Three Dimensions of Vocabulary Development
Dados Bibliográficos
| ID | 23328016 |
|---|---|
| Autores | Birgit Henriksen (University of Copenhagen, autor correspondente) |
| Ano | 1999 |
| Volume | 21 |
| Fascículo | 2 |
| Páginas | 303-317 |
| Data de publicação | 1999-06-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Studies in Second Language Acquisition (JOURNAL) |
| Identificadores do periódico | ISSN: 0272-2631 • E-ISSN: 1470-1545 |
| Editora | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0272263199002089 |
| OpenAlex | W2138950273 |
| Idioma | EN |
| Citações recebidas | 104 |
| Referências citadas | 15 |
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 semantization 1 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?
Competence (human resources) · Comprehension · Lexical item · Linguistics · Natural language processing · Process (computing) · Vocabulary · Vocabulary development · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
A study on the correlation between vocabulary breadth and depth and English majors' writing proficiency
Students’ and teachers’ preferences in using different approaches and strategies in vocabulary teaching and learning
Lexical Awareness
Receptive and Productive Vocabulary Acquisition
On Fluency
Insights Into L1 and L2 Vocabulary Size Association
Comparing the Linguistic Complexity in Receptive and Productive Modes
The Effects of Word Exposure Frequency on Incidental Learning of the Depth of Vocabulary Knowledge
Dependency and Coordination in the Grammar of Dutch and English
Vocabulary in Language Teaching
Evaluation of textbooks for German as a foreign language in the basis of the Common European Framework of Reference for Languages
Service-Learning as a Means of Vocabulary Learning for Second Language and Heritage Language Learners of Spanish
Killing Two Birds with One Stone
Depth of Vocabulary Knowledge
Vocabulary Knowledge and Advanced Listening Comprehension in English as a Foreign Language
The relationship between vocabulary knowledge and L2 reading/listening comprehension
The Effects of Corpus Use on Second Language Vocabulary Learning
Assessing Lexical Proficiency Using Analytic Ratings
A construct validation study of time-sensitive word-knowledge measures
LexITA
The Effects of Vocabulary Breadth and Depth on English Reading
Partial Word Form Learning in the Written Mode in L2 German and Spanish
Using Native-Speaker Psycholinguistic Norms to Predict Lexical Proficiency and Development in Second-Language Production
The effects of dictionary use on second language vocabulary acquisition
Second language vocabulary learning in the digital era
Testing the measurement equivalence of paper and interactive voice response system versions of the EORTC QLQ-C30
The effectiveness and learner acceptance of robot-facilitated board games for enhancing content-based English vocabulary learning
Improving writing without teaching it
Introduction. — Recherches actuelles en didactique du lexique
Factors affecting foreign language learners’ receptive and productive word knowledge in English, French, German, and Spanish
Taking Text to Task
A process-focused learning model for L2 vocabulary acquisition
Reciprocal effects of vocabulary breadth, vocabulary depth, and reading comprehension
The relationship between L2 vocabulary knowledge and reading proficiency
Vocabulary Depth Knowledge and Academic Reading Comprehension of Business Efl Undergraduates
From Words to Writing
Investigating vocabulary knowledge among English as a Second Language (ESL) learners
Vocabulary size and comprehension of academic texts by Tanzanian university students
Semantization of Vocabulary in the Legal English Classroom
Lexical Competence Underlying Second Language Word Association Tasks
Conceptualizing L2 Vocabulary Knowledge
Second language productive knowledge of collocations
Incidental vocabulary learning from captioned videos
Testing reciprocity between lexical knowledge and reading comprehension among Chinese children
Elicited metaphoric competence in a second language
The structure of L2 lexical-semantic networks as seen from a social network perspective
Analytic relations versus syntagmatic and paradigmatic relations of vocabulary depth knowledge
Explaining vocabulary in the second language classroom
Towards a Model of Advanced Learners’ Vocabulary Acquisition
Lexical richness of Chinese candidates in the graded oral English examinations
The use of material resources in vocabulary explanations
