Miscellaneous in:
Research Methods in Vocabulary Studies
Philip Durrant, Anna Siyanova-Chanturia, Benjamin Kremmel and Suhad Sonbul
[Research Methods in Applied Linguistics 2] 2022

References

This content is being prepared for publication; it may be subject to changes.
Aitchison, J.
(2012) Words in the mind: An introduction to the mental lexicon. Blackwell.Google Scholar
Alario, F. X., Segui, J., & Ferrand, L.
(2000) Semantic and associative priming in picture naming. The Quarterly Journal of Experimental Psychology, 53A(3), 741–764. CrossrefGoogle Scholar
Alderson, J. C.
(1979) The cloze procedure and proficiency in English as a foreign language. TESOL Quarterly, 13(2), 219–227. CrossrefGoogle Scholar
(2005) Diagnosing foreign language proficiency. Continuum.Google Scholar
Alderson, J. C., & Wall, D.
(1993) Does washback exist? Applied Linguistics, 14, 115–129. CrossrefGoogle Scholar
Alishahi, A.
(2011) Computational modeling of human language acquisition. Morgan & Claypool.Google Scholar
Alsop, S., & Nesi, H.
(2009) Issues in the development of the British Academic Written English (BAWE) corpus. Corpora, 4(1), 71–83. CrossrefGoogle Scholar
Altarriba, J., Kroll, J. F., Sholl, A., & Rayner, K.
(1996) The influence of lexical and conceptual constraints on reading mixed-language sentences: Evidence from eye fixations and naming times. Memory & Cognition, 24(4), 477–492. CrossrefGoogle Scholar
Andringa, S., & Godfroid, A.
(2020) Sampling bias and the problem of generalizability in applied linguistics. Annual Review of Applied Linguistics, 40, 134–142. CrossrefGoogle Scholar
Anwyl-Irvine, A. L., Massonnié, J., Flitton, A., Kirkham, N., & Evershed, J. K.
(2020) Gorilla in our midst: An online behavioral experiment builder. Behavior Research Methods, 52(1), 388–407. CrossrefGoogle Scholar
Ardasheva, Y., Carbonneau, K. J., & Zhang, X.
(2020) Factor analysis and statistical modeling in applied linguistics: Current issues and possibilities. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp.427–439). Routledge.Google Scholar
Arnon, I., & Christiansen, M. H.
(2017) The role of multiword building blocks in explaining L1-L2 differences. Topics in Cognitive Science, 9(3), 621–636. CrossrefGoogle Scholar
Arnon, I., & Cohen Priva, U.
(2013) More than words: The effect of multi-word frequency and constituency on phonetic duration. Language and Speech, 56(3), 349–371. CrossrefGoogle Scholar
(2014) Time and again: The changing effect of word and multiword frequency on phonetic duration for highly frequent sequences. The Mental Lexicon, 9(3), 377–400. CrossrefGoogle Scholar
Arnon, I., McCauley, S. M., & Christiansen, M. H.
(2017) Digging up the building blocks of language: Age-of-acquisition effects for multiword phrases. Journal of Memory and Language, 92, 265–280. CrossrefGoogle Scholar
Arnon, I., & Snider, N.
(2010) More than words: Frequency effects for multi-word phrases. Journal of Memory and Language, 62(1), 67–82. CrossrefGoogle Scholar
Aryadoust, V.
(2016) Understanding the growth of ESL paragraph writing skills and its relationships with linguistic features. Educational Psychology, 36(10), 1742–1770. CrossrefGoogle Scholar
Aryadoust, V., Yu, G., Owen, N., & Nishikawa, M.
(in preparation) An eye-tracking investigation of the relationships between test takers’ attention, item difficulty, and item type in the Aptis Grammar and Vocabulary Test. ARAGs Research Reports Online. The British Council.Google Scholar
Aviad-Levitzky T., Laufer B., & Goldstein, Z.
(2019) The new Computer Adaptive Test of Size and Strength (CATSS): Development and validation. Language Assessment Quarterly, 16(3), 345–368. CrossrefGoogle Scholar
Baayen, R. H., Davidson, D. J., & Bates, D. M.
(2008) Mixed-effects modeling with crossed random effects for subjects and items. Journal of Memory and Language, 59(4), 390–412. CrossrefGoogle Scholar
Bachman, L. F.
