Progress toward establishing a model of lexical development to guide vocabulary acquisition research requires more precise specification of the various dimensions of lexical competence, the interrelationships among them, and how they interface with processes of word learning and use. Three dimensions of lexical competence are proposed: (a) partial to precise knowledge, (b) depth of knowledge, and (c) receptive to productive use ability. The relationship between the two knowledge dimensions and the acquisition of word meaning is considered, with emphasis on the complexity of the semantization1 process and on the need for redefining lexical development as both item-learning and system-changing. The adequacy of the three-dimensional description as a reflection of the process of vocabulary development is then discussed. Consideration of the nature of the developmental interrelationships among the dimensions raises two further questions: (a) Is depth of knowledge a prerequisite for developing precise comprehension? and (b) Are precise knowledge and depth of knowledge prerequisites for a word to become productive?

The aim of this article is to investigate the influence of word class on word association test results in both the L1 and L2. The data clearly suggest that word class type affects test results: nouns elicit a higher proportion of paradigmatic responses than verbs and adjectives. The influence of word class on test results is discussed in terms of the acquisition and semantic organisation of nouns, verbs and adjectives. However, results also show a surprising majority of syntagmatic responses in the L1 test. These results lead to a critical discussion of the concept of the syntagmatic-paradigmatic shift, which in the light of the test results in this study is seriously challenged. Theoretical and pedagogical implications for lexical network structure are discussed.Keywords: mental lexicon, word association test, word class influence, syntagmatic-paradigmatic shift, EFL teaching Målet med denne artikel er at undersøge ordklassers betydning for testresultater i ordassociationstests på L1 og L2. Data viser tydeligt, at ordklasse i høj grad påvirker testresultaterne: substantiver resulterer i en større andel paradigmatiske respons end verber og adjektiver. Ordklassernes påvirkning af testresultater diskuteres i forhold til ordtilegnelse, samt måden substantiver, verber og adjektiver er organiseret semantisk i det mentale leksikon. Resultaterne viser en uventet overvaegt af syntagmatiske respons i L1-testen. Dette leder til en kritisk diskussion af begrebet det syntagmatiskparadigmatiske skift, som bliver afgørende udfordret af testresultaterne i denne undersøgelse. Teoretiske og paedagogiske konsekvenser af det leksikalske netvaerks struktur diskuteres.Nøgleord: det mentale leksikon, ordassociationstests, ordklassepåvirkning, det syntagmatisk-paradigmatiske skift, fremmedsprogsundervisning Word association studies and the mental lexiconThe syntagmatic-paradigmatic shiftIn research on L2 vocabulary, the word association test has been explored as an elicitation tool in the belief that word associations reflect fundamental characteristics of the relations between words in the mental lexicon. L2 test 390 w Henriette Bagger Nissen and Birgit Henriksen The influence of word classAs well as the degree of knowledge of the individual word, the word class of the prompt word in association tests appears to be of major importance in terms of associative behaviour. In his study of word associations by English Word class influence on word association test results w 391

Lexical progression involves a process of network building whereby learners acquire depth of lexical knowledge. This includes the knowledge of a word's different sense relations, paradigmatic as well as syntagmatic, to other words. The focus of this article is a longitudinal study of young foreign language learners' acquisition of English adjectives. A series of tasks were developed to tap lexical relations between adjectives of emotion, e.g. the paradigmatic relations of synonymy and gradation, in order to study how a particular adjective such as thrilled finds its place among other near-synonymous expressions in the subfield HAPPY. Data were collected over a three-year period, so it was possible to study learner performance over time as well as across tasks. Findings revealed that network building is an extremely slow process and that some subfields are much more difficult than others. With the help of qualitative analyses, an account is given of the way in which particular adjectives become enmeshedor fail to become enmeshedin the meaning network of related words in the lexical field.

A clinicopathologic analysis of 13 cases of glassy cell carcinoma of the uterine cervix is presented. The glassy cell carcinoma is considered to be a poorly differentiated mixed adenosquamous carcinoma. Its histologic appearance is distinctive, being characterized by cells with a moderate amount of cytoplasm having a ground glass or finely granular appearance, a distinct cell wall that stains with eosin and PAS, and enlarged nuclei with prominent nucleoli. In the present study this tumor was associated with extrapelvic spread in 6/13 cases at diagnosis. Results were poor with either surgery and/or radiotherapy. Only four of 13 patients survived 5 years. The glassy cell carcinoma appears to be a distinct clinicopathologic entity which warrants a place in the classification of carcinoma of the cervix.