Astika, G. G. (1993). Analytical assessments of foreign students' writing. RELC Journal 24(1), 61-70.
Brown, D. (2012). The frequency model of vocabulary learning and Japanese learners. Vocabulary
Learning and Instruction 1(1), 20-28. DOI: 10.7820/vli.v01.1.brown
Catalán, R. M. J., & Espinosa, S. M. (2005). Using Lex30 to measure the L2 productive vocabulary of
Spanish primary learners of EFL. VIAL, Vigo International Journal of Applied Linguistics, (2), 27-44.
González, R. A., & Piquer Píriz, A. M. (2016). Measuring the productive vocabulary of secondary school
CLIL students: Is Lex30 a valid test for low-level school learners? Vigo International Journal of
Applied Linguistics, 13, 31-53.
Heaton, J. B. (1966). Composition through Pictures. United Kingdom: Longman Group.
Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language
Acquisition, 21(2), 303-317. DOI: 10.1017/S0272263199002089
Henriksen, B., Albrechtsen, D., & Haastrup, K. (2004). The relationship between vocabulary size and
reading comprehension in the L2. In D. Albrechtsen, K. Haastrup, & B. Henriksen (Eds.), Writing and
Vocabulary in Foreign Language Acquisition (pp. 129-140). Copenhagen: Museum Tusculanum.
Angles on the English-Speaking World, No. 4.
Horst, M., & Collins, L. (2006). From ‘faible’ to strong: How does their vocabulary grow? The Canadian
Modern Language Review, 63(1), 83-106. DOI: 10.3138/cmlr.63.1.83
Laufer, B. (1995). Beyond 2000. A measure of productive lexicon in a second language. In: L. Eubank, L.
Selinker and M. Sharwood Smith (Eds). The Current State of Interlanguage. Studies in Honor of
William E. Rutherford (pp. 265 – 272).Amsterdam/ Philadelphia: John Benjamins,
Laufer, B. (1997). The Lexical Plight in Second Language Reading: Words You Don't Know, words You
Think You Know, and Words You Can't Guess.I n J. Coady and T. Huckin (Eds.) Second language
vocabulary acquisition: A rationale for pedagogy (pp. 1-34). Cambridge, UK: CUP.
Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or
different? Applied Linguistics, 19(2), 255-271. https://doi.org/10.1093/applin/19.2.255
Laufer, B. (2009). Second language vocabulary acquisition from language input and from form-focused
activities. Language Teaching, 42(3), 341-354. DOI: 10.1017/s0261444809005771
Laufer, B. (2012). Lexical Frequency Profiles. In Chapelle C.A. (Ed.), The Encyclopaedia of Applied
Linguistics. (pp. 3334-3337). Blackwell Publishing Ltd.
Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer
adaptiveness. Language Learning, 54(3), 399-436. DOI: 10.1111/j.0023-8333.2004.00260.x
Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written
production. Applied Linguistics, 16(3), 307-322. https://doi.org/10.1093/applin/16.3.307
Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language
Testing, 16(1), 33-51. https://doi.org/10.1177/026553229901600103
Ma, S., Zhang, J., Anderson, R. C., Morris, J., Nguyen-Jahiel, K. T., Miller, B. & Hsu, Y. L. (2017).
Children's productive use of academic vocabulary. Discourse Processes, 54(1), 40-61.
DOI: 10.1080/0163853x.2016.1166889
Meara, P. (2005). Lexical frequency profiles: A Monte Carlo analysis. Applied Linguistics, 26(1), 32-47.
DOI: 10.1093/applin/amh037
Meara, P., & Bell, H. (2001). P_Lex: A simple and effective way of describing the lexical
characteristics of short L2 texts. Prospect, 16(3), 5-19.
Meara, P., & Fitzpatrick, T. (2000). Lex30: An improved method of assessing productive vocabulary in an
L2. System, 28(1), 19-30. DOI: 10.1016/s0346-251x(99)00058-5
Melka, F. (1997). Receptive vs. productive aspects of vocabulary. In N. Schmitt & M. McCarthy (Eds)
Vocabulary: Description, Acquisition and Pedagogy, (pp. 84-102). Cambridge, UK: Cambridge
University Press.
Nassaji, H. (2003). L2 vocabulary learning from context: Strategies, knowledge sources, and their
relationship with success in L2 lexical inferencing. TESOL Quarterly, 37(4), 645-670.
