Norbert Schmitt

Norbert Schmitt (born 23 January

1956)[1] is an American applied linguist
and Emeritus Professor of Applied
Linguistics at the University of
Nottingham in the United Kingdom. He is
known for his work on second-language
vocabulary acquisition and second-
language vocabulary teaching. He has
published numerous books and papers
on vocabulary acquisition.[2]
 Norbert Schmitt
Born 23 January 1956
Mud Lake, Idaho, U.S.

Academic background

Alma mater University of

Nottingham

Thesis Using a Word

Knowledge
Framework to
Research Vocabulary
(http://eprints.notting
ham.ac.uk/1094
2/)  (1997)

Doctoral advisor Michael McCarthy

Academic work

Discipline Applied linguist

Institutions University of
Nottingham

Main interests Second-language

acquisition
Vocabulary learning

Website www.norbertschmitt
.co.uk (http://www.n
orbertschmitt.co.uk)

Research
Norbert Schmitt began his career in 1988
as an EFL teacher in Japan and quickly
became interested in how language
learners acquire their second languages.
During his Masters study at Temple
University, Japan, he began researching
how students learn vocabulary in
particular. He extended this interest in
vocabulary through his PhD research at
the University of Nottingham in 1994.
Upon completion of his PhD in 1997, he
joined the University of Nottingham staff,
and taught there until his retirement in
September 2020. He is now Emeritus
Professor of Applied Linguistics. Prof.
Schmitt has researched second language
vocabulary issues for over 25 years, and
his interests have broadened to all
aspects of lexical study, including
vocabulary testing, formulaic language,
corpus-based research, and the interface
between vocabulary knowledge and the
ability to read and listen in English.
A number of his accomplishments
include:

• The book Language Power which

describes 100 language issues important
to the general population

• Nine books on vocabulary and applied

linguistics issues (plus two more
forthcoming and one contracted)

• Over 60 international journal articles

• Over 100 total article and book chapters

• Introduction of new terminology in the

field of vocabulary, including:
 word knowledge
mid-frequency
vocabulary
engagement
form recall
meaning recall

• The introduction of psycholinguistic

research techniques like eye-tracking into
the study of formulaic language

• Co-development of a standard second

language vocabulary test: the Vocabulary
Levels Test

• Graduation of over 10 PhD students

who are making their own important
contributions to applied linguistics

Prof. Schmitt’s background and

publications can be found on his
personal website at www.norbertschmitt
.co.uk (http://www.norbertschmitt.co.u
k)

Publications
Prof. Schmitt has published a number of
books and many articles in major
journals, including Applied Linguistics,
Language Learning, Journal of Second
Language Writing, Language Testing,
System, Studies in Second Language
Acquisition, Language Teaching
Research, Language Teaching, and
Second Language Research.

Bibliography

Books

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.

Articles

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.

External links
Official website (http://www.norbertsc
hmitt.co.uk)

References
1. SUDOC 129025003 (https://www.idref.fr/
129025003)
2. "Norbert Schmitt" (https://web.archive.or
g/web/20200815150053/https://www.not
tingham.ac.uk/english/people/norbert.sc
hmitt) . University of Nottingham.
Archived from the original (http://www.not
tingham.ac.uk/english/people/norbert.sc
hmitt) on 15 August 2020.
Retrieved from
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