Does L1 make a difference? Evidence from the receptive vocabulary size of Spanish and German EFL primary school learners

References

• Adolphs, S. and N. Schmitt 2004. Vocabulary coverage according to spoken discourse context. In Vocabulary in a Second Language, ed. P. Bogaards and B. Laufer, 39–52. Amsterdam: John Benjamins.
   Google Scholar
• Aguinaga Echeverría, S. 2012. Cognate recognition. MA thesis, Auburn University. http://etd.auburn.edu/etd/handle/10415/3163
   Google Scholar
• Agustín Llach, M.P. and M. Terrazas 2008. Gender differences in receptive vocabulary size in EFL primary school learners: a longitudinal study. In: Paper presented at the XXXII AEDEAN ConferenceNovember13–15
   Google Scholar
• Agustín Llach, M.P. and M. Terrazas 2009. Examining the relationship between receptive vocabulary size and written skills of primary school learners. Atlantis, 31: 129–147.
   Google Scholar
• Akamatsu, N. 2002. A similarity in word-recognition procedures among second language readers with different first language backgrounds. Applied Psycholinguistics, 23: 117–133.
   Web of Science ®Google Scholar
• Barrow, J. and H. Nakanishi 1999. Assessing Japanese college students' vocabulary knowledge with a self-checking familiarity survey. System, 27: 223–247.
   Google Scholar
• Beglar, D. and A. Hunt 1999. Revising and validating the 2000 word level and university word level vocabulary tests. Language Testing, 16: 131–162.
   Google Scholar
• Cambridge KET course book, Key English test 1. 2004. Cambridge: Cambridge University Press
   Google Scholar
• Cameron, L. 2002. Measuring vocabulary size in English as an additional language. Language Teaching Research, 6: 145–173.
   Google Scholar
• Cobb, T. and M. Horst 1999. Vocabulary sizes of some City University students. City University (HK) Journal of Language Studies, 1: 59–68.
   Google Scholar
• Cobb, T. and M. Horst 2004. Is there room for an academic word list in French. In Vocabulary in a Second Language, ed. P. Bogaards and B. Laufer, 15–38. Amsterdam: John Benjamins.
   Google Scholar
• Dressler, C. 2000. The word-inferencing strategies of bilingual and monolingual fifth graders: a case study approach. Unpublished paper, Harvard Graduate School of Education, Cambridge, MA.
   Google Scholar
• Elley, W.B. and F. Mangubai 1981. The Impact of a Book Flood in Fiji Primary Schools. Wellington: New Zealand Council for Educational Research.
   Google Scholar
• Elley, W.B. and F. Mangubai 1983. The impact of reading on second language learning. Reading Research Quarterly, 19: 53–67.
   Web of Science ®Google Scholar
• Eyckmans, J. 2004. Measuring receptive vocabulary size: reliability and validity of the Yes/No Vocabulary Test for French-speaking learners of Dutch. PhD Dissertation, LOT, Utrecht. LOT. http://www.lotpublications.nl/index3.html
   Google Scholar
• Fan, M. 2000. How big is the gap and how to narrow it? An investigation into the active and passive vocabulary knowledge of L2 learners. RELC Journal, 31: 105–119.
   Google Scholar
• García, G.E. 1991. Factors influencing the English reading test performance of Spanish-speaking Hispanic children. Reading Research Quarterly, 26, no. no. 4. 371–392.
   Web of Science ®Google Scholar
• Golberg, H., J. Paradis and M. Crago 2008. Lexical acquisition over time in minority first language children learning English as a second language. Applied Psycholinguistics, 29: 41–65.
   Web of Science ®Google Scholar
• KET handbook, Read/Write Sample Test 2. 2004. Cambridge: UCLES
   Google Scholar
• Hancin-Bhatt, B. and W. Nagy 1994. Lexical transfer and second language morphological development. Applied Psycholinguistics, 15, no. no. 3. 289–310.
   Web of Science ®Google Scholar
• Hirsh, D. and P. Nation 1992. What vocabulary size is needed to read unsimplified texts for pleasure?. Reading in a Foreign Language, 8: 689–696.
   Google Scholar
• Horst, M., T. Cobb and P. Meara 1998. Beyond a Clockwork Orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11: 207–223.
   Google Scholar
• Hu, M. and P. Nation 2000. Vocabulary density and reading comprehension. Reading in a Foreign Language, 23, no. no. 1. 403–430.
