From Receptive to Productive: Improving ESL Learners' Use of Vocabulary in a Postreading Composition Task.

By Siok H. Lee, James Muncie. 2006

124 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/d75af0b60b2790fbfd59f480a1f0f0602b545eb5

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. Jihyun Nam
3. E. Peters
4. Stuart Webb
5. Lars Stenius Stæhr
6. M. Garnier
7. A. Pellicer‐Sánchez
8. Parveneh Tavakoli

In Language and Linguistics

1. N. Schmitt
2. Jihyun Nam
3. E. Peters
4. Stuart Webb
5. Lars Stenius Stæhr
6. M. Garnier
7. F. Boers
8. Kazuya Saito

Citations in the corpus

• Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom. (2010, methodology): “Post-Reading Composition Task Based on research findings (Hulstijn & Laufer, 2001; Lee & Muncie, 2006) that underscore the significant effects of students’ productive use of unknown words and their involvement in high vocabulary production processing, a composition task can be designed as follows.”
• Review article: Instructed second language vocabulary learning (2008, background): “For example, Lee and Muncie (2006) found that adolescent ESL learners, even after being given a substantial introduction to lexical items, used only 18.4–20.87% of those items in follow-up free compositions.”