DOI: 10.2307/3588216
Nation, I. S. P. (2001). Learning Vocabulary in another Language. Cambridge: CUP.
Nation, I. (2006). How large a vocabulary is needed for reading and listening?. Canadian Modern
Language Review, 63(1), 59-82. DOI: 10.3138/cmlr.63.1.59
Nikolov, M. & Djigunović, J. M. (2006): Recent research on age, second language acquisition, and early
foreign language learning. Annual Review of Applied Linguistics, 26, 234-260. DOI:
10.1017/s0267190506000122
Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29(1), 133-158.
DOI: 10.2307/3587808
Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading
performance: An assessment perspective. Language Learning, 52(3), 513-536. DOI: 10.1111/1467-
9922.00193
Ouellette, G. P. (2006). What's meaning got to do with it: The role of vocabulary in word reading and
reading comprehension. Journal of Educational Psychology,98(3), 554-567. DOI: 10.1037/0022-
0663.98.3.554
Pearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007). Vocabulary assessment: What we
know and what we need to learn. Reading Research Quarterly, 42(2), 282-296. DOI:
10.1598/rrq.42.2.4
Smith, R. (2005). The Lexical Frequency Profile: Problems and Uses. In K. BradfordWatts, C. Ikeguchi, &
M. Swanson (Eds.) JALT2004 Conference Proceedings. Tokyo: JALT.
Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3),
329-363. https://doi.org/10.1177/1362168808089921
Staehr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning
Journal, 36(2), 139-152. DOI: 10.1080/09571730802389975
van Zeeland, H., & Schmitt, N. (2012). Lexical coverage in L1 and L2 listening comprehension: The same
or different from reading comprehension?. Applied Linguistics, 34(4), 457-479. DOI:
10.1093/applin/ams074
Waring, R. B. (1999). Tasks for assessing second language receptive and productive vocabulary (Doctoral
dissertation, University of Wales Swansea). Retrieved on March 6, 2018 from
http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544366
Webb, S. (2008). The effects of context on incidental vocabulary learning. Reading in a Foreign
Language, 20(2), 232.
Webb, S., & Chang, A. C. (2012). Vocabulary learning through assisted and unassisted repeated
reading. Canadian Modern Language Review, 68(3), 267-290. DOI: 10.3138/cmlr.1204.1
West, M. (1953). A general service list of English words: with semantic frequencies
and a supplementary word-list for the writing of popular science and technology. Addison-Wesley
Longman Limited.
Wilkins, D. A. (1972). Linguistics in Language Teaching. Hodder & Stoughton Educational.
Zimmerman, C.B. (1997). Historical trends in second language vocabulary instruction. In J. Coady & T.
Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 5-19).
Cambridge, UK: Cambridge University Press.
Zimmerman, K. J. (2004). The role of vocabulary size in assessing second language proficiency (MA
thesis, Brigham Young University. Department of Linguistics).
What do young EFL learners’ written texts tell us about their productive vocabulary knowledge?
Please fill up the following information accurately. (Please
use Times New Roman, 12 pt.
What do young EFL learners’ written texts tell us about their productive vocabulary knowledge?
Receptive knowledge of vocabulary
has usually been the mostly investigated dimension of lexical assessment while
the productive aspect of vocabulary has been studied to a lesser extent. There
is hardly any research on the productive vocabulary of English foreign language
learners in Turkish context, particularly as far as primary school students are
concerned. Yet, it is utmost important to study learners’ vocabulary levels in
Turkey where English is taught as a foreign language (EFL). Within this
context, this study seeks to address the effect of grade level variation in EFL
productive vocabulary size of a group of young learners. In order to collect
data, the participants were given a series of pictures (Heaton, 1966) and asked
to create a story based on what they see in the pictures. The lexical frequency
profiles (LFP) technique was used to estimate participants’ productive
vocabulary size with a focus on the differences and similarities among
different year levels. The findings of the study present insights into
developmental process of vocabulary acquisition of Turkish EFL learners.
Astika, G. G. (1993). Analytical assessments of foreign students' writing. RELC Journal 24(1), 61-70.
Brown, D. (2012). The frequency model of vocabulary learning and Japanese learners. Vocabulary
Learning and Instruction 1(1), 20-28. DOI: 10.7820/vli.v01.1.brown
Catalán, R. M. J., & Espinosa, S. M. (2005). Using Lex30 to measure the L2 productive vocabulary of
Spanish primary learners of EFL. VIAL, Vigo International Journal of Applied Linguistics, (2), 27-44.
