Size and strength: do we need both to measure vocabulary knowledge?

By B. Laufer, C. Elder, Kathryn Hill, Peter Congdon. 2004

310 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/08a3e8588e65853d3f024417ed82882df0881935

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. N. Schmitt
2. Parveneh Tavakoli
3. Johannes Eckerth
4. E. Peters
5. Xian Zhang
6. Songshan Zhang
7. B. Laufer
8. B. Kremmel

In Language and Linguistics

1. N. Schmitt
2. Parveneh Tavakoli
3. Johannes Eckerth
4. E. Peters
5. Nany Girsai
6. B. Laufer
7. B. Kremmel
8. Xian Zhang

Citations in the corpus

• Interpreting Vocabulary Test Scores: What Do Various Item Formats Tell Us About Learners’ Ability to Employ Words? (2016, background): “Although Laufer and Goldstein (2004) and Laufer et al. (2004) found that meaning recall items were easier than form recall items in general, it may be that the relationship between the formats for any particular target word is simply too variable to be used as a basis for consistent score…”
• Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation (2008, background): “Vocabulary learning is an incremental process and learners usually acquire passive knowledge of a word before they acquire its active knowledge (except in the case of cognates) (Laufer 1998; Laufer et al. 2004; Webb 2005).”
• Size and Depth of Vocabulary Knowledge: What the Research Shows (2014, background): “Most size tests use items focusing on some variant of the form–meaning link, but Laufer and Goldstein (2004) and Laufer et al. (2004) clearly show that these have a hierarchy of difficulty.”
• The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, methodology): “Although there is some disagreement on what knowing, learning and retaining vocabulary mean, there is a consensus among vocabulary researchers that knowledge of vocabulary can be divided into either passive-receptive or active-productive knowledge, and on whether a word has been recalled or recogniz”
• The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis (2020, background): “Laufer et al. (2004) and Laufer and Goldstein (2004) distinguished four categories of form–meaning mapping knowledge: active recall, passive recall, active recognition, and passive recognition: •• Active recall is defined as the ability to produce the L2 form of a given meaning (e.g. word…”