   Google Scholar
• Jiménez Catalán, R. M. and S. Moreno Espinosa 2005a. Using Lex30 to measure the L2 productive vocabulary of Spanish primary learners of EFL. Vigo International Journal of Applied Linguistics, 2: 27–44.
   Google Scholar
• Jiménez, R. M. and S. Moreno Espinosa 2005b. Promoting English vocabulary research in primary and secondary education: test review and test selection criteria. ES: Revista de filología inglesa, 26: 171–188.
   Google Scholar
• Jiménez Catalán, R.M. and M. Terrazas Gallego 2005. The receptive vocabulary of English foreign language young learners. Journal of English Studies, 5–6: 173–192.
   Google Scholar
• Kucera, H. and F.W. Francis 1967. A Computational Analysis of Present Day American English. Providence, RI: Brown University Press.
   Google Scholar
• Laufer, B. 1992. How much lexis is necessary for reading comprehension?. In Vocabulary and Applied Linguistics, ed. J. Pierre, L. Arnaud and H. Béjoint, 126–132. London: Macmillan.
   Google Scholar
• Laufer, B. 1997. The lexical plight in second language reading. In Second Language Vocabulary Acquisition, ed. J. Coady and T. Huckin, 20–34. Cambridge: Cambridge University Press.
   Google Scholar
• Laufer, B. 1998. The development of active and passive vocabulary in a second language: same or different?. Applied Linguistics, 19: 255–271.
   Web of Science ®Google Scholar
• Laufer, B. and P. Nation 1995. Vocabulary size and use: lexical richness in l2 written production. Applied Linguistics, 16: 307–322.
   Web of Science ®Google Scholar
• Laufer, B. and P. Nation 1999. A vocabulary size test of controlled productive ability. Language Testing, 16, no. no. 1. 33–51.
   Google Scholar
• Laufer, B. and T.S. Paribakht 1998. The relationship between passive and active vocabularies: effects of language learning context. Language Learning, 48: 365–391.
   Web of Science ®Google Scholar
• Laufer, B. and G. Ravenhorst-Kalovski 2010. Lexical threshold revisited: lexical text coverage, learners' vocabulary size and reading comprehension. Reading in a Foreign Language, 22, no. no. 1. 15–30.
   Google Scholar
• Lee, J. 2011. Size matters: early vocabulary as a predictor of language and literacy competence. Applied Psycholinguistics, 32: 69–92.
   Web of Science ®Google Scholar
• López-Mezquita, M.T. 2005. La evaluación de la dimensión léxica a nivel receptivo: un marco para el diseño de instrumentos de medida [Assessing the lexical dimension at the receptive level: a framework for the design of assessment instruments]. In Perspectivas Interdisciplinares de la Lingüística Aplicada [Interdisciplinary perspectives of applied linguistics], ed. P. Carrió, 381–390. Valencia: Editorial.
   Google Scholar
• Meara, P. 1996. The dimensions of lexical competence. In Performance and Competence in Second Language Acquisition, ed. G. Brown, K. Malmkjaer and J. Williams, 35–53. Cambridge: Cambridge University Press.
   Google Scholar
• Meara, P. and F. English 1979. Lexical errors and learners' dictionaries. ERIC Docs ERIC ED654321.
   Google Scholar
• Meara, P. and B. Buxton 1987. An alternative to multiple choice vocabulary tests. Language Testing, 4: 142–151.
   Google Scholar
• Meara, P. and G. Jones 1988. Tests of vocabulary size in English as a foreign language. Polyglot, 8, no. no. 1.
   Google Scholar
• Meara, P. and G. Jones 1990. Eurocentres Vocabulary Size Test, version E1.1/K10. Zurich: Eurocentres Learning Service.
   Google Scholar
• Meara, P., P.M. Lightbown and R.H. Halter 1994. The effect of cognates on the applicability of yes/no vocabulary tests. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 50, no. no. 2. 296–311.
   Web of Science ®Google Scholar
• Meara, P. and T. Fitzpatrick 2000. Lex30: An improved method of assessing productive vocabulary in an L2. System, 28: 19–30.
   Google Scholar
• Méndez Pérez, A., E. Peña and L. Bedore 2010. Cognates facilitate word recognition in young spanish-english bilinguals' test performance. Early Childhood Services, 4, no. no. 1. 55–67.
   Google Scholar
• Molnar, T. 2010. Cognate recognition and L3 vocabulary acquisition. Acta Universitatis Sapientiae, Philologica, 2, no. no. 2. 337–349.
