The Relationship between Receptive and Productive Vocabulary Knowledge: A Perspective from Vocabulary Use in Sentence Writing

Autor/in	Zhong, Hua Flora
Titel	The Relationship between Receptive and Productive Vocabulary Knowledge: A Perspective from Vocabulary Use in Sentence Writing
Quelle	In: Language Learning Journal, 46 (2018) 4, S.357-370 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2015.1127403
Schlagwörter	Correlation; Vocabulary Development; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Receptive Language; Secondary School Students; Expressive Language; Phrase Structure; Writing (Composition); Teaching Methods; Student Evaluation; China + Suchen Sie Ihr Suchwort? Korrelation; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Rezeptive Kommunikationsfähigkeit; Sekundarschüler; Phrasenstruktur; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung
Abstract	The progression from receptive vocabulary knowledge to productive word use in language learning to date is unclear. Vocabulary size has been the primary focus of receptive and productive vocabulary research. The present study looks at the internal structure of vocabulary knowledge along the receptive and productive continuum within a multi-aspect framework informed by Nation [2001. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press] and Coxhead [2007. Factors and aspects of knowledge affecting second language word use in writing. In Teaching and Learning Vocabulary in Another Language, ed. P. Davidson, C. Coombe, D. Lloyd and D. Palfreyman, 331-42. Dubai, UAE: TESOL Arabia]. It explores the relationship between receptive knowledge of meaning, form, word class, collocation and association and productive vocabulary knowledge, in particular the controlled productive word use in sentence writing, with a multi-task approach. Participants are 620 Year 8 English as a foreign language learners from two secondary schools in China. Results provide empirical evidence to the multi-aspect construct of receptive and productive vocabulary knowledge. The study describes the contribution of each aspect to controlled productive word use in context, and offer insights into the use of existing vocabulary assessment instruments to attain this goal. The findings have important pedagogical implications for vocabulary teaching and learning, as well as for instruments selection for vocabulary knowledge assessment and research purpose. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01