TY - JOUR
AB - This study investigates the effects of receptive and productive  vocabulary learning on word knowledge. Japanese students studying  English as a foreign language learned target words in three glossed  sentences and in a sentence production task in two experiments. Five  aspects of vocabulary knowledge—orthography, syntax, association,  grammatical functions, and meaning and form—were each measured by  receptive and productive tests. The study uses an innovative  methodology in that each target word was tested in 10 different ways.  The first experiment showed that, when the same amount of time was  spent on both tasks, the reading task was superior. The second  experiment showed that, when the allotted time on tasks depends on the  amount of time needed for completion, with the writing task requiring  more time, the writing task was more effective. If the second  experiment represents authentic learning, then a stronger argument can  be made to use productive vocabulary learning tasks over receptive  tasks.I wish to acknowledge the generous  input of the following people in the evolution of this paper: Paul  Nation, Jonathan Newton, and Jim Dickie from Victoria University of  Wellington, and the anonymous SSLA reviewers, for their  helpful comments.
TI - RECEPTIVE AND PRODUCTIVE VOCABULARY LEARNING: The Effects of  Reading and Writing on Word Knowledge
JF - Studies in Second Language Acquisition
DO - 10.1017/S0272263105050023
DA - 2005-02-18
UR - https://www.deepdyve.com/lp/cambridge-university-press/receptive-and-productive-vocabulary-learning-the-effects-of-reading-RPg6cJJ1s6
SP - 33
EP - 52
VL - 27
IS - 1
DP - DeepDyve
ER -