ノーバート・シュミット
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).
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).