Measuring Second Language Vocabulary Acquisition

By James Milton. 2009

649 citations recorded by the source corpus.

Introduction 1. Explanations and definitions 2. Word difficulty, word frequency and acquisition: lexical profiles 3. Frequency and coverage 4. Measuring vocabulary breadth - passive recognition vocabulary 5. Measuring other aspects of vocabulary breadth 6. Measuring productive vocabulary knowledge 7. Measuring vocabulary depth 8. Vocabulary acquisition and assessments of language level 9. Vocabulary acquisition and classroom input 10. Vocabulary acquisition and informal language input 11. Implications for learning and teaching: theory and practiceBibliography

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/dfb0327e6f7e5389c0277259b47c8d0d79a5e3fb

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. E. Peters
3. Stuart Webb
4. Jeanine Treffers-Daller
5. Scott Andrew Crossley
6. Takumi Uchihara
7. Kazuya Saito
8. Junyu Cheng

In Language and Linguistics

1. N. Schmitt
2. E. Peters
3. Stuart Webb
4. Kazuya Saito
5. Takumi Uchihara
6. J. Matthews
7. Junyu Cheng
8. Jeanine Treffers-Daller

Citations in the corpus

• Vocabulary size revisited: the link between vocabulary size and academic achievement (2013, methodology): “For further details on different methods to assess second language vocabulary, we refer to Milton (2009) and Read (2007).”
• Size and Depth of Vocabulary Knowledge: What the Research Shows (2014, background): “Results showed a stronger correlation between written and spoken word knowledge than found by Milton and Hopkins (2006) (r = .85 vs. .68). The relationship between learners’ knowledge of written and spoken vocabulary furthermore remained constant as overall scores increased, meaning that the growing”
• Learning German formulaic sequences: the effect of two attention-drawing techniques (2012, background): “Foreign-language (FL) learners are faced with the challenge of acquiring a large vocabulary (Milton 2009).”
• Exploring the relationship between productive vocabulary knowledge and second language oral ability (2019, background): “…a lesser extent, speaking) (e.g. Baba 2009; Farvardin and Koosha 2011; Laufer and Levitzky-Aviad 2015; Meara and Jones 1990; Meara and Milton 2003; Milton 2009, 2010, 2013; Milton, Wade and Hopkins 2010; Qian 1999, 2002; Schoonen et al. 2003; Stæhr 2008, © 2016 Association for Language…”
• The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading (2018, background): “Despite the broad acknowledgement of the multidimensional nature of vocabulary knowledge (Henriksen, 1999; Nation, 2001; Milton, 2009), previous studies aiming to explore the relationship between L2 vocabulary knowledge and L2 language skills have employed test instruments that tap a relatively cons”
• Examining second language receptive knowledge of collocation and factors that affect learning (2017, background): “The findings support the view that breadth and depth are not separable dimensions, but they are closely related (Akbarian, 2010; Milton, 2009; Vermeer, 2001).”
• Not just ‘small potatoes’: Knowledge of the idiomatic meanings of collocations (2017, result): “The ‘time spent abroad’ result is consistent with the existing research on facilitative nature of the L2 environment (e.g. González Fernández & Schmitt, 2015; Milton, 2009).”
• Lexical Sophistication as a Multidimensional Phenomenon: Relations to Second Language Lexical Proficiency, Development, and Writing Quality (2018, positive): “Although various terms have been used in defining and measuring L2 learners’ productive vocabulary, lexical richness (i.e., the overall quality of vocabulary found in a language sample; Daller et al., 2007; Milton, 2009; Read, 2000) is perhaps one of the most widely used terms.”
• The Routledge Handbook of English for Academic Purposes (2016, background): “Thus, the core contribution of CEAP to the EAP profession was to encourage and at times provoke teachers, writers and managers to engage with the wider consequences of their practice.”
• The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis (2020, methodology): “It has been proposed that when investigating the relationship between VK and text comprehension, written vocabulary tests should be used in reading research while spoken vocabulary tests should be used in listening research (Milton, 2009; Read, 2000).”
• What Defines Language Dominance in Bilinguals? (2019, background): “…opt for direct measures that assess an aspect of language ability often choose vocabulary tests, because vocabulary appears to be more easily quantifiable than other components of language proficiency (Milton 2009) and because of the availability of parallel vocabulary tests for some languages.”
• The creation and validation of a listening vocabulary levels test (2015, background): “For instance, Milton (2009) stated, 'strangely, it is an aspect of knowledge that has attracted very little systematic interest from researchers' (pp.”
• A Phrasal Expressions List (2012, result): “This is also consistent with Milton (2009), who affirms that ‘[s]tudents who take advanced level examinations would probably be expected to recognize over 4500, or 90% or more, of this corpus (of 5000 words)’ (p.180).”