(1985) Performance on cloze tests with fixed-ratio and rational deletions. TESOL Quarterly, 19(3), 535–556. CrossrefGoogle Scholar
(1990) Fundamental considerations in language testingCIT66. Oxford University Press.Google Scholar
Bachman, L. F., & Palmer, A. S.
(1996) Language testing in practice: Designing and developing useful language tests. Oxford University Press.Google Scholar
(2010) Language assessment in practice. Oxford University Press.Google Scholar
Bahns, J., & Eldaw, M.
(1993) Should we teach EFL students collocations? System, 21(1), 101–114. CrossrefGoogle Scholar
Balota, D. A., & Chumbley, J. I.
(1984) Are lexical decisions a good measure of lexical access? The role of word frequency in the neglected decision stage. Journal of Experimental Psychology: Human Perception and Performance, 10(3), 340–357.Google Scholar
Balota, D. A., Pollatsek, A., & Rayner, K.
(1985) The interaction of contextual constraints and parafoveal visual information in reading. Cognitive Psychology, 17(3), 364–390. CrossrefGoogle Scholar
Banerjee, J., Franceschina, F., & Smith, A. M.
(2007) Documenting features of written language production typical at different IELTS band score levels. IELTS Research Reports, 7, 1–69.Google Scholar
Bannard, C., & Matthews, D.
(2008) Stored word sequences in language learning: The effect of familiarity on children’s repetition of four-word combinations. Psychological Science, 19(3), 241–248. CrossrefGoogle Scholar
Bansal, P., Griffin, Z. M., & Spieler, D. H.
(2001) Epd: Matlab wave file parsing software. Retrieved on 22 April 2021 from http://​homepage​.psy​.utexas​.edu​/homepage​/faculty​/Griffin​/resources​.htmlGoogle Scholar
Barclay, S., & Pellicer-Sánchez, A.
(2021) Exploring the learning burden and decay of foreign language vocabulary knowledge: The effect of part of speech and word length. ITL-International Journal of Applied Linguistics, 172(2), 259–289. CrossrefGoogle Scholar
Barclay, S., & Schmitt, N.
(2019) Current perspectives on vocabulary teaching and learning. In X. Gao (Ed.), Second handbook of second language teaching (pp.799–819). Springer. CrossrefGoogle Scholar
Barcroft, J.
(2002) Semantic and structural elaboration in L2 lexical acquisition. Language Learning, 52(2), 323–363. CrossrefGoogle Scholar
Bardovi-Harlig, K.
(2012) Formulas, routines and conventional expressions in pragmatics research. Annual Review of Applied Linguistics, 32, 206–227. CrossrefGoogle Scholar
(2019) Formulaic language in second language pragmatics research. In A. Siyanova-Chanturia & A. Pellicer-Sánchez (Eds.), Understanding formulaic language: A second language acquisition perspective (pp.97–114). Routledge.Google Scholar
Barfield, A.
(2003) Collocation recognition and production: Research insights. Chuo University Japan.Google Scholar
Barkaoui, K.
(2015) Test takers' writing activities during the TOEFL iBT® writing tasks: A stimulated recall study (TOEFL iBT Research Report No. 25; ETS Research Report No. RR-15-04). Educational Testing Service.Google Scholar
(2019) What can L2 writers’ pausing behaviour tell us about their L2 writing processes? Studies in Second Language Acquisition, 41, 529–554. CrossrefGoogle Scholar
Barrow, J., Nakanishi, Y., & Ishino, H.
(1999) Assessing Japanese college students’ vocabulary knowledge with a self-checking familiarity survey. System, 27(2), 223–247. CrossrefGoogle Scholar
Bates, D., Maechler, M., & Bolker, B.
(2011) lme4: Linear mixed-effects models using S4 classes. R package version 0.999375-42. Retrieved on 22 April 2021 from https://​cran​.r​-project​.org​/web​/packages​/lme4​/index​.html
Bauer, L., & Nation, I. S. P
(1993) Word families. International Journal of Lexicography, 6(4), 253–279. CrossrefGoogle Scholar
Becher, T., & Trowler, P.
(2001) Academic tribes and territories: Intellectual enquiry and the cultures of disciplines. SRHE; Open University Press.Google Scholar
Becker, A.
(2010) Distinguishing linguistic and discourse features in ESL students' written performance. Modern Journal of Applied Linguistics, 2(5), 406–424.Google Scholar
Beeckmans, R., Eyckmans, J., Janssens, V., Dufranne, M., & Van de Velde, H.
