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dc.contributor.authorNizonkiza, Déogratias
dc.date.accessioned2017-05-15T08:59:27Z
dc.date.available2017-05-15T08:59:27Z
dc.date.issued2016
dc.identifier.citationNizonkiza, D. 2016. First-year university students' receptive and productive use of academic vocabulary. Spil: Stellenbosch Papers in Linguistics, 45:169-187. [http://dx.doi.org/10.5774/45-0-215]
dc.identifier.issn1027-3417
dc.identifier.urihttp://dx.doi.org/10.5774/45-0-215
dc.identifier.urihttp://hdl.handle.net/10394/23665
dc.descriptionEnter any additional information or requests for the Library here.
dc.description.abstractThe present study explores academic vocabulary knowledge, operationalised through the Academic Word List, among first-year higher education students. Both receptive and productive knowledge and the proportion between the two are examined. Results show that while receptive knowledge is readily acquired by first-year students, productive knowledge lags behind and remains problematic. This entails that receptive knowledge is much larger than productive knowledge, which confirms earlier indications that receptive vocabulary knowledge is larger than productive knowledge for both academic vocabulary (Zhou 2010) and general vocabulary (cf. Laufer 1998, Webb 2008, among others). Furthermore, results reveal that the ratio between receptive and productive knowledge is slightly above 50%, which lends empirical support to previous findings that the ratio between the two aspects of vocabulary knowledge can be anywhere between 50% and 80% (Milton 2009). This finding is extended here to academic vocabulary; complementing Zhou's (2010) study that investigated the relationship between the two aspects of vocabulary knowledge without examining the ratio between them. On the basis of these results, approaches that could potentially contribute to fostering productive knowledge growth are discussed. Avenues worth exploring to gain further insight into the relationship between receptive and productive knowledge are also suggested.
dc.language.isoen
dc.publisherUniversity of Stellenbosch
dc.subjectAcademic vocabulary
dc.subjectreceptive knowledge
dc.subjectproductive knowledge
dc.subjectcollocations
dc.subjectvocabulary dimensions
dc.titleFirst-year university students' receptive and productive use of academic vocabulary
dc.typeArticle
dc.contributor.researchID24276375 - Nizonkiza, Déogratias


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