González, R. A., & Piquer Píriz, A. M. (2016). Measuring the productive vocabulary of secondary school
CLIL students: Is Lex30 a valid test for low-level school learners? Vigo International Journal of
Applied Linguistics, 13, 31-53.
Heaton, J. B. (1966). Composition through Pictures. United Kingdom: Longman Group.
Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language
Acquisition, 21(2), 303-317. DOI: 10.1017/S0272263199002089
Henriksen, B., Albrechtsen, D., & Haastrup, K. (2004). The relationship between vocabulary size and
reading comprehension in the L2. In D. Albrechtsen, K. Haastrup, & B. Henriksen (Eds.), Writing and
Vocabulary in Foreign Language Acquisition (pp. 129-140). Copenhagen: Museum Tusculanum.
Angles on the English-Speaking World, No. 4.
Horst, M., & Collins, L. (2006). From ‘faible’ to strong: How does their vocabulary grow? The Canadian
Modern Language Review, 63(1), 83-106. DOI: 10.3138/cmlr.63.1.83
Laufer, B. (1995). Beyond 2000. A measure of productive lexicon in a second language. In: L. Eubank, L.
Selinker and M. Sharwood Smith (Eds). The Current State of Interlanguage. Studies in Honor of
William E. Rutherford (pp. 265 – 272).Amsterdam/ Philadelphia: John Benjamins,
Laufer, B. (1997). The Lexical Plight in Second Language Reading: Words You Don't Know, words You
Think You Know, and Words You Can't Guess.I n J. Coady and T. Huckin (Eds.) Second language
vocabulary acquisition: A rationale for pedagogy (pp. 1-34). Cambridge, UK: CUP.
Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or
different? Applied Linguistics, 19(2), 255-271. https://doi.org/10.1093/applin/19.2.255
Laufer, B. (2009). Second language vocabulary acquisition from language input and from form-focused
activities. Language Teaching, 42(3), 341-354. DOI: 10.1017/s0261444809005771
Laufer, B. (2012). Lexical Frequency Profiles. In Chapelle C.A. (Ed.), The Encyclopaedia of Applied
Linguistics. (pp. 3334-3337). Blackwell Publishing Ltd.
Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer
adaptiveness. Language Learning, 54(3), 399-436. DOI: 10.1111/j.0023-8333.2004.00260.x
Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written
production. Applied Linguistics, 16(3), 307-322. https://doi.org/10.1093/applin/16.3.307
Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language
Testing, 16(1), 33-51. https://doi.org/10.1177/026553229901600103
Ma, S., Zhang, J., Anderson, R. C., Morris, J., Nguyen-Jahiel, K. T., Miller, B. & Hsu, Y. L. (2017).
Children's productive use of academic vocabulary. Discourse Processes, 54(1), 40-61.
DOI: 10.1080/0163853x.2016.1166889
Meara, P. (2005). Lexical frequency profiles: A Monte Carlo analysis. Applied Linguistics, 26(1), 32-47.
DOI: 10.1093/applin/amh037
Meara, P., & Bell, H. (2001). P_Lex: A simple and effective way of describing the lexical
characteristics of short L2 texts. Prospect, 16(3), 5-19.
Meara, P., & Fitzpatrick, T. (2000). Lex30: An improved method of assessing productive vocabulary in an
L2. System, 28(1), 19-30. DOI: 10.1016/s0346-251x(99)00058-5
Melka, F. (1997). Receptive vs. productive aspects of vocabulary. In N. Schmitt & M. McCarthy (Eds)
Vocabulary: Description, Acquisition and Pedagogy, (pp. 84-102). Cambridge, UK: Cambridge
University Press.
Nassaji, H. (2003). L2 vocabulary learning from context: Strategies, knowledge sources, and their
relationship with success in L2 lexical inferencing. TESOL Quarterly, 37(4), 645-670.
DOI: 10.2307/3588216
Nation, I. S. P. (2001). Learning Vocabulary in another Language. Cambridge: CUP.
Nation, I. (2006). How large a vocabulary is needed for reading and listening?. Canadian Modern
Language Review, 63(1), 59-82. DOI: 10.3138/cmlr.63.1.59
Nikolov, M. & Djigunović, J. M. (2006): Recent research on age, second language acquisition, and early
foreign language learning. Annual Review of Applied Linguistics, 26, 234-260. DOI:
10.1017/s0267190506000122
Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29(1), 133-158.
