<DOCINFOAUTHOR""TITLE"VocabularyinaSecondLanguage:Selection,acquisition,andtesting"SUBJECT"LanguageLearningandLanguageTeaching,Volume10"KEYWORDS""SIZEHEIGHT"220"WIDTH"150"VOFFSET"4"> VocabularyinaSecondLanguage LanguageLearningandLanguageTeaching TheLL&LTmonographseriespublishesmonographsaswellaseditedvolumes on applied and methodological issues in the field of language pedagogy. The focusoftheseriesisonsubjectssuchasclassroomdiscourseandinteraction; languagediversityineducationalsettings;bilingualeducation;languagetesting andlanguageassessment;teachingmethodsandteachingperformance;learning trajectories in second language acquisition; and written language learning in educationalsettings. Serieseditors BirgitHarley OntarioInstituteforStudiesinEducation,UniversityofToronto JanH.Hulstijn DepartmentofSecondLanguageAcquisition,UniversityofAmsterdam Volume10 VocabularyinaSecondLanguage:Selection,acquisition,andtesting EditedbyPaulBogaardsandBatiaLaufer Vocabulary in a Second Language Selection, acquisition, and testing Editedby Paul Bogaards LeidenUniversity Batia Laufer UniversityofHaifa JohnBenjaminsPublishingCompany Amsterdam(cid:1)/(cid:1)Philadelphia TM Thepaperusedinthispublicationmeetstheminimumrequirements 8 ofAmericanNationalStandardforInformationSciences–Permanence ofPaperforPrintedLibraryMaterials,ansiz39.48-1984. LibraryofCongressCataloging-in-PublicationData Vocabularyinasecondlanguage:selection,acquisition,andtesting/editedby PaulBogaards,BatiaLaufer. p. cm.(LanguageLearningandLanguageTeaching,issn1569–9471; v.10) Includesbibliographicalreferencesandindex. 1.Languageandlanguages--Studyandteaching.2.Vocabulary-- Studyandteaching.3.Secondlanguageacquisition.I.Bogaards,Paul.II. Laufer-Dvorkin,Batia.III.Series. P53.9.V634 2004 418’.0071-dc22 2004053767 isbn9027217092(Eur.)/1588115402(US)(Hb;alk.paper) isbn9027217106(Eur.)/1588115410(US)(Pb;alk.paper) ©2004–JohnBenjaminsB.V. Nopartofthisbookmaybereproducedinanyform,byprint,photoprint,microfilm,or anyothermeans,withoutwrittenpermissionfromthepublisher. JohnBenjaminsPublishingCo.·P.O.Box36224·1020meAmsterdam·TheNetherlands JohnBenjaminsNorthAmerica·P.O.Box27519·Philadelphiapa19118-0519·usa Table of contents Introduction vii Paul Bogaards and Batia Laufer Selection Chapter 1 A study of the most frequent word families in the British National Corpus 3 Paul Nation Chapter 2 Is there room for an academic word list in French? 15 Tom Cobb and Marlise Horst Chapter 3 Vocabulary coverage according to spoken discourse context 39 Svenja Adolphs and Norbert Schmitt Acquisition Chapter 4 Etymological elaboration as a strategy for learning idioms 53 Frank Boers, Murielle Demecheleer, and June Eyckmans Chapter 5 Receptive, productive, and receptive + productive L2 vocabulary 79 learning: what diŸerence does it make? Jan-Arjen Mondria and Boukje Wiersma Chapter 6 Semantic transfer and development in adult L2 vocabulary acquisition 101 Nan Jiang Chapter 7 Individual diŸerences in the use of colloquial vocabulary: The eŸects of sociobiographical and psychological factors 127 Jean-Marc Dewaele vi Table of contents Chapter 8 Second language lexical inferencing: Preferences, perceptions, and 155 practices David.D. Qian Testing Chapter 9 The relation between lexical richness and vocabulary size in Dutch L1 and L2 children 173 Anne Vermeer Chapter 10 The construction and validation of a deep word knowledge test for 191 advanced learners of French Tine Greidanus, Paul Bogaards, Elisabeth van der Linden, Lydius Nienhuis, and Tom de Wolf Chapter 11 Plumbing the depths: How should the construct of vocabulary 209 knowledge be deªned? John Read List of contributors 229 Index 231 Introduction Paul Bogaards and Batia Laufer Leiden University, University of Haifa Over the last twenty years much has been done in the ªeld of vocabulary in the context of the acquisition of foreign or second languages (L2). Recurrent research themes over the past two decades include: the construct of vocabulary knowledge, e.g. the distinction between receptive and productive knowledge, and between knowledge and use (Henriksen 1999, Read & Chapelle 2001); the relationship between vocabulary knowledge and language proªciency, particu- larly in respect to reading (Hazenberg & Hulstijn 1996, Hu & Nation 2000); the role of word frequency in vocabulary learning, e.g. the cost beneªt of learning frequent, infrequent and specialized words (Coxhead 2000, Nation 2001); task eŸect on learning, e.g. task induced involvement (Hulstijn & Laufer 2001, Laufer & Hulstijn 2001); the use of dictionaries, paper and electronic, (Bogaards 1991, Chun & Plass 1996, Knight 1994); interactive tasks (Ellis, Tanaka & Yamazaki 1994); explicit versus implicit learning (Ellis 1994); inci- dental versus intentional learning (Ellis & He 1999, Horst, Cobb & Meara 1998, Kelly 1986, Qian 1996); learning new words versus learning new mean- ings of already known words (Bogaards 2001); patterns of vocabulary develop- ment over time (Laufer 1998, Meara 1997, Palmberg 1987, Schmitt 1998); strategies used by learners to comprehend and learn new words (Cohen & Aphek 1981, Sanaoui 1995, Schmitt 1997); and testing vocabulary knowledge: size and depth, receptive