(2001) Examining the Yes/No Vocabulary Test: Some methodological issues in theory and practice. Language Testing, 18(3), 235–274. CrossrefGoogle Scholar
Beglar, D.
(2010) A Rasch-based validation of the Vocabulary Size Test. Language Testing, 27(1), 101–118. CrossrefGoogle Scholar
Bell, H.
(2009) The messy little details: A longitudinal case study of the emerging lexicon. In T. Fitzpatrick & A. Barfield (Eds.), Lexical processing in second language learners (pp.111–127). Multilingual Matters. CrossrefGoogle Scholar
Bell, A., Jurafsky, D., Fosler-Lussier, E., Girand, C., Gregory, M., & Gildea, D.
(2003) Effects of disfluencies, predictability, and utterance position on word form variation in English conversation. The Journal of the Acoustical Society of America, 113, 1001–1024. CrossrefGoogle Scholar
Bensoussan, M., & Laufer, B.
(1984) Lexical guessing in context in EFL reading comprehension. Journal of Research in Reading, 7(1), 15–32. CrossrefGoogle Scholar
Berber Sardinha, T., & Veirano Pinto, M.
(Eds (2014) Multi-dimensional analysis, 25 years on: A tribute to Douglas Biber. John Benjamins. CrossrefGoogle Scholar
Berman, R. A., & Nir-Sagiv, B.
(2007) Comparing narrative and expository text construction across adolescence: A developmental paradox. Discourse Processes, 43(2), 79–120. CrossrefGoogle Scholar
Bestgen, Y.
(2017) Beyond single-word measures: L2 writing assessment, lexical richness and formulaic competence. System, 69, 65–78. CrossrefGoogle Scholar
Biber, D.
(1988) Variation across speech and writing. Cambridge University Press. CrossrefGoogle Scholar
(1993) Representativeness in corpus design. Literary and Linguistic Computing, 8(4), 243–257. CrossrefGoogle Scholar
(2014) Mult-dimensional analysis: A personal history. In T. Berber Sardinha & M. Veirano Pinto (Eds.), Multi-dimensional analysis, 25 years on: A tribute to Douglas Biber (pp.xxix–xxxviii). John Benjamins. CrossrefGoogle Scholar
Biber, D., Conrad, S., & Cortes, V.
(2004) If you look at …: Lexical bundles in university teaching and textbooks. Applied Linguistics, 25(3), 371–405. CrossrefGoogle Scholar
Biber, D., Conrad, S., & Reppen, R.
(1998) Corpus linguistics: Investigating language structure and use. Cambridge University Press. CrossrefGoogle Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E.
(1999) Longman grammar of spoken and written English. Longman.Google Scholar
Biber, D., Reppen, R., Schnur, E., & Ghanem, R.
(2016) On the (non)utility of Juiland's D to measure lexical dispersion in large corpora. International Journal of Corpus Linguistics, 21(4), 439–464. CrossrefGoogle Scholar
Bird, S., Klein, E., & Loper, E.
(2009) Natural language processing with Python: Analyzing text with the natural language toolkit. O'Reilly Media. Retrieved on 22 April 2021 from https://​www​.nltk​.org​/book/Google Scholar
Bisson, M. J., van Heuven, W. J., Conklin, K., & Tunney, R. J.
(2013) Incidental acquisition of foreign language vocabulary through brief multi-modal exposure. PLoS ONE, 8(4), e60912. CrossrefGoogle Scholar
(2014) The role of repeated exposure to multimodal input in incidental acquisition of foreign language vocabulary. Language Learning, 64(4), 855–877. CrossrefGoogle Scholar
Bisson, M. J., van Heuven, W. J. B, Conklin, K., & Tunney, R. J.
(2015) The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary. Quarterly Journal of Experimental Psychology, 68(7), 1306–1326. CrossrefGoogle Scholar
Blackwell, A., Bates, E., & Fisher, D.
(1996) The time course of grammaticality judgement. Language and Cognitive Processes, 11(4), 337–406. CrossrefGoogle Scholar
Bod, R.
(2006) Exemplar-based syntax: How to get productivity from exemplars. The Linguistic Review, 23(3), 291–320. CrossrefGoogle Scholar
Boers, F.
(2020) Factors affecting the learning of multiword items. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.143–157). Routledge.Google Scholar
Boers, F., Dang, T. C. T, & Strong, B.
