The Dimensions Of English Receptive Vocabulary Of Junior High School Students And Its Relationship With Productive Vocabulary

Most vocabulary acquisition researches focus on learners' vocabulary size,vocabulary learning strategies and productive vocabulary level.These researches are from a single perspective.These researches ignore that vocabulary learning is a multi-dimensional continuous and gradual process,without revealing how a word goes from acceptance to output.In addition,the vocabulary testing method is relatively simple,these testing methods only test students' vocabulary size,word form,word meaning and other shallow level vocabulary knowledge.These researches on the relationship between each dimension of receiving vocabulary knowledge and productive vocabulary knowledge are even more lacking.Therefore,in order to let the foreign language teachers with a full understanding of students' receptive vocabulary level,improve the students' output ability to use words,this study regards junior high school students as the research object and it uses the method of multidimensional vocabulary knowledge test.The research questions include:(1)What is the internal relationship among the five dimensions(word meaning,word form,word class,association and collocation)of junior high school students' receptive vocabulary?(2)What is the relationship between the five dimensions of receptive vocabulary and productive vocabulary?(3)How can the five dimensions of receptive vocabulary predict the use of productive vocabulary in sentence writing?In this study,100 students in grade 9 of a junior high school were tested for multi-dimensional vocabulary,and SPSS 25.0 was used for data processing.The statistical methods included Pearson correlation analysis,partial correlation analysis and hierarchical regression analysis.The results show that:(1)The internal dimensions of receptive vocabulary are closely related to each other,presenting an interwoven network structure.The correlation between word form and word meaning is the highest and the correlation between word class and association is low.(2)The correlation between receptive vocabulary and productive vocabulary is different.When each control word form and meaning,we can find that the influence of word form on the relationship between word meaning,word class and sentence writing fluctuates little.The influence of word meaning on the relationship between association,collocation and sentence writing fluctuates greatly.(3)Each dimension of receptive vocabulary has a predictive effect on the productive vocabulary,but each dimension has different predictive power.Compared with word form and word meaning,the predictive power of word class,collocation and association knowledge is weaker.According to the results of the study,we can get the following enlightenment.At thetheoretical level,the research results demonstrate that there is a close relationship between the dimensions of lexical knowledge.Form and word meaning are the two foundations of lexical knowledge learning,word class is part of word form and association is part of word meaning(Coxhead 2011).All aspects of vocabulary knowledge should not be ignored.The proportion of teaching and learning of vocabulary knowledge should be balanced.In terms of practice,when selecting vocabulary textbooks or exercises,it is necessary to increase the learning and consolidation of the knowledge of parts of word class,association and collocation.Different teaching methods are used to design related vocabulary activities.The vocabulary testing method should be diversified and be suitable for Chinese students and be suitable for Chinese learning conditions.Finally,we should respect the interdisciplinary development of vocabulary teaching and learning.