Receptive, productive, and receptive + productive L2 vocabulary learning: What difference does it make?

By Jan-Arjen Mondria, B. Wiersma. 2004

115 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/eb13780a4f7e42973610f77c4118fcae38cef2fc

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. Bella Rozovski-Roitblat
2. E. Peters
3. B. Laufer
4. N. Schmitt
5. F. Boers
6. Stuart Webb
7. Aline Godfroid
8. J. Hulstijn

In Language and Linguistics

1. Bella Rozovski-Roitblat
2. B. Laufer
3. F. Boers
4. N. Schmitt
5. E. Peters
6. Stuart Webb
7. Aline Godfroid
8. J. Hulstijn

In Literature and Literary Theory

1. Bella Rozovski-Roitblat
2. F. Boers
3. B. Laufer
4. Stuart Webb
5. J. Hulstijn
6. Alex Housen
7. Aline Godfroid
8. A. Asgari

Citations in the corpus

• Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination (2011, background): “Mondria and Wiersma (2004) examined receptive – i.e. from second language (L2) to first language (L1) – and productive (i.e. from L1 to L2) learning of decontextualized word pairs.”
• 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 ).”
• Social Robots for Language Learning: A Review (2018, background): “These learning gains are substantial, especially given that (a) translating words is more difficult than a receptive task (Mondria & Wiersma, 2004), (b) there was only one session, and (c) the learning task consisted of only three trials per target word.”
• The Effects of Receptive and Productive Learning of Word Pairs on Vocabulary Knowledge (2009, background): “Four studies have compared receptive and productive learning of word pairs (Griffin and Harley 1996, Mondria and Wiersma 2004, Stoddard 1929, Waring 1997a).”
• EFFECTS OF EXPANDING AND EQUAL SPACING ON SECOND LANGUAGE VOCABULARY LEARNING (2015, background): “This fi nding may be particularly pertinent to the direction of retrieval during learning because research (e.g., Griffi n & Harley, 1996 ; Mondria & Wiersma, 2004 ; Schneider, Healy, & Bourne, 2002 ) suggests that productive retrieval (i.e., retrieving the L2 word form) is more demanding than…”
• The Type of Vocabulary Learning Strategies Used by ESL Students in University Putra Malaysia. (2011, background): “Oxford (1990) distinguished several aspects of learning strategies; 1) Relate to communicative competence, 2) Let learners become self-directed, 3) Increase the role of teachers, 4) Are problem-oriented, 5) Special behaviors by the learners, 6) Include many aspects of the learners as well as the cog”
• SECOND LANGUAGE IDIOM LEARNING IN A PAIRED-ASSOCIATE PARADIGM: Effects of Direction of Learning, Direction of Testing, Idiom Imageability, and Idiom Transparency (2007, background): “…to extrapolate from the findings regarding paired-associate studies on the learning of individual, isolated, L2 words ~Griffin & Harley, 1996; Mondria & Wiersma, 2004; Schneider et al+, 2002; Stoddard, 1929!, we used L2 idioms as stimulus material in order to explore whether similar…”