{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,24]],"date-time":"2026-07-24T14:46:26Z","timestamp":1784904386668,"version":"3.55.0"},"reference-count":34,"publisher":"Cambridge University Press (CUP)","issue":"1","license":[{"start":{"date-parts":[[2008,1,24]],"date-time":"2008-01-24T00:00:00Z","timestamp":1201132800000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/www.cambridge.org\/core\/terms"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Stud Second Lang Acquis"],"published-print":{"date-parts":[[2008,3]]},"abstract":"<jats:p>This study investigated the relationship between receptive and productive vocabulary size. The experimental design expanded upon earlier methodologies by using equivalent receptive and productive test formats with different receptive and productive target words to provide more accurate results. Translation tests were scored at two levels of sensitivity to measure receptive and productive knowledge of meaning and form. The results showed that total receptive vocabulary size was larger than productive vocabulary. When responses were scored for fuller knowledge, receptive vocabulary size was also found to be greater than productive vocabulary size in each of three word frequency bands, with the difference between receptive and productive knowledge increasing as the frequency of the words decreased. However, when responses were scored for partial knowledge, there was little difference among vocabulary sizes at each frequency band. The findings also indicated that receptive vocabulary size might give some indication of productive vocabulary size. Learners who have a larger receptive vocabulary are likely to know more of those words productively than learners who have a smaller receptive vocabulary.<\/jats:p>","DOI":"10.1017\/s0272263108080042","type":"journal-article","created":{"date-parts":[[2008,1,24]],"date-time":"2008-01-24T10:00:28Z","timestamp":1201168828000},"page":"79-95","source":"Crossref","is-referenced-by-count":168,"title":["RECEPTIVE AND PRODUCTIVE VOCABULARY SIZES OF L2 LEARNERS"],"prefix":"10.1017","volume":"30","author":[{"given":"Stuart","family":"Webb","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"56","published-online":{"date-parts":[[2008,1,24]]},"reference":[{"key":"S0272263108080042_ref004","doi-asserted-by":"publisher","DOI":"10.1111\/j.1540-4781.1986.tb05271.x"},{"key":"S0272263108080042_ref033","doi-asserted-by":"publisher","DOI":"10.1093\/applin\/aml048"},{"key":"S0272263108080042_ref024","unstructured":"Nation, I.S.P. (1983).Testing and teaching vocabulary.Guidelines,5,12\u201325."},{"key":"S0272263108080042_ref009","unstructured":"Horst, M. , Cobb, T. , & Meara, P. (1998).Beyond A Clockwork Orange: Acquiring second language vocabulary through reading.Reading in a Foreign Language,11,207\u2013223."},{"key":"S0272263108080042_ref006","doi-asserted-by":"publisher","DOI":"10.1017\/S0142716400008195"},{"key":"S0272263108080042_ref001","unstructured":"Aitchison, J. (1994).Words in the mind.Oxford:Blackwell."},{"key":"S0272263108080042_ref011","doi-asserted-by":"publisher","DOI":"10.3102\/00028312021004767"},{"key":"S0272263108080042_ref013","doi-asserted-by":"crossref","unstructured":"Laufer, B. (1998).The development of passive and active vocabulary: Same or different? 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(1984).A university word list.Language Learning and Communication,3,215\u2013229."},{"key":"S0272263108080042_ref025","unstructured":"Nation, I.S.P. (1990).Teaching and learning vocabulary.Rowley, MA:Newbury House."},{"key":"S0272263108080042_ref031","unstructured":"Waring, R. (1997a).A comparison of the receptive and productive vocabulary sizes of some second language learners.Immaculata(Notre Dame Seishin University, Okayama),1,53\u201368."},{"key":"S0272263108080042_ref016","unstructured":"Meara, P. & Jones, G. (1990).Eurocentres Vocabulary Size Test: 10KA.Zurich:Eurocentres."},{"key":"S0272263108080042_ref030","doi-asserted-by":"publisher","DOI":"10.2307\/3587547"},{"key":"S0272263108080042_ref010","doi-asserted-by":"publisher","DOI":"10.1111\/j.1540-4781.1996.tb01614.x"},{"key":"S0272263108080042_ref002","doi-asserted-by":"publisher","DOI":"10.1086\/461307"},{"key":"S0272263108080042_ref012","doi-asserted-by":"crossref","unstructured":"Laufer, B. (1992).How much lexis is necessary for reading comprehension? In P. Arnaud & H. Bejoint (Eds.),Vocabulary and applied linguistics (pp.126\u2013132).Basingstoke:Macmillan.","DOI":"10.1007\/978-1-349-12396-4_12"},{"key":"S0272263108080042_ref028","doi-asserted-by":"publisher","DOI":"10.1177\/026553220101800103"},{"key":"S0272263108080042_ref007","unstructured":"Griffin, G.F. (1992).Aspects of the psychology of second language vocabulary list learning.Unpublished doctoral dissertation,University of Warwick,England."},{"key":"S0272263108080042_ref019","unstructured":"Morgan, B.Q. & Oberdeck, L.M. (1930).Active and passive vocabulary. In E. W. Bagster-Collins (Ed.),Studies in modern language teaching (pp.213\u2013221).Basingstoke:Macmillan."},{"key":"S0272263108080042_ref003","unstructured":"Channell, J. (1988).Psycholinguistic considerations in the study of L2 vocabulary acquisition. In R. Carter & M. 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