The number of learners seeking to acquire an L2 by means of apps is ever-increasing. This study examined the effectiveness of using the app "Mondly" for the acquisition of L2 English vocabulary while accounting for differences in the acquisition of receptive and productive aspects of word knowledge. Twelve Danish young learners (aged…

This study examines whether semantic relatedness facilitates or impedes the acquisition of English collocations by conducting two experiments respectively on Chinese undergraduates. Each experiment was composed of a reading session, a productive test, and a receptive test. Experiment 1 began with the reading session of 28 paired-up words and their…

This study examines low-intermediate to advanced ESL learners' awareness of semantic prosody. Semantic prosody is a word/unit association that expresses an attitudinal meaning (described as favourable, neutral, unfavourable), which emerges from the word's typical lexical environment. Sensitivity to and awareness of such associations is an…

There has been a plethora of studies investigating the effect of semantic relatedness on second language (L2) word learning.However, most prior studies failed to control for the lexical properties of target words, which may be responsible for the mixed results yielded. This study, therefore, sets out to revisit this issue by controlling for L1…

This study investigated the learnability of multiple word knowledge aspects and the relationship between the word knowledge aspects. A total of 261 Thai high school students were measured on receptive and productive word knowledge aspects: word parts, the form-meaning link, and collocations. The current findings indicated that word parts are…

This study was an investigation into the aural and written receptive knowledge of the English semantics of English lexis that is loanwords in the Japanese language and the predictive strength of the variables of semantic distance, concreteness/abstractness, polysemy, phonological distance, number of syllables, number of phonemes, number of…

This thesis examines whether native, heritage, and L2 speakers of Spanish engage a morphological layer of representation in the processing of inflected words, and whether they do so with both regularly- and irregularly-inflected words. Also examined is whether this tendency towards compositional (i.e. morphological rule-based) processing is…

This study examines the English vocabulary development of 43 very young child English as a foreign language (FL) learners (age 3.2-6.2) in China. They were tested twice for vocabulary breadth (reception and production) and semantic depth (paradigmatic and syntagmatic vocabulary knowledge). The development of the English vocabulary knowledge…

In the present study, we examined the relation of knowledge of semantic radicals to students' language proficiency and word reading for adult Chinese-as-a-foreign language students. Ninety-seven college students rated their proficiency in speaking, listening, reading, and writing in Chinese, and were administered measures of receptive and…

So far, the comprehension and production language modes have typically been studied separately in generative second language acquisition research, with the focus shifting from one to the other. This article revisits the asymmetric relationship between comprehension and production by examining the second language (L2) acquisition of the noun phrase…

This study investigated the effects of shared reading on oral vocabulary development with 42 second language (L2) learners in Dakar, Senegal. Participants, ranging from four to six years old, were taught French target words using predictable books, non-predicable books, and control activities of the typical local instructional practice of using…

This article argues in favor of a receptive vocabulary component in foreign language courses through consideration of: productive vs. receptive vocabulary knowledge; misconceptions in receptive vocabulary instruction; and classroom-tested approaches and activities for receptive vocabulary development. (CB)

Proposes three dimensions of lexical competence: partial to precise knowledge; depth of knowledge; and 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 process and on the need for redefining lexical…

It is argued that dictation is a neglected technique for second-language training. Students' error patterns at three levels are presented to show how the technique can be used effectively for both teaching and testing, and to develop integrative skills and accuracy in both listening and writing. (Author/MSE)