Corpus-Based Mapping of Lexical Disparities within Receptive and Productive Skills in ESP Contexts

Öz

This study investigates the receptive-productive vocabulary Lexical Disparities among 287 intermediate ESP learners from four academic domains: Engineering, Computer Science, Medical Sciences, and Business. Employing a mixed-methods, corpus-driven design, it integrated corpus analysis of learner production, receptive and productive tests, and stimulated-recall interviews. Results revealed a substantial gap: learners recognized 77.3% of target items on average but accurately produced only 21.6% in spontaneous writing and speech. A mixed-effects logistic regression identified key predictors of productive use, including word frequency (OR=2.32), dispersion (OR=1.51), collocational strength (OR=1.33), and modality (written > spoken, OR=1.71). Crucially, technical terms showed a severe productive bottleneck, exacerbated for learners in Medical Sciences and Business. Qualitative analysis revealed this gap is driven by retrieval failure, collocational uncertainty, and strategic avoidance due to "register anxiety." The findings underscore that the receptive-productive divide is not merely a knowledge deficit but a complex interplay of lexical, cognitive, and affective factors. The study concludes by advocating for production-oriented pedagogical interventions in ESP that systematically bridge this gap through structured output, collocational practice, and activities designed to build lexical confidence.

Anahtar Kelimeler

• English for Specific Purposes
• Corpus Analysis
• Learner Corpora
• Lexical Disparities
• Lexical Acquisition
• Receptive Skills
• Productive Skills

Destekleyen Kurum

Alamein International University

Etik Beyan

This study was conducted in accordance with established ethical standards for research. Informed consent was obtained from all participants prior to data collection, and participation was voluntary. Confidentiality and anonymity were assured, and participants retained the right to withdraw at any stage without penalty. No identifying information has been disclosed, and all procedures complied with institutional and international ethical guidelines.

Teşekkür

The author would like to express his sincere gratitude to Alamein International University for providing the institutional support and academic environment that made this research possible. Special appreciation is extended to Prof. Dr. Hesham Gaber, Vice President of Alamein International University, whose vision and commitment to advancing English for Specific Purposes (ESP) curriculum design across all university programs have been a source of inspiration. His encouragement and strategic guidance greatly contributed to the conceptualization and realization of this study.

Kaynakça

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