and productive (Bogaards 2000, Laufer & Nation 1995, 1999, Nation 1983, Read 1993, 2000, Wesche & Paribakht 1996). The growth of interest in L2 vocabulary since the days of ‘a neglected aspect of language learning’ (Meara 1980) has also been re¶ected in authored and edited books speciªcally devoted to vocabulary (Arnaud & Béjoint 1992, Bogaards 1994, Coady & Huckin 1997, Hatch & Brown 1995, Nation 1990, 2001, Schmitt & McCarthy 1997, Schmitt 2000, Read 2000). viii Paul Bogaards and Batia Laufer Most of the contributions that have been selected for this volume are papers that were presented at the Second-Language Vocabulary Acquisition Colloquium, which took place at Leiden University in March 2002, and which was organised under the auspices of the European Second Language Associa- tion (EUROSLA) by the editors of this book. This Colloquium was sponsored by the University of Haifa, the Universiteit Leiden Center for Linguistics (ULCL), the Leids Universiteits Fonds (LUF), and the Universiteit van Amsterdam. 1. Overview The contributions that appear in this volume have been grouped under three themes: – Selection – Acquisition – Testing We will ªrst provide a brief summary of the three sections and then address the issues of agreement and diŸerences between the contributors that result in an agenda for further research. The ªrst section is devoted to the selection of words to be taught. Paul Nation presents a comparison of two frequency lists: the General Service List, supplemented more recently by the Academic Word List, and the new, more up-to-date lists of words compiled on the basis of the British National Corpus. Tom Cobb and Marlise Horst raise the question whether a word list similar to the Academic Word List in English can also be found in French. Svenja Adolphs and Norbert Schmitt study the coverage of frequent words in diŸerent spoken contexts. The second section is devoted to questions of L2 vocabulary acquisition. Frank Boers, Murielle Demecheleer and June Eyckmans investigate whether etymological elaboration can be exploited to enhance the learning of ªgurative idioms. Jan-Arjen Mondria and Boukje Wiersma examine whether the extra eŸort that is necessary for bi-directional learning from L2 to L1 and from L1 to L2 is more beneªcial for the retention of word meaning and form than unidi- rectional learning. In a controlled experiment, Nan Jiang demonstrates the pervasive in¶uence of L1 semantic structures on L2 semantic development, and shows that semantic transfer continues to mediate L2 word use in proª- Introduction ix cient L2 speakers. Jean-Marc Dewaele addresses a feature of lexico-pragmatic competence, the use of colloquial vocabulary in L2 speech, and shows that such use is not only related to L2 proªciency but also to personality factors. Though David Qian’s paper does not address vocabulary acquisition as such, it is, nevertheless, relevant to the topic since it examines the strategies learners use when encountering unfamiliar words in a text, particularly the strategy of inferring meaning from context. Researchers often claim that inferring a word’s meanings is the ªrst step to its acquisition, and that to infer the meaning properly one should use clues from the global meaning of the text. Qian, however, shows that though learners think they use global clues, they most often do not. In fact, they practice a variety of diŸerent strategies. The last section of this book is devoted to testing. Anne Vermeer presents a Measure of Lexical Richness (MLR), which takes into account the di¹culty of the words used by the learners. Tine Greidanus, Paul Bogaards, Elisabeth van der Linden, Lydius Nienhuis and Tom de Wolf study the content and concur- rent validities of a deep word knowledge test for advanced learners of French. In the last chapter, John Read discusses three distinct lines of development in the application of depth to second language vocabulary acquisition: precision of meaning, comprehensive word knowledge, and network knowledge. 2. Some items for a research agenda Although all the papers address one of the three themes of selection, acquisi- tion, or testing, they often diverge on the conceptualization of central issues. We will now examine these points of divergence and suggest that they consti- tute a starting point of a research agenda in the next decade. We will also oŸer an additional perspective on some issues discussed by the authors in the hope that this too will inspire future researchers of L2 vocabulary. The basic unit selected for vocabulary research is diŸerent for diŸerent researchers. Whereas Nation mainly deals with word families, the study by Adolphs & Schmitt is, for practical reasons, about individual word forms. Mondria & Wiersma present one-word verbs and nouns as learning material, whereas Boers, Demecheleer & Eyckmans examine idiomatic multi-word ex- pressions. In the acquisition section, the words to be learned have, in most cases, one particular sense, or several closely related meanings (Jiang). However, the diŸerent formats discussed in the section on testing all have to do with aspects of polysemy. In a comprehensive theory of L2 acquisition, one that explicitly