Receptive and Productive L2 Vocabularies

Table Of Contents

• Cover
• Title
• Copyright
• About the author(s)/editor(s)
• About the book
• This eBook can be cited
• Contents
• List of figures and tables
• Introduction
• Chapter One: Psycholinguistic Aspects of Lexical Acquisition, Storage and Processing In L1 and L2 Contexts
• 1.1. Modelling the mental lexicon
• 1.1.1. Word selection processes in the logogen model
• 1.1.2. The cohort model of word recognition
• 1.1.3. The search model of lexical access
• 1.1.4. Productive aspects of lexical processing – a blueprint for the speaker
• 1.2. The bilingual mental lexicon – separation or integration?
• 1.2.1. A case for separation – The Revised Hierarchical Model
• 1.2.2. A unitary lexicon – The Bilingual Interactive Activation Model
• 1.2.3. Cross-language competition and language control
• 1.3. Vocabulary acquisition in view of memory models
• 1.3.1. The Hierarchical Network Model of semantic memory
• 1.3.2. The Spreading-Activation Theory of Semantic Processing
• 1.3.3. Short-term and working memory in vocabulary learning
• 1.3.4. Factors affecting vocabulary forgetting
• 1.4. Conclusion
• Chapter Two: L2/FL Vocabulary Development: Focus on Receptive and Productive Learning
• 2.1. Defining a word in the educational context
• 2.2. Towards a conceptualisation of lexical competence
• 2.2.1. Lexis as a component of general communicative competence
• 2.2.2. The complex view – incorporating the receptive-productive distinction
• 2.2.3. The limited view – describing vocabulary size and organisation
• 2.2.4. The balanced view – acknowledging the importance of the receptive-productive dimension
• 2.2.5. Different views of the receptive-productive vocabulary relationship in lexical competence
• 2.3. Establishing a theoretical basis for modelling L2 lexical development
• 2.3.1. Acquiring aspects of lexical knowledge: reception vs. production
• 2.3.2. Lexical items – properties and learnability
• 2.3.3. Defining the stages in the process of vocabulary acquisition
• 2.4. The interface of vocabulary knowledge and receptive/productive language skills
• 2.4.1. Vocabulary size, coverage and reading comprehension
• 2.4.2. The pedagogical implications of research into vocabulary-reading relationship
• 2.4.3. Vocabulary in written language production
• 2.5. Vocabulary knowledge as a predictor of academic success
• 2.6. Conclusion
• Chapter Three: Selected Issues of Second Language Vocabulary Assessment
• 3.1. Primary considerations in test content selection
• 3.1.1. Units of counting in vocabulary testing
• 3.1.2. Factors determining the choice of a unit of counting
• 3.1.3. Word choice according to type of test
• 3.1.4. Sampling from frequency lists and dictionaries in estimating vocabulary size
• 3.2. A review of selected vocabulary measures
• 3.2.1. Receptive tests of vocabulary size
• 3.2.1.1. The Vocabulary Levels Test
• 3.2.1.2. Yes/No tests
• 3.2.2. Productive tests
• 3.2.2.1. Measures of lexical richness
• 3.2.2.2. Lexical diversity: type-token ratio measures
• 3.2.2.3. The Lexical Frequency Profile and the BNC-20 VocabProfile
• 3.2.2.4. The Lex30 – a test of word associations
• 3.2.2.5. The Vocabulary-size Test of Controlled Productive Ability
• 3.3. The issue of validity in vocabulary testing
• 3.3.1. Factors affecting the validity of vocabulary measures
• 3.3.2. The validity of selected frequency-based vocabulary measures
• 3.3.2.1. The Vocabulary Levels Test
• 3.3.2.2. The Size Test of Controlled Productive Ability
• 3.3.2.3. The Lex
• 3.3.2.4. The Lexical Frequency Profile
• 3.4. Conclusion
• Chapter Four: Receptive and Productive Vocabulary Knowledge in a Second/Foreign Language: An Overview of Selected Research Studies
• 4.1. Empirical studies into receptive and productive vocabulary size
• 4.1.1. Major findings on lexicon size and the differences between receptive and productive lexical knowledge
• 4.1.2. Explaining the causes of discrepancies between the size of receptive and productive vocabularies
• 4.1.3. Estimating vocabulary size – current research needs
• 4.1.4. A summary of studies into EFL/ESL learners’ vocabulary size
• 4.2. Empirical studies into word association behaviour
• 4.2.1. Major findings on L1 and L2 associative networks
• 4.2.2. The limitations of word association studies and further research directions
• 4.2.3. A summary of selected L2 word association studies
• 4.3. Conclusion
• Chapter Five: Investigating the Lexical Development of Advanced Learners of English: the Design of the Study
• 5.1. Aim and research questions
• 5.2. Method
• 5.2.1. Participants
• 5.2.2. Data collection instruments and procedure
• 5.2.2.1. The lexical tests
• 5.2.2.2. The English language proficiency test
• 5.2.2.3. Analysis of student compositions
• 5.2.3. Test administration procedure
• 5.3. Conclusion
• Chapter Six: Investigating the Lexical Development of Advanced Learners of English: Results of the Study and Discussion
• 6.1. Development of vocabulary knowledge in the course of the study
• 6.1.1. Global changes in the students’ vocabulary knowledge
• 6.1.2. Differences across types of vocabulary knowledge and vocabulary levels
• 6.1.3. Relationships between learners’ receptive and productive vocabularies
• 6.2. Development of lexical knowledge across language proficiency levels
• 6.3. Relationship between vocabulary knowledge and reading and writing skills
• 6.4. Summary of the findings
• Conclusion
• References
• Appendices
• Series index