The Relationship Between Passive and Active Vocabularies: Effects of Language Learning Context  

Oleh:

Laufer, Batia ; Paribakht, T. Sima

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 48 no. 3 (Sep. 1998), page 365-391.
Fulltext: 48_03_Laufer.pdf (154.88KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/48 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This study investigated the relationships among 3 types of vocabulary knowledge (passive, controlled active, and free active) within the same individuals, taking 4 variables into consideration: passive vocabulary size, language learning context, second (L2) or foreign (FL), length of residence in L2 context and, among the Canadians, knowledge of French. Participants were adult learners of English in Israel (N = 79) and in Canada (N = 103) at different proficiency levels. We used The Levels Test for passive vocabulary size, a Controlled Active Vocabulary Test and The Lexical Frequency Profile (for lexical richness in free written expression). We found that the 3 dimensions of vocabulary knowledge developed at different rates. Active, particularly free active, vocabulary developed more slowly and less predictably than did passive vocabulary. Furthermore, the relationships among the 3 dimensions of vocabulary knowledge differed between the 2 learning contexts. Although passive vocabulary was always significantly larger than controlled active and free active, the passiveactive vocabulary gap was smaller in the FL than in the L2 context. The benefits of residence in an L2 context only began to appear after about 2 years, as passive vocabulary was activated and the gap reduced. In the Canadian context, knowledge of French was an asset at the earlier stages of ESL learning.

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