Vocabulary proficiency is strongly correlated to comprehension, and
educational attainment at university. This study investigated
patterns of second language (L2) learners' vocabulary acquisition
of English in pedagogical contexts, and developed a vocabulary
acquisition model, specifically a pre-receptive to productive
vocabulary (PR-PV) model which analysed the patterns of inferencing
strategies, the role of context on the strategies, and the
influence of teaching explicit strategies on vocabulary
development. Research in the area of vocabulary development is
unclear on the interrelationships among various aspects of lexical
competence, learning, and production processes in second language
lexical acquisition. Models of vocabulary acquisition in English as
a second language are scarce and the lack often prompts L2
researchers to draw from first language vocabulary study models to
correlate vocabulary developmental patterns. However, it is quite
clear that the receptive vocabulary of L2 learners is larger than
productive vocabulary. The findings from the study may have
pedagogical and theoretical implications for ESL curriculum
developers, instructors and policy makers.
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