RECEPTIVE AND PRODUCTIVE VOCABULARY LEARNING: The Effects of Reading and Writing on Word Knowledge

By Stuart Webb. Studies in Second Language Acquisition, 2005

488 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/40b3cf0cbaa428089a82f617d2abc9d0de5ef77b

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Citations in the corpus

The Potential Role(s) of Writing in Second Language Development. (2012, background): “Webb (2005) makes similar arguments for the comparison of reading and writing tasks, that is, that equalizing time on these tasks detracts from their authenticity.”
Vocabulary acquisition from extensive reading: A case study (2006, unknown): “" It has been recognised that reading tasks contribute to multiple aspects of vocabulary knowledge; however, it has been rare for studies to measure aspects of knowledge apart from meaning (Webb, 2005).”
Understanding vocabulary acquisition, instruction, and assessment: A research agenda (2019, background): “Most studies have used only a single measure, so in Points 1 and 2, I suggested the value of using test batteries, including measures of multiple types of word knowledge, and at receptive and productive masteries (see also Webb, 2005).”
The Type of Vocabulary Learning Strategies Used by ESL Students in University Putra Malaysia. (2011, background): “These findings are consistent with those of Nation (2001) and Webb (2005) who found the receptive and productive role of vocabulary learning in second language.”
The Effects of Vocabulary Learning on Collocation and Meaning. (2009, background): “Webb (2005) found that the amount of time spent on the tasks may determine whether receptive or productive tasks are more effective.”
VOCABULARY KNOWLEDGE AND ADVANCED LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE (2009, background): “Frameworks that specify multiple components of word knowledge (e.g., Nation, 1990 , 2001 ) have then served as the theoretical underpinning for studies that address learners’ depth of vocabulary knowledge (e.g., Schmitt, 1998 , 1999 ; Schmitt & Meara, 1997 ; Webb, 2005 , 2007 ).”
The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis (2020, background): “In fact, it has been argued that every aspect of vocabulary depth is crucial (Nation, 2001; Schmitt, 2010; Webb, 2005).”
Deliberate Learning and Vocabulary Acquisition in a Second Language (2011, methodology): “For example, explicit association tasks used in some studies (Horst, Cobb, & Meara, 1998; Webb, 2005, 2007) require considerable reasoning and can involve many types of knowledge, only some of which are made available when a word meaning needs to be accessed online (McRae, de Sa, & Seidenberg,…”
Task effectiveness and word learning in a second language: The involvement load hypothesis on trial (2008, background): “Some evidence suggests that the benefits associated with more effective tasks are negated or not realized when completion time is taken into account or when completion times are held constant across tasks in the research design (e.g. Ellis, 1995; Folse, 2006; Webb, 2005).”
INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING (2018, background): “Research suggests that measuring multiple aspects of vocabulary knowledge is likely to provide a more accurate evaluation of learning (e.g., Webb, 2005, 2009a, 2009b).”
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).5”
The effects of synonymy on second-language vocabulary learning (2007, methodology): “Webb (2005) described the tests as follows: Test 1: Productive knowledge of orthography.”
Retention of new words: Quantity of encounters, quality of task, and degree of knowledge (2015, background): “Email: batialau@research.haifa.ac.il Only a few studies have addressed the two factors (Folse, 2006; Laufer & RozovskiRoitblat, 2011; Lee & Hirsh, 2012; Webb, 2005), and almost no research has explored the interaction between the two (but see Laufer & Rozovski-Roitblat, 2011).”
The Effects of Receptive and Productive Learning of Word Pairs on Vocabulary Knowledge (2009, methodology): “…and Harley 1996, Laufer 1998, Morgan and Oberdeck 1930, Stoddard 1929, Waring 1997a, 1997b), while there appears to be only a small number (Schmitt 1998, 1999; Schmitt and Meara 1997; Webb 2005, 2007a, 2007b, 2007c) that look at both receptive and productive knowledge of other aspects of knowledge.”
The effects of biliteracy instruction on morphological awareness (2013, background): “…to entail knowledge of not only its meaning but also its orthography, phonology, syntax, and grammatical function (Schmitt, 2008), as revealed by research on lexical development that advocates instructional approaches targeting “multiple aspects of L2 lexical knowledge” (Webb, 2005, p. 35).”