لخّصلي

LITERATURE REVIEW 2.1 VOCABULARY KNOWLEDGE Three elements of lexical knowledge are identified by contemporary explanations of word knowledge, or multidimensional vocabulary knowledge constructs: form, meaning, and usage.It stands to reason that determining a suitable vocabulary size for speaking would be challenging as well, as even someone with a comparatively large vocabulary may find it challenging to communicate effectively.Finally, the term "use" relates to being aware of the word's collocations, grammatical functions, and use restrictions. The components method, as described by Read (2000), provided an additional framework for conceptualizing word knowledge by defining terms like forms, meanings, collocations, word parts, and register. According to Cremer, Dingshoff, de Beer, and Schoonen (2010), possessing a large vocabulary is not the sole requirement for having a sophisticated vocabulary. It also calls for learning different kinds of information about each word and building semantic networks between several lexical elements. Thus, it may be argued that lexical knowledge can be divided into discrete competences or masses of cognition, rather than existing as a single competency. By definition, a speaker of a second language's breadth or extent of vocabulary is the total amount of words they know. Conversely, depth refers to the amount of information one possesses regarding each word. Put differently, depth and breadth indicate the amount and caliber of lexical knowledge, respectively. Although the breadth and depth of vocabulary knowledge do not develop simultaneously, Gonzalez Fernandez and Schmitt (2017, p. 283) assert that the two components are connected and supportive of each other. For example, the number of word forms (prefixes and suffixes) that one knows rises with the number of words one knows, increasing the 5 speaker's depth of vocabulary knowledge. Schmitt (2010) describes the "incremental nature" of language learning as this developmental process.In contrast to free productive vocabulary, which is the ability to utilize words naturally in conversation without prompts, controlled productive vocabulary is the capacity to supply the entire term when given only a portion of it. It is thought that mastering receptive information comes before mastering producing knowledge (Laufer, 1998; Ozturk, 2015).The "breadth" and "depth" of vocabulary knowledge were compared by Anderson and Freebody (1981), who made one of the first attempts to establish such a separation.

LITERATURE REVIEW
2.1 VOCABULARY KNOWLEDGE
Three elements of lexical knowledge are identified by contemporary explanations of word
knowledge, or multidimensional vocabulary knowledge constructs: form, meaning, and usage.
Form, meaning, and usage are the three primary components of Nation's (2013) concept of the
dimensions of word knowledge, for example. "Form" refers to more than just a word's
component recognition; it also includes an understanding of a word's spoken and written forms.
"Meaning" is defined as comprehending the concept, referents, and form-meaning relationship
that a word represents, as well as how it is associated with other words. Finally, the term "use"
relates to being aware of the word's collocations, grammatical functions, and use restrictions.
The components method, as described by Read (2000), provided an additional framework for
conceptualizing word knowledge by defining terms like forms, meanings, collocations, word
parts, and register.
According to Cremer, Dingshoff, de Beer, and Schoonen (2010), possessing a large vocabulary
is not the sole requirement for having a sophisticated vocabulary. It also calls for learning
different kinds of information about each word and building semantic networks between
several lexical elements. Thus, it may be argued that lexical knowledge can be divided into
discrete competences or masses of cognition, rather than existing as a single competency. The
"breadth" and "depth" of vocabulary knowledge were compared by Anderson and Freebody
(1981), who made one of the first attempts to establish such a separation. By definition, a
speaker of a second language's breadth or extent of vocabulary is the total amount of words
they know. Conversely, depth refers to the amount of information one possesses regarding each
word. Put differently, depth and breadth indicate the amount and caliber of lexical knowledge,
respectively. Although the breadth and depth of vocabulary knowledge do not develop
simultaneously, Gonzalez Fernandez and Schmitt (2017, p. 283) assert that the two components
are connected and supportive of each other. For example, the number of word forms (prefixes
and suffixes) that one knows rises with the number of words one knows, increasing the
5
speaker's depth of vocabulary knowledge. Schmitt (2010) describes the "incremental nature"
of language learning as this developmental process. He claims that one learns every facet of a
vocabulary word in three stages: incomplete mastery, partial knowledge, and precise
understanding. Furthermore, the rate at which certain parts of word knowledge are acquired
varies. To put it another way, certain vocabulary items are learnt before others.
Receptive and productive kinds of knowledge have been distinguished in relation to vocabulary
knowledge as well (Laufer, 1998). Productive knowledge refers to the skill of employing words
in speech or writing, whereas receptive knowledge refers to the capacity to understand words
when reading in or listening to an L2. Additionally, productive knowledge has been separated
into two distinct skills, which are free and regulated productive vocabulary (Laufer, 1998). In
contrast to free productive vocabulary, which is the ability to utilize words naturally in
conversation without prompts, controlled productive vocabulary is the capacity to supply the
entire term when given only a portion of it. It is thought that mastering receptive information
comes before mastering producing knowledge (Laufer, 1998; Ozturk, 2015). This is caused by
the fact that the producing process is more complicated than the receiving process. Schmitt
(2014) argues that comprehension of a word's form-meaning relationship suffices for its
reception, but word generation necessitates much deeper word knowledge, including word
class, functions, and collocations. Put another way, "productive knowledge is a more advanced
skill than receptive knowledge," according to Read (2000). Research comparing language
learners' levels of productive and receptive vocabulary mastery (e.g., Lauter & Paribakht, 1998;
Nemati, 2010) has shown a considerable gap between the two, with the former being the less
advanced skill.
Another key factor in vocabulary mastering is the amount of vocabulary, or vocabulary that an
L2 learner needs to be able to converse in a language. According to Nation (2006), 98% of
common conversational topics may be covered by a vocabulary knowledge of between 6,000
and 7,000 words, while a vocabulary size of between 2,000 and 3,000 word families will
provide 95% coverage. These dimensions are often set in relation to receptive abilities.
Gonzalez-Fernandez and Schmitt (2017) note that since "different writers are able to use the
vocabulary they possess to better or worse effect," it is challenging to define standards for
writing size (p. 285). It stands to reason that determining a suitable vocabulary size for speaking
would be challenging as well, as even someone with a comparatively large vocabulary may
find it challenging to communicate effectively.