RECEPTIVE AND PRODUCTIVE VOCABULARY SIZES OF L2 LEARNERS

By Stuart Webb. Studies in Second Language Acquisition, 2008

343 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/3ffddcdcdaffe994bc38f78ee98f218d77b08672

How researchers see this paper

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

In Artificial Intelligence

1. E. Peters
2. N. Schmitt
3. Stuart Webb
4. F. Boers
5. Junyu Cheng
6. J. Matthews
7. B. Fernández
8. B. Kremmel

In Developmental and Educational Psychology

1. N. Schmitt
2. E. Peters
3. Stuart Webb
4. F. Boers
5. Junyu Cheng
6. J. Matthews
7. B. Fernández
8. A. Pellicer‐Sánchez

Citations in the corpus

• Size and Depth of Vocabulary Knowledge: What the Research Shows (2014, methodology): “Using the same CATSS format but without using the initial letter as a cue in the form recall gap, Webb (2008) gave matching form recall and meaning recall tests to 83 Japanese university EFL students.”
• Interpreting Vocabulary Test Scores: What Do Various Item Formats Tell Us About Learners’ Ability to Employ Words? (2016, result): “Similar to previous studies (e.g., Paul et al., 1990; Stewart & White, 2011; Webb, 2008), our results indicate that the recognition formats have a problem with overestimation (18% of the cases in MM format and 12% of the cases in MC format).”
• The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations (2014, background): “Learners’ productive vocabulary size tends to be smaller than their receptive vocabulary size (Laufer & Paribakht, 1998; Webb, 2008a).”
• The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading (2018, background): “Indeed, research consistently shows that a learner’s receptive vocabulary is larger in size than the learner’s productive vocabulary (Fan, 2000; Laufer, 1998; Webb, 2008).”
• How much collocation knowledge do L2 learners have?: the effects of frequency and amount of exposure (2015, background): “Webb (2008) argues that c-test formats which provide the initial letters of target words, although used to measure productive vocabulary knowledge, may in fact measure receptive knowledge to some degree. successfully answered items were removed from the instrument.”
• The Principles and the Teaching of English Vocabulary: A Review (2019, background): “Supported by Stuart (2008) and Susanto (2017), they are the words recognized by the students during reading process.”
• The Effects of Receptive and Productive Learning of Word Pairs on Vocabulary Knowledge (2009, background): “It is widely accepted that a person’s receptive vocabulary is larger than his or her productive vocabulary (Aitchison 1994, Crow 1986, Laufer 1998, Laufer and Paribakht 1998, Waring 1997b, Webb 2008).”
• AN EYE FOR WORDS (2013, background): “Evidence from pairedassociate learning and translation studies suggests that learners fi nd it easier to link unknown words with known words than the other way around (e.g., Kroll & Stewart, 1994 ; Mondria & Wiersma, 2004 ; Webb, 2008 ).”