Neural correlates of retrieval practice on the learning and memory retention of L3 French vocabulary
The relationship between receptive and productive knowledge of L2 English collocations
Bilingual lexical development
Vocabulary size and depth of word knowledge in adult‐onset second language acquisition
Vocabulary acquisition
Lexis that rings a bell
Multicompetence and L2 users' associative links
L 2 lexical development and the lexical network model
ESL learners’ vocabulary use in writing and the effects of explicit vocabulary instruction
Vocabulary size and depth as predictors of second language speaking ability
Exploring the construct validity of tests used to assess L2 productive vocabulary knowledge
Effects of two mobile-assisted language learning apps on L2 receptive and productive vocabulary knowledge
The relationship between vocabulary size and depth for ESP/EAP learners
Models of lexical knowledge assessment of second language learners of English at higher levels of language proficiency
The effectiveness of post-reading word-focused activities and their associations with working memory
Recognition of high frequency words from speech as a predictor of L2 listening comprehension
Multidimensional vocabulary acquisition through deliberate vocabulary list learning
Making sense of polysemy relations in first and second language speakers of English
Do word associations assess word knowledge? A comparison of L1 and L2, child and adult word associations
Breadth or depth
Examining the dimensionality of vocabulary in English as a second language in Chinese children
Latent Class Analysis of Differential Item Functioning on the Peabody Picture Vocabulary Test–III
Text leads, images and videos follow
Vocabulary and morphological awareness and their relationship to reading comprehension in Chinese literacy development
Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance
Reliable predictors of reduced redundancy test performance
L2 English vocabulary breadth and knowledge of derivational morphology
The assessment of deep word knowledge in young first and second language learners
Predicting the proficiency level of language learners using lexical indices
Predicting L2 reading proficiency with modalities of vocabulary knowledge
The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading
Validating a test of second language written lexical retrieval
Phonological Vocabulary Size
The Impact of Multimodal Instruction on the Acquisition of Vocabulary
Reliable Measure of Written Receptive Vocabulary Size
Morphological awareness and vocabulary knowledge in monolingual and bilingual learners
Examining lexical development in second language learners
Word Knowledge Dimensions in L2 Lexical Inference
The Role of Receptive/Orthographic Vocabulary, Productive/Orthographic Vocabulary, Productive/Phonological Vocabulary and Depth of Vocabulary in Predicting Reading-to-Write Performance
A Psycholinguistic Look at the Role of Field Dependence/Independence in Receptive/Productive Vocabulary Knowledge
Comparing Multidimensional and Continuum Models of Vocabulary Acquisition
Making Sense of Learner Performance on Tests of Productive Vocabulary Knowledge
Examining the Acquisition of Vocabulary Knowledge Depth Among Preschool Students
Sound Stories
Chinese L2 Learners’ Depth of Vocabulary Knowledge and Its Role in Reading Comprehension
Different aspects of vocabulary depth knowledge in L2 Chinese reading comprehension
High ceilings and ingenuine allies
Willingness to Communicate
The Factor Structure of Vocabulary
The Lexicon in Acquisition
Sequencing in SLA
Assessing Second Language Vocabulary Knowledge
Modified Oral Input and the Acquisition of Word Meanings
Interlanguage is not a state of mind
Defining a Minimal Receptive Second-Language Vocabulary for Non-native University Students
Lexical Knowledge of Monolingual and Bilingual Children
The development of a new measure of L2 vocabulary knowledge
Lexical teddy bears and advanced learners
A Semantic Field Approach to Passive Vocabulary Acquisition for Reading Comprehension
Learning Words from Context
Captioned Television as Comprehensible Input
Incidental Acquisition of Word Meaning from Expositions with Varied Text Features
The Keyword Method and Children's Vocabulary Learning in the Classroom
Only connections
| Obras citantes distintas | 104 |
|---|---|
| Citações por ano | 2,54 |
| Intervalo de citações | 1985 - 2026 (42) |
| Velocidade de citação | current |
| Altamente citado | Sim |
| Tipos de citação | Neutras: 91 |