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Exploring the Extent to Which Productive Vocabulary Knowledge Tasks Detect Changes

Elmetaher Hosam Gamal Saad 広島大学

2022.03.04

概要

Lexical knowledge (both receptive and productive) is arguably the focus of all
language teaching. Receptive knowledge, sometimes called “passive knowledge,” represents
the vocabulary we use in listening and reading. Productive knowledge, sometimes called
“active knowledge,” represents the vocabulary we use in speaking and writing.
1.1 Receptive Vocabulary Knowledge-Productive Vocabulary Knowledge Relationship
Both receptive and productive vocabulary knowledge might be highly related. As an
example, at an early stage of development, what learners can recognize might also relate
more closely to what they can produce (e.g., if learners can recognize the word “research” at
an early stage of lexical development, then it is more likely that they can produce it). Melka
(1997) considers productive vocabulary knowledge as being at one end of a continuum with
receptive vocabulary knowledge at the opposite end, where knowledge of vocabulary items
can be situated anywhere from “passive” (receptive) to “active” (productive). This receptive–
productive continuum has been often cited in vocabulary research (e.g., Henriksen, 1999;
Laufer & Goldestein, 2004; Palmberg, 1987; Schmitt, 2010) and remains strongly present in
the research literature to this day.
However, this receptive vocabulary knowledge–productive vocabulary knowledge
relationship might not be always straightforward (Elmetaher, 2021) mainly due to differences
related to (i) size; (ii) assessment; and (iii) construct. First, there is an overall assumption that
the size of receptive vocabulary knowledge (i.e., needed for listening or reading) might be
bigger than productive vocabulary knowledge (i.e., needed for writing and speaking) (Laufer,
1998; Nation, 2001; Read, 2000; Webb, 2005; 2007). Not all that we can recognize will
always comfortably relate to what we can produce, probably because we do not need to
produce all the words that we can recognize. ...

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