), 121–159.
*van Zeeland, H and Schmitt, N. (2013). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension? Applied Linguistics, 34, 457–79.
*van Zeeland, H. & Schmitt, N. (2013). Incidental vocabulary acquisition through L2 listening: a dimensions approach. System, 41, 609–624.
*Uden, J., Schmitt, D., & Schmitt, N. (2014). Can learners make the jump from the highest graded readers to ungraded novels?: Four case studies. Reading in a Foreign Language, 26(1), 1-28.
*Schmitt, N., & Schmitt, D. (2014). A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching, 47(4), 484 - 503.
*Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913–951.
*González Fernández, B. & Schmitt, N. (2015). How much collocation knowledge do L2 learners have?: The effects of frequency and amount of exposure. ITL International Journal of Applied Linguistics, 166, 94-126.
*Garnier, M. & Schmitt, N. (2015). The PHaVE List: A pedagogical list of phrasal verbs and their most frequent meaning senses. Language Teaching Research, 19(6), 645–666.
*Gyllstad, H., Vilkaite, L. & Schmitt, N. (2015). Assessing vocabulary size through multiple-choice formats: Issues with guessing and sampling rates. ITL International Journal of Applied Linguistics, 166, 276–303.
*Kremmel, B. & Schmitt, N. (2016). Interpreting vocabulary test scores: What do various item formats tell us about learners’ Ability to Employ Words? Language Assessment Quarterly, 13(4), 377–392.
*Macis, M. & Schmitt, N. (2017). The figurative and polysemous nature of collocations and their place in ELT. ELTJ, 71(1), 50–59.
*Garnier, M. & Schmitt, M. (2016). Picking Up polysemous phrasal verbs: How many do learners know and what facilitates this knowledge? System, 59, 29–44.
*Macs, M. & Schmitt, N. (2017). Not just 'Small Potatoes': Knowledge of the idiomatic meanings of collocations. Language Teaching Research, 21(3), 321–340.
*Schmitt, N, Tom Cobb, T., Horst, M., & Schmitt, D. (2017). How much vocabulary is needed to use English?  Replication of Van Zeeland & Schmitt (2012), Nation, (2006), and Cobb (2007). Language Teaching, 50(2), 212–226.
*Vilkaite, L. & Schmitt, N. (2019). Reading collocations in an L2: Do collocation processing benefits extend to non-adjacent collocations? Applied Linguistics, 40(2), 329–354.
*Schmitt, N. (2019). Understanding vocabulary acquisition, instruction, and assessment: A research agenda. Language Teaching, 52(2).
*Schmitt, N., Nation, P., & Kremmel, B. (2020). Moving the field of vocabulary assessment forward: The need for more rigorous test development and validation. Language Teaching, 53, 109–120.
*González Fernández, B. & Schmitt, N. (2020). Word knowledge: Exploring the relationships and order of acquisition of vocabulary knowledge components. Applied Linguistics, 41(4), 481–505.

**脚注**

**外部リンク ==