The relationship between receptive and productive vocabulary knowledge: a perspective from vocabulary use in sentence writing

Zhong, Hua Flora

doi:10.1080/09571736.2015.1127403

Cited by 19 publications

(17 citation statements)

References 31 publications

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“…In this study, most students have difficulties to recognize English vocabulary such as the problems on pronunciation of words, spelling of words, grammar in word formations, meaning of collocation, denotation, connotation, appropriateness, meaning relationship, word formation, idioms, and semantic association. These findings have also been found some previous studies (Uchihara & Saito, 2019;Zhong, 2018;Kalogirou et al, 2019;Joyce, 2018). In the present study, the students' problems are seen in their attitude when carrying out learning activities in ELT classes.…”

Section: Resultssupporting

confidence: 91%

“…It is in line with Arndt and Woore (2018) who argue that in EFL context learning vocabulary is intended to acquire lexical competence, and lexical competence is an entry point of communicative competence. Students who have communicative competence should be able to address their ideas or opinions to interlocutors successfully and appropriately (Firdaus & Mayasari, 2022;Uchihara & Saito, 2019;Zhong, 2018). Therefore, learning vocabulary should be oriented to attain communicative competence in a meaningful interaction.…”

Section: Introductionmentioning

confidence: 99%

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The Use of Total Physical Response in Teaching Vocabulary Integrated with Meaningful Classroom Interaction

Sumarni¹,

Bhatta

Kho

2022

JOLLS. Lang. Liter. Studies

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The deep consideration in teaching vocabulary is promosing a deep level of processing that can involve either long-term or short-term memory. This study was aimed at investigating the use of total physical response in the teaching of vocabulary integrated with meaningful classroom interaction. To attain the research aim, this study employed classroom action research. The steps of classroom action consisted of Planning, Acting, Evaluating and Reflecting. In the planning phase, researchers prepared lesson plans in line with students’ vocabulary problems and mastery. The students’ vocabulary problems were determined on how their solutions were before applying it in the class. The phase of the Acting is the session of applying total physical response as learning activities to improve students’ vocabulary. The acting activities should be done in accordance with the previous plan prepared. The last but not least is evaluating and reflecting. It referred to the evaluation process since researchers applied the learning strategies in the class. The upcoming process is then reflection, and it is emphasized on whether the learning plans are on the track. This study was carried out in middle schools. The sample was chosen by using purposive sampling technique. 37 students in the eleventh-grade class were involved in this study. The successful criteria were enacted in 75, and the indicators covered expanding word knowledge, adding specific words, word-learning strategies, and word-play activities. Based on the analysis result, students were able to conduct various learning activities to improve wide and extensive independent reading activities to expand their word acquisition and knowledge; students were able to perform meaningful strategies relating to specific words to improve their comprehension of texts containing those words; students were able to perform word-play activities to improve learning atmospheres in the class. Therefore, it can be concluded that the use of total physical response was able to improve students’ vocabulary mastery in integration with meaningful classroom interaction. The implementation of this strategy with paying attention to classroom interaction is strongly recommended to be applied for other language elements.

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Section: Resultssupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

The Use of Total Physical Response in Teaching Vocabulary Integrated with Meaningful Classroom Interaction

Sumarni¹,

Bhatta

Kho

2022

JOLLS. Lang. Liter. Studies

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“…This useful and insightful categorisation (Milton, 2013) not only covers both receptive and productive knowledge but also demonstrates the breadth and depth of vocabulary knowledge. It has been widely used in vocabulary research (e.g., González-Fernández & Schmitt, 2020;Zhong, 2018), despite its failure to indicate the relationships between the components and complexity to apply in research (González-Fernández & Schmitt, 2020). Considering its comprehensiveness and wide application, this categorisation was employed as a theoretical framework in this study.…”

Section: Aspects Of Vocabulary Knowledgementioning

confidence: 99%

An exploratory study on the aspects of vocabulary knowledge addressed in EAP textbooks

Michel

2021

DuJAL

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Vocabulary knowledge, which plays an important role in foreign or second language (L2) learning, involves a range of aspects such as form and meaning, grammatical functions, or word parts. Little research, however, has investigated how aspects of vocabulary knowledge are addressed in L2 textbooks. This study aims to fill that gap by examining the aspects of vocabulary knowledge that English for Academic Purposes (EAP) textbooks pay attention to. To that end, four EAP textbooks of upper-intermediate and advanced levels were investigated. A total of 873 vocabulary activities were identified and analysed based on Nation (2013) and Brown’s (2011) frameworks. Results show that grammatical functions, associations, and word parts receive the most attention in the EAP textbooks while written form, constraints on use, and spoken form receive the least attention. The findings also demonstrate variations among the EAP textbooks in their amounts of attention to different aspects of word knowledge.

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“…En este grupo, el mayor incremento se da igualmente en la banda 10000, lo que es consistente con las mejoras presentadas en la prueba receptiva. Variados estudios han establecido que cuando mejora el conocimiento receptivo, también lo hace el conocimiento productivo (Zhou 2010;Zhong 2016). Los resultados presentados en la tabla 8 podrían estar reforzando estos hallazgos.…”

Section: Los Resultadosunclassified

Desarrollo de la competencia léxica a través de estrategias de aprendizaje de vocabulario en aprendientes de inglés como lengua extranjera

Sanhueza¹,

Ferreira²,

Sáez³

2018

LEXIS

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The relationship between receptive and productive vocabulary knowledge: a perspective from vocabulary use in sentence writing

Cited by 19 publications

References 31 publications

The Use of Total Physical Response in Teaching Vocabulary Integrated with Meaningful Classroom Interaction

The Use of Total Physical Response in Teaching Vocabulary Integrated with Meaningful Classroom Interaction

An exploratory study on the aspects of vocabulary knowledge addressed in EAP textbooks

Desarrollo de la competencia léxica a través de estrategias de aprendizaje de vocabulario en aprendientes de inglés como lengua extranjera

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