The second edition of *Vocabulary in Language Teaching* by Schmitt and Schmitt (2020) is a comprehensive and accessible resource for language teachers and researchers. The book provides a detailed overview of vocabulary acquisition, instruction, and assessment, emphasizing the importance of vocabulary in second language (L2) learning. The authors draw on empirical research, theory, and classroom practice to highlight the role of vocabulary in L2 instruction. The book is organized into nine chapters, each contributing to a deeper understanding of vocabulary learning. Chapter 1 introduces the concept of vocabulary, while Chapter 2 provides a historical overview of vocabulary instruction. Chapter 3 discusses the multidimensionality of vocabulary knowledge, and Chapter 4 explores the use of corpora in vocabulary research. Chapters 5–9 cover topics such as incidental vocabulary learning, intentional learning, curriculum integration, and vocabulary assessment. The authors argue that vocabulary learning is a long-term process requiring extensive recycling and that explicit instruction is valuable when tied to specific goals. The book also emphasizes the importance of integrating vocabulary into the curriculum and using it across all four language skills. The authors provide practical guidance for teachers on selecting and designing vocabulary tests. While the book is primarily aimed at language teachers and trainees, it is also a useful resource for researchers and graduate students. The authors suggest that *Researching Vocabulary* by Schmitt (2010) would be a good companion text for graduate-level seminars. Overall, the book is a valuable contribution to the field, offering clear insights into vocabulary instruction and assessment. It is a useful guide for those interested in L2 vocabulary learning.The second edition of *Vocabulary in Language Teaching* by Schmitt and Schmitt (2020) is a comprehensive and accessible resource for language teachers and researchers. The book provides a detailed overview of vocabulary acquisition, instruction, and assessment, emphasizing the importance of vocabulary in second language (L2) learning. The authors draw on empirical research, theory, and classroom practice to highlight the role of vocabulary in L2 instruction. The book is organized into nine chapters, each contributing to a deeper understanding of vocabulary learning. Chapter 1 introduces the concept of vocabulary, while Chapter 2 provides a historical overview of vocabulary instruction. Chapter 3 discusses the multidimensionality of vocabulary knowledge, and Chapter 4 explores the use of corpora in vocabulary research. Chapters 5–9 cover topics such as incidental vocabulary learning, intentional learning, curriculum integration, and vocabulary assessment. The authors argue that vocabulary learning is a long-term process requiring extensive recycling and that explicit instruction is valuable when tied to specific goals. The book also emphasizes the importance of integrating vocabulary into the curriculum and using it across all four language skills. The authors provide practical guidance for teachers on selecting and designing vocabulary tests. While the book is primarily aimed at language teachers and trainees, it is also a useful resource for researchers and graduate students. The authors suggest that *Researching Vocabulary* by Schmitt (2010) would be a good companion text for graduate-level seminars. Overall, the book is a valuable contribution to the field, offering clear insights into vocabulary instruction and assessment. It is a useful guide for those interested in L2 vocabulary learning.