Knowledge of derivational affixes makes an important contribution to second language learners' success when reading. Yet while the effects of some learner variables (L2 proficiency, L1 background) have been investigated, there has been little research addressing the effects of varying characteristics of affixes on their acquisition. The goal of…

Workshop 2 explores some larger vocabulary networks than those presented in Workshop 1 (1,000 words instead of 100), and introduces some additional ways of activating words in a network (e.g., by using new parameters in our models). The simulations will show that raising a network's activation level may not be as easy as we would have expected,…

This paper is part 5 of a series of workshops that examines the properties of some simple models of vocabulary networks. While previous workshops dealt with activating words in the network, this workshop focuses on vocabulary loss. We will simulate two possible ways of modelling attrition: (a) explicitly turning active words OFF, and (b) raising…

Since its emergence, generative AI has significantly impacted various fields, including English language education. Numerous academic studies have investigated its capabilities in grammar correction, writing evaluation, and dynamics of user interaction. However, there have been insufficient investigations into whether texts generated by such AI…

Local item dependency (LID) occurs when test-takers' responses to one test item are affected by their responses to another. It can be problematic if it causes inflated reliability estimates or distorted person and item measures. The cued-recall reading comprehension test in Hu and Nation's (2000) well-known and influential coverage--comprehension…

This paper is part 3 of a series of workshops that examine the properties of some simple models vocabulary networks. This Workshop focusses on how the vocabulary network responds when words become easier to activate. The Workshop is linked to an on-line practice room where readers can explore these processes for themselves.

While word cards are a widely supported method of deliberately studying foreign language vocabulary, there is a surprising lack of research-based evidence supporting them. This paper first reviews some of the key literature on word cards and then briefly describes two experiments concerning word card methodology. The first experiment described in…

The present study investigates the use of generative strategies and their effect on second language (L2) vocabulary retention and learner confidence in vocabulary knowledge over time. Generative strategies (or generation) are one in a group of learning methods known as desirable difficulties -- strategies that improve long-term learning by adding…

This brief report presents the results of a re-analysis of data by Yi, Man, and Maie (2023), who investigated L1 and L2 intuitive knowledge of phrasal frequency and collocation strength in multiword sequences. We utilized an individual-differences approach and examined which participant variables (age of onset, length of residence, language use,…

Previous research has shown that L1-L2 congruency is a facilitative factor in collocation processing. The present study explores the congruency effect between learners' L2 and L3. Thirty-three proficient Norwegian learners with Lithuanian as their L1 and English as their L2 completed a phase acceptability task consisting of three groups of…

This paper uses a bibliometric method to analyse the vocabulary research published in the journal "System" between 1976 and 2017. The bibliometric method used here is co-citation analysis, an approach which allows us to map the influences that have significantly impacted on vocabulary research. The analysis is intended to expand on an…

This paper argues the nature of adult foreign or second language (L2) vocabulary learning and points out the importance of word-form learning at the initial stage of vocabulary development. The Type of Processing-Resource Allocation (TOPRA) model is introduced as a prominent theoretical framework to capture it. Finally, some future studies are…

The substantive component of construct validity requires a confrontation between empirical test results and content relevance. The Vocabulary Size Test (VST) has been extensively validated in terms of empirical results. Less is known, however, about expert judgments of content relevance. The VST was constructed and validated according to the…

Vocabulary learning is unarguably one of the sub-goals in every language classroom. The learning and teaching of vocabulary have been transformed by the development of general word lists, providing compilations of the most prevalent vocabulary items used in everyday contexts. These lists have made an invaluable contribution to the field of applied…

As vocabulary plays an important part in L2 learning at the beginner level, investigation into vocabulary learning constitutes an essential part of second language acquisition research (Koda, 1989; Laufer, 1992; Meara, 1992). Assuming the case of Japanese, English education can provide a meaningful example. In addition, noting that precise…