DOI: 10.2307/3587808
Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading
performance: An assessment perspective. Language Learning, 52(3), 513-536. DOI: 10.1111/1467-
9922.00193
Ouellette, G. P. (2006). What's meaning got to do with it: The role of vocabulary in word reading and
reading comprehension. Journal of Educational Psychology,98(3), 554-567. DOI: 10.1037/0022-
0663.98.3.554
Pearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007). Vocabulary assessment: What we
know and what we need to learn. Reading Research Quarterly, 42(2), 282-296. DOI:
10.1598/rrq.42.2.4
Smith, R. (2005). The Lexical Frequency Profile: Problems and Uses. In K. BradfordWatts, C. Ikeguchi, &
M. Swanson (Eds.) JALT2004 Conference Proceedings. Tokyo: JALT.
Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3),
329-363. https://doi.org/10.1177/1362168808089921
Staehr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning
Journal, 36(2), 139-152. DOI: 10.1080/09571730802389975
van Zeeland, H., & Schmitt, N. (2012). Lexical coverage in L1 and L2 listening comprehension: The same
or different from reading comprehension?. Applied Linguistics, 34(4), 457-479. DOI:
10.1093/applin/ams074
Waring, R. B. (1999). Tasks for assessing second language receptive and productive vocabulary (Doctoral
dissertation, University of Wales Swansea). Retrieved on March 6, 2018 from
http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544366
Webb, S. (2008). The effects of context on incidental vocabulary learning. Reading in a Foreign
Language, 20(2), 232.
Webb, S., & Chang, A. C. (2012). Vocabulary learning through assisted and unassisted repeated
reading. Canadian Modern Language Review, 68(3), 267-290. DOI: 10.3138/cmlr.1204.1
West, M. (1953). A general service list of English words: with semantic frequencies
and a supplementary word-list for the writing of popular science and technology. Addison-Wesley
Longman Limited.
Wilkins, D. A. (1972). Linguistics in Language Teaching. Hodder & Stoughton Educational.
Zimmerman, C.B. (1997). Historical trends in second language vocabulary instruction. In J. Coady & T.
Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 5-19).
Cambridge, UK: Cambridge University Press.
Zimmerman, K. J. (2004). The role of vocabulary size in assessing second language proficiency (MA
thesis, Brigham Young University. Department of Linguistics).
Kavanoz, S., & Varol, B. (2018). What do young EFL learners’ written texts tell us about their productive vocabulary knowledge?. Journal of Language and Linguistic Studies, 14(4), 211-225.
AMA
Kavanoz S, Varol B. What do young EFL learners’ written texts tell us about their productive vocabulary knowledge?. Journal of Language and Linguistic Studies. Aralık 2018;14(4):211-225.
Chicago
Kavanoz, Suzan, ve Burcu Varol. “What Do Young EFL learners’ Written Texts Tell Us about Their Productive Vocabulary Knowledge?”. Journal of Language and Linguistic Studies 14, sy. 4 (Aralık 2018): 211-25.
EndNote
Kavanoz S, Varol B (01 Aralık 2018) What do young EFL learners’ written texts tell us about their productive vocabulary knowledge?. Journal of Language and Linguistic Studies 14 4 211–225.
IEEE
S. Kavanoz ve B. Varol, “What do young EFL learners’ written texts tell us about their productive vocabulary knowledge?”, Journal of Language and Linguistic Studies, c. 14, sy. 4, ss. 211–225, 2018.
ISNAD
Kavanoz, Suzan - Varol, Burcu. “What Do Young EFL learners’ Written Texts Tell Us about Their Productive Vocabulary Knowledge?”. Journal of Language and Linguistic Studies 14/4 (Aralık 2018), 211-225.
JAMA
Kavanoz S, Varol B. What do young EFL learners’ written texts tell us about their productive vocabulary knowledge?. Journal of Language and Linguistic Studies. 2018;14:211–225.
MLA
Kavanoz, Suzan ve Burcu Varol. “What Do Young EFL learners’ Written Texts Tell Us about Their Productive Vocabulary Knowledge?”. Journal of Language and Linguistic Studies, c. 14, sy. 4, 2018, ss. 211-25.
Vancouver
Kavanoz S, Varol B. What do young EFL learners’ written texts tell us about their productive vocabulary knowledge?. Journal of Language and Linguistic Studies. 2018;14(4):211-25.