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Vocabulary and the Four Skills: Pedagogy, Practice, and Implications for Teaching Vocabulary

1st edition, 2021

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Investigating the role of vocabulary size in second language speaking ability

Language teaching research : LTR, 2020-07, Vol.24 (4), p.540-556

2020

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EAL Research for the Classroom: Practical and Pedagogical Implications

1st, 2023

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Making Sense of Learner Performance on Tests of Productive Vocabulary Knowledge

TESOL quarterly, 2017-12, Vol.51 (4), p.844-867

2017

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First Language Influences on Multilingual Lexicons

1st edition., 2020

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Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension

Studies in second language learning and teaching, 2021-09, Vol.11 (3), p.351-376

2021

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To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association

Language and speech, 2022-06, Vol.65 (2), p.311-336

2022

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Investigating the Impact of Dialogic and Trialogic Interactive Factors on Chinese Advanced L2 learners’ Vocabulary Use in Spoken Contexts

Languages (Basel), 2024-08, Vol.9 (8), p.266

2024

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The Impact of Lexical Bundle Length on L2 Oral Proficiency

Languages (Basel), 2024-07, Vol.9 (7), p.232

2024

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Investigating whether a flemma count is a more distinctive measurement of lexical diversity

Assessing writing, 2022-07, Vol.53, p.100640, Article 100640

2022

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The challenge of validation: Assessing the performance of a test of productive vocabulary

Language testing, 2010-10, Vol.27 (4), p.537-554

2010

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The role of spoken vocabulary knowledge in second language speaking proficiency

Language learning journal, 2023-05, Vol.51 (3), p.376-393

2023

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Exploring the relationship between L2 vocabulary size and academic speaking

System (Linköping), 2022-07, Vol.107, p.102822, Article 102822

2022

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Disentangling the contributions of shorter vs. longer lexical bundles to L2 oral fluency

System (Linköping), 2024-04, Vol.121, p.103243, Article 103243

2024

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Testing the Revised Hierarchical Model: Evidence from word associations

Bilingualism (Cambridge, England), 2015-01, Vol.18 (1), p.118-125

CLENTON, JON

2015

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Exploring the construct validity of tests used to assess L2 productive vocabulary knowledge

System (Linköping), 2022-08, Vol.108, p.102855, Article 102855

2022

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The contribution of guessing from context and dictionary use to receptive and productive vocabulary knowledge: A structural equation modeling approach

Language teaching research : LTR, 2022-09, p.136216882211221

2022

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L1 – L2 semantic and syntactic processing: The influence of language proximity

System (Linköping), 2018-11, Vol.78, p.54-64

2018

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The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study

International journal of bilingual education and bilingualism, 2020-04, Vol.23 (4), p.473-487

2020

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Review of tools for researching vocabulary

Vocabulary Learning and Instruction, 2016-12, Vol.5 (1), p.29-33

Clenton, Jon

2016

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Vocabulary and speakingFuture research, tools, and practice

Vocabulary and the Four Skills, 2021, Vol.1, p.166-169

1, 2021

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Conclusion: EAL and the road ahead - Practical pathways for future EAL education

EAL Research for the Classroom, 2023, Vol.1, p.211-216

1, 2023

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Vocabulary and writingCurrent research, tools, and practices

Vocabulary and the Four Skills, 2021, Vol.1, p.173-177

1, 2021

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Vocabulary learning through listening: Which words are easier or more difficult to learn and why?

Vocabulary and the Four Skills, 2021, Vol.1, p.28-44

1, 2021

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Investigating the extent to which vocabulary knowledge and skills can predict aspects of fluency for a small group of pre-intermediate Japanese L1 users of English (L2)

Vocabulary and the Four Skills, 2021, Vol.1, p.126-145

1, 2021

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Vocabulary and the Four Skills: Pedagogy, Practice, and Implications for Teaching Vocabulary

Investigating the role of vocabulary size in second language speaking ability

EAL Research for the Classroom: Practical and Pedagogical Implications

Making Sense of Learner Performance on Tests of Productive Vocabulary Knowledge

First Language Influences on Multilingual Lexicons

Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension

To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association

Investigating the Impact of Dialogic and Trialogic Interactive Factors on Chinese Advanced L2 learners’ Vocabulary Use in Spoken Contexts

The Impact of Lexical Bundle Length on L2 Oral Proficiency

Investigating whether a flemma count is a more distinctive measurement of lexical diversity

The challenge of validation: Assessing the performance of a test of productive vocabulary

The role of spoken vocabulary knowledge in second language speaking proficiency

Exploring the relationship between L2 vocabulary size and academic speaking

Disentangling the contributions of shorter vs. longer lexical bundles to L2 oral fluency

Testing the Revised Hierarchical Model: Evidence from word associations

Exploring the construct validity of tests used to assess L2 productive vocabulary knowledge

The contribution of guessing from context and dictionary use to receptive and productive vocabulary knowledge: A structural equation modeling approach

L1 – L2 semantic and syntactic processing: The influence of language proximity

The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study

Review of tools for researching vocabulary

Vocabulary and speakingFuture research, tools, and practice

Conclusion: EAL and the road ahead - Practical pathways for future EAL education

Vocabulary and writingCurrent research, tools, and practices

Vocabulary learning through listening: Which words are easier or more difficult to learn and why?

Investigating the extent to which vocabulary knowledge and skills can predict aspects of fluency for a small group of pre-intermediate Japanese L1 users of English (L2)

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