Lex30: an improved method of assessing productive vocabulary in an L2

Meara, Paul; Fitzpatrick, Tess

doi:10.1016/s0346-251x(99)00058-5

Cited by 152 publications

(206 citation statements)

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“…Based on the above and the criteria stated regarding receptive and productive knowledge, the test used in the current research (see Appendix A) was designed to be of the discrete, comprehensive, and context-type (or the passive and free active types, according to Nation"s terminology (2001)). There has been some argumentation that questions of the controlled productive type are preferable (Meara & Fitzpatrick, 2000;Schmitt, 2000); however, the researcher"s purpose was to see if the subjects could actively produce samples that demonstrated knowledge of the items" meaning in an unaided and unprompted way, and hence, the free sentence composition element was included. Based on the research in the field reviewed above, the following research question was formed: 1) How much processing of material is required for acquisition of vocabulary items on a receptive level, and how much is required for acquisition on a productive level?…”

Section: Methodsmentioning

confidence: 99%

Receptive and Productive Vocabulary Acquisition: Examining Processing Time and Memory Threshold

Oberg¹

2012

Indonesian J. Appl. Linguist

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Abstract:In the present research a picture card-based vocabulary study method was used to determine the pace of learner acquisition in terms of both receptive and productive knowledge. Fifty-eight first-year Japanese university students in two classes were used in the study. The subjects were placed into a single experimental group and both classes were taught by the researcher. During the treatment sessions the subjects studied fifteen vocabulary items chosen from the course textbook (Fifty-Fifty: A speaking and listening course, Book One, W. Wilson and R. Barnard, 2007, Hong Kong: Pearson Longman) using self-produced picture cards. The same post-treatment test was given to the subjects following each treatment session and the results were analyzed using Paired Samples T-tests supported by non-parametric Wilcoxon matched pairs signed ranks tests by comparing one session"s data with the data of the previous session. The post-treatment data showed a significant difference between the pre-treatment and first sessions in terms of receptive knowledge, and between all sessions except the eighth and ninth in terms of productive knowledge.Keywords: Vocabulary learning; receptive knowledge; productive knowledge; processing time; memory threshold Abstrak: Dalam penelitian ini, teknik pembelajaran kosakata dengan menggunakan kartu bergambar digunakan untuk menentukan kecepatan pemerolehan bahasa pembelajar baik dalam pengetahuan reseptif maupun produktif. Subjek penelitian ini terdiri atas lima puluh delapan mahasiswa universitas Jepang tingkat satu yang terbagi ke dalam dua kelas. Mereka ditempatkan dalam satu kelompok eksperimental, dan kedua kelas diajar oleh peneliti sendiri. Selama tahap eksperimen berlangsung, para subjek mempelajari lima belas item kosakata yang dipilih dari sebuah buku teks mata kuliah (Fifty-Fifty: A speaking and listening course, Book One, W. Wilson and R. Barnard, 2007, Hong Kong: Pearson Longman) dengan menggunakan kartu bergambar yang mereka buat sendiri. Pos tes setelah eksperimen berakhir sama diberikan pada subjek setiap selesai satu sesi dan hasilnya dianalisis dengan menggunakan Uji-t sampel berpasangan yang didukung oleh Uji Pemeringkatan Tanda Padanan-Pasangan Wilcoxon nonparametrik dengan membandingkan data satu sesi dengan data dari sesi sebelumnya. Data dari pascaperlakuan menunjukkan perbedaan yang signifikan antara sesi praperlakuan dan sesi pertama dalam hal pengetahuan reseptif, dan antara semua sesi, kecuali sesi ke delapan dan ke sembilan, dalam hal pengetahuan produktif.Kata Kunci: Pembelajaran kosa kata, pengetahuan reseptif, pengetahuan produktif, waktu pengolahan, ambang batas ingatan

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Section: Methodsmentioning

confidence: 99%

Receptive and Productive Vocabulary Acquisition: Examining Processing Time and Memory Threshold

Oberg¹

2012

Indonesian J. Appl. Linguist

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“…In order to measure the lexical breadth knowledge in ELT, there are tests such as the Vocabulary Size Test (VST) known as Lex 30 (Meara and Fitzpatrick, 2000).The VST is subdivided into receptive and productive (Nation and Beglar, 2007).…”

Section: Journal Of Language Teaching and Researchmentioning

confidence: 99%

Lexis, Lexical Competence and Lexical Knowledge: A Review

Caro¹,

Rosado²

2017

JLTR

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Abstract-Lexis is one essential component of language and language development. Limited lexical knowledge can lead EFL learners to frustration and demotivation. To reach a higher level of development in the four basic communication skills, learners should have a basis of lexis that allows them to do so. One of the factors affecting the ongoing development of communicative competence is neglecting the systematic teaching of lexis. Teachers' lack of knowledge of the lexical field has contributed negatively to this current situation. To meet these needs, this article reviews concepts such as lexis/vocabulary, lexical competence and knowledge and size and depth of lexical knowledge. It discusses new perspectives that could help language teachers develop conceptual knowledge to handle lexical instructional practice.

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“…14, No. 1, Spring 2017, 189-196 190 vocabulary size tests like The Productive Vocabulary Levels Test (Laufer & Nation, 1999), the LFPLexical Frequency Profile (Laufer & Nation, 1999) and Lex30 (Meara & Fitzpatrick, 2000).…”

Section: Mariam Gibrielmentioning

confidence: 99%

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2017

The Journal of AsiaTEFL

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Lex30: an improved method of assessing productive vocabulary in an L2

Cited by 152 publications

References 6 publications

Receptive and Productive Vocabulary Acquisition: Examining Processing Time and Memory Threshold

Receptive and Productive Vocabulary Acquisition: Examining Processing Time and Memory Threshold

Lexis, Lexical Competence and Lexical Knowledge: A Review

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