(2017) Comparing the effectiveness of phrase-focused exercises: A partial replication of Boers, Demecheleer, Coxhead, and Webb (2014). Language Teaching Research, 21(3), 362–380. CrossrefGoogle Scholar
Boers, F., Demecheleer, M., Coxhead, A., & Webb, S.
(2014) Gauging the effects of exercises on verb–noun collocations. Language Teaching Research, 18(1), 54–74. CrossrefGoogle Scholar
Boers, F., Demecheleer, M., He, L., Deconinck, J., Stengers, H., & Eyckmans, J.
(2017) Typographic enhancement of multiword units in second language text. International Journal of Applied Linguistics, 27(2), 448–469. CrossrefGoogle Scholar
Boers, F., & Lindstromberg, S.
(2009) Optimizing a lexical approach to instructed language acquisition. Palgrave Macmillan. CrossrefGoogle Scholar
(2012) Experimental and intervention studies on formulaic sequences in a second language. Annual Review of Applied Linguistics, 32, 83–110. CrossrefGoogle Scholar
Bolger, P., & Zapata, G.
(2011) Semantic categories and context in L2 vocabulary learning. Language Learning, 61(2), 614–646. CrossrefGoogle Scholar
Bond, T. G., Yan, Z., & Heene, M.
(2020) Applying the Rasch model: Fundamental measurement in the human sciences (4th ed.). Routledge. CrossrefGoogle Scholar
Bonin, P., Barry, C., Méot, A., & Chalard, M.
(2004) The influence of age acquisition in word reading and other tasks: A never ending story? Journal of Memory and Language, 50(4), 456–476. CrossrefGoogle Scholar
Bonk, W. J.
(2001) Testing ESL learners’ knowledge of collocations. In T. D. Hudson & J. D. Brown (Eds.), A focus on language test development: Expanding the language proficiency construct across a variety of tests (Technical Report #21, pp.113–142). University of Hawai’i, Second Language Teaching and Curriculum Center.Google Scholar
Brezina, V.
(2018) Statistics in corpus linguistics: A practical guide. Cambridge University Press. CrossrefGoogle Scholar
Brezina, V., & Gablasova, D.
(2015) Is there a core general vocabulary? Introducing the New General Service List. Applied Linguistics, 36(1), 1–22. CrossrefGoogle Scholar
Brezina, V., McEnery, T., & Wattam, S.
(2015) Collocationns in context: A new perspective on collocation networks. International Journal of Corpus Linguistics, 20(2), 139–173. CrossrefGoogle Scholar
Brown, D., Stoeckel, T., McLean, S., & Stewart, J.
(in press) The most appropriate lexical unit for L2 vocabulary research and pedagogy: A brief review of the evidence. Applied Linguistics. CrossrefGoogle Scholar
(2020) The most appropriate lexical unit for L2 vocabulary research and pedagogy: A brief review of the evidence. Applied Linguistics. CrossrefGoogle Scholar
Bruton, A.
(2009) The Vocabulary Knowledge Scale: A critical analysis. Language Assessment Quarterly, 6(4), 288–297. CrossrefGoogle Scholar
Brysbaert, M.
(2019) How many participants do we have to include in properly powered experiments? A tutorial of power analysis with reference tables. Journal of Cognition, 2(1), 16. CrossrefGoogle Scholar
Brysbaert, M., Drieghe, D., & Vitu, F.
(2005) Word skipping: Implications for theories of eye movement control in reading. In G. Underwood (Ed.), Cognitive processes in eye guidance (pp.53–77). Oxford University Press. CrossrefGoogle Scholar
Brysbaert, M., & Stevens, M.
(2018) Power analysis and effect size in mixed effects models: A tutorial. Journal of Cognition, 1(1), 9. CrossrefGoogle Scholar
Brysbaert, M., & Vitu, F.
(1998) Word skipping: Implications for theories of eye movement control in reading. In G. Underwood (Ed.), Eye guidance in reading and scene perception (pp.125–147). Elsevier Science. CrossrefGoogle Scholar
Buhrmester, M. D., Talaifar, S., & Gosling, S. D.
(2018) An evaluation of Amazon’s Mechanical Turk, its rapid rise, and its effective use. Perspectives on Psychological Science: A Journal of the Association for Psychological Science, 13(2), 149–154. CrossrefGoogle Scholar
Bulté, B., & Housen, A.