   Google Scholar
• Muñoz, C. 2008. Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning. Applied Linguistics, 29: 578–596.
   Web of Science ®Google Scholar
• Nation, P. 1990. Teaching and Learning Vocabulary. Boston: Heinle and Heinle.
   Google Scholar
• Nation, P. 1993. Vocabulary size, growth and use. In The Bilingual Lexicon, ed. R. Schreuder and B. Weltens, 115–134. Amsterdam/Philadelphia: John Bejamins.
   Google Scholar
• Nation, P. 2001. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
   Google Scholar
• Nation, P. 2006. How large a vocabulary is needed for reading and listening?. Canadian Modern Language Review/La revue canadienne des langues vivantes, 63: 59–81.
   Web of Science ®Google Scholar
• Nurweni, A. and J. Read 1999. The English vocabulary knowledge of Indonesian university students. English for Specific Purposes, 18: 161–175.
   Google Scholar
• Odlin, T. 1989. Language Transfer: Cross-linguistic Influence in Language Learning. NewYork: Cambridge University Press.
   Google Scholar
• Olmos, C. 2009. An assessment of the vocabulary knowledge of students in the final year of secondary education:iIs their vocabulary extensive enough?. International Journal of English Studies Special Issue, 73–90.
   Google Scholar
• Pérez Basanta, C. 1999. La enseñanza del vocabulario desde una perspectiva lingüística y pedagógica [Vocabulary teaching from a linguistic and a pedagogical perspective]. In Lingüística aplicada a la enseñanza de lenguas extranjeras [Applied linguistics to the teaching of foreign languages], ed. M.S. Salaberri Ramiro, 262–306. Almeria, Spain: Universidad de Almeria.
   Google Scholar
• Pérez Basanta, C. 2005. Assessing the receptive vocabulary of Spanish students of English Philology: an empirical investigation. In Towards an Understanding of the English Language: Past, Present and Future. Studies in Honour of Fernando Serrano, ed. J.L. Martínez-Dueñas, N. Mclaren, C. Pérez Basanta and L. Quer Rodríguez-Navarro, 1–21. Granada: Universidad de Granada.
   Google Scholar
• Qian, D. 2002. Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52: 513–536.
   Web of Science ®Google Scholar
• Schmitt, N. 2000. Vocabulary acquisition. In Vocabulary in Language Teaching, ed. N. Schmitt, 116–141. Cambridge: Cambridge Language Education.
   Google Scholar
• Schmitt, N., D. Schmitt and C. Clapham 2001. Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18, no. no. 1. 55–88.
   Google Scholar
• Serrander, U. 2011. Bilingual lexical processing in single word production. Swedish learners of Spanish and the effects of L2 immersion. Acta Universitatis Upsaliensis. Studia Linguistica Upsaliensia, 10: 144–155.
   Google Scholar
• Singleton, D. 2001. Age and second language acquisition. Annual Review of Applied Linguistics, 21: 77–89.
   Google Scholar
• Staehr, L.S. 2008. Vocabulary size and the skills of listening, reading and writing. The Language Learning Journal, 36: 139–152.
   Google Scholar
• Takala, S. 1984. Evaluation of Students' Knowledge of English Vocabulary in the Finnish Comprehensive School (Reports of the Institute of Educational Research, No. 350). Jyväskylä, Finland: Institute of Educational Research.
   Google Scholar
• Terrazas, M. and M.P. Agustín Llach 2009. Exploring the increase of receptive vocabulary knowledge in the foreign language: a longitudinal study. International Journal of English Studies, 9, no. no. 1. 113–113.
   Google Scholar
• Tschirner, E. 2004. Breadth of vocabulary and advanced English study: an empirical investigation. Electronic Journal of Foreign Language Teaching, 1, no. no. 1. 27–39.
   Google Scholar
• Thorndike, E. and I. Lorge 1944. The Teacher's Word Book of 30,000 Words. New York: Teachers College.
   Google Scholar
• Waring, R. 1997. A comparison of the receptive and productive vocabulary sizes of some second language learners. Immaculata (Notre Dame Seishin University, Okayama) 1: 53–68.
   Google Scholar
• Wesche, M. and T.S. Paribakht 1996. Assessing second language vocabulary knowledge: depth versus breadth. Canadian Modern language Review, 53, no. no. 1. 13–40.
   Web of Science ®Google Scholar
• West, M. 1953. A General Service List of English Words. London: Longman.
   Google Scholar