(2014) Conceptualizing and measuring short-term changes in L2 writing complexity. Journal of Second Language Writing, 26, 42–65. CrossrefGoogle Scholar
Bybee, J. L.
(2006) From usage to grammar: The mind’s response to repetition. Language, 82(4), 711–733. CrossrefGoogle Scholar
Bybee, J., & Scheibman, J.
(1999) The effect of usage on degree of constituency: The reduction of don’t in American English. Linguistics, 37, 575–596. CrossrefGoogle Scholar
Capel, A.
(2010) A1-B2 vocabulary: Insights and issues arising from the English Profile Wordlists project. English Profile Journal, 1, e3. CrossrefGoogle Scholar
(2012) Completing the English Vocabulary Profile: C1 and C2 vocabulary. English Profile Journal, 3, e1. CrossrefGoogle Scholar
Carpenter, p. A., & Just, M. A.
(1983) What your eyes do while your mind is reading. In K. Rayner (Ed.), Eye movements in reading: Perceptual and language processes (pp.275–307). Academic Press. CrossrefGoogle Scholar
Carrol, G., & Conklin, K.
(2014) Getting your wires crossed: Evidence for fast processing of L1 idioms in an L2. Bilingualism: Language and Cognition, 17(4), 784–797. CrossrefGoogle Scholar
(2020) Is all formulaic language created equal? Unpacking the processing advantage for different types of formulaic sequences. Language and Speech, 63(1), 95–122. CrossrefGoogle Scholar
Carrol, G., Conklin, K., & Gyllstad, H.
(2016) Found in translation: The influence of the L1 on the reading of idioms in a L2. Studies in Second Language Acquisition, 38(3), 403–443. CrossrefGoogle Scholar
Casanave, C. P.
(2015) Case studies. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics: A practical resource (pp.119–135). Bloomsbury.Google Scholar
Chambers, A.
(2010) What is data-driven learning? In A. O'Keeffe & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics (pp.345–358). Routledge. CrossrefGoogle Scholar
Chapelle, C. A.
(1994) Are C-tests valid measures for L2 vocabulary research? Second Language Research, 10(2), 157–187. CrossrefGoogle Scholar
Chapelle, C. A., Enright, M. E., & Jamieson, J.
(Eds (2008) Building a validity argument for the Test of English as a Foreign Language. Routledge.Google Scholar
Chater, N., & Christiansen, M. H.
(2008) Computational models in psycholinguistics. In R. Sun (Ed.,). Cambridge handbook of computational cognitive modelling (pp.477–504). Cambridge University Press.Google Scholar
Cheng, W.
(2010) What can a corpus tell us about language teaching? In M. McCarthy & A. O'Keeffe (Eds.), The Routledge handbook of corpus linguistics (pp.319–332). Routledge. CrossrefGoogle Scholar
Cheng, W., Greaves, C., & Warren, M.
(2006) From n-gram to skipgram to concgram. International Journal of Corpus Linguistics, 11(4), 411–433. CrossrefGoogle Scholar
Cheng, W., & Warren, M.
(2007) Checking understanding: Comparing textbooks and a corpus of spoken English in Hong Kong. Language Awareness, 16(3), 190–207. CrossrefGoogle Scholar
Choi, S.
(2017) Processing and learning of enhanced English collocations: An eye movement study. Language Teaching Research, 21(3), 403–426. CrossrefGoogle Scholar
Christiansen, M. H., & Chater, N.
(1999) Language as shaped by the brain. Behavioral and Brain Sciences, 31(5), 489–508. CrossrefGoogle Scholar
(2016) The now-or-never bottleneck: A fundamental constraint on language. Behavioral and Brain Sciences, 39, E62. CrossrefGoogle Scholar
Chukharev-Hudilainen, E., Saricaoglu, A., Torrance, M., & Feng, H. H.
(2019) Combined deployable keystroke logging and eyetracking for investigating L2 writing fluency. Studies in Second Language Acquisition, 41, 583–604. CrossrefGoogle Scholar
Cieślicka, A.
(2006) Literal salience in on-line processing of idiomatic expressions by second language learners. Second Language Research, 22(2), 115–144. CrossrefGoogle Scholar
Clare, L., & Jones, R. S.
(2008) Errorless learning in the rehabilitation of memory impairment: A critical review. Neuropsychology Review, 18(1), 1–23. CrossrefGoogle Scholar
Cleeremans, A., & McClelland, J. L.
(1991) Learning the structure of event sequences. Journal of Experimental Psychology: General, 120(3), 235–253. CrossrefGoogle Scholar
Cobb, T.
(1997) Is there any measurable learning from hands-on concordancing? System, 25(3), 301–315. CrossrefGoogle Scholar
(2000) One size fits all? Francophone learners and English vocabulary tests. Canadian Modern Language Review, 57(2), 295–324. CrossrefGoogle Scholar
Coltheart, M., Davelaar, E., Jonasson, T., & Besner, D.
(1977) Access to the internal lexicon. In S. Dornic (Ed.), Attention and performance (VI, pp.535–555). Academic Press.Google Scholar
Conklin, K., & Carrol, G.
(2019) First language influence on the processing of formulaic language in a second language. In A. Siyanova-Chanturia & A. Pellicer-Sánchez (Eds.), Understanding formulaic language. A second language acquisition perspective (pp. 62–77). Routledge.Google Scholar
Conklin, K., Pellicer-Sánchez, A., & Carrol, G.
(2018) An introduction to eye-tracking: A guide for applied linguistics research. Cambridge University Press. CrossrefGoogle Scholar
Conklin, K., & Schmitt, N.
(2008) Formulaic sequences: Are they processed more quickly than nonformulaic language by native and nonnative speakers? Applied Linguistics, 29(1), 72–89. CrossrefGoogle Scholar
Conrad, S., & Biber, D.
(Eds (2001) Variation in English: Multi-dimensional studies. Longman.Google Scholar
Coxhead, A.
(2000) A new academic wordlist. TESOL Quarterly, 34(2), 213–238. CrossrefGoogle Scholar
(2018) Vocabulary and English for specific purposes research: Quantitative and qualitative perspectives. Routledge.Google Scholar
Coxhead, A., Nation, I. S. P, & Sim, D.
(2014) Creating and trialling six forms of the Vocabulary Size Test. TESOLANZ Journal, 22, 13–26.Google Scholar
Crossley, S. A., & McNamara, D.
(2012) Predicting second language writing proficiency: The roles of cohesion and linguistic sophistication. Journal of Research in Reading, 35(2), 115–135. CrossrefGoogle Scholar
Crossley, S. A., Salsbury, T., & McNamara, D. S.
(2012) Predicting the proficiency level of language learners using lexical indices. Language Testing, 29(2), 243–263. CrossrefGoogle Scholar
Crossley, S. A., Salsbury, T., McNamara, D. S., & Jarvis, S.
(2011) Predicting lexical proficiency in language learner texts using computational indices. Language Testing, 28(4), 561–580. CrossrefGoogle Scholar
Crump, M. J. C, McDonnell, J. V., & Gureckis, T. M.
(2013) Evaluating Amazon’s Mechanical Turk as a tool for experimental behavioral research. PLoS ONE, 8(3), e57410. CrossrefGoogle Scholar
Cuetos, F., & Barbon, A.
(2006) Word naming in Spanish. European Journal of Cognitive Psychology, 18(3), 415–436. CrossrefGoogle Scholar
Cumming, A., & Mellow, J. D.
(1996) An investigation into the validity of written indicators of second language proficiency. In A. Cumming & R. Berwick (Eds.), Validation in language testing (pp.72–93). Mutilingual Matters.Google Scholar
Cushing, S. T.
(2017) Corpus linguistics in language testing research. Language Testing, 34(4), 441–449. CrossrefGoogle Scholar
Daller, H., Milton, J., & Treffers-Daller, J.
(2007a) Editors' introduction: Conventions, terminology and an overview of the book. In H. Daller, J. Milton, & J. Treffers-Daller (Eds.), Modelling and assessing vocabulary knowledge (pp.1–32). Cambridge University Press. CrossrefGoogle Scholar
(2007b) Modelling and assessing vocabulary knowledge. Cambridge University Press. CrossrefGoogle Scholar
Daller, M., Turlik, J., & Weir, I.
(2013) Vocabulary acquisition and the learning curve. In S. Jarvis & M. Daller (Eds.), Vocabulary knowledge: Human ratings and automated measures (pp.185–218). John Benjamins. CrossrefGoogle Scholar
Daller, H., & Xue, H.
(2007) Lexical richness and the oral proficiency of Chinese EFL students. In H. Daller, J. Milton, & J. Treffers-Daller (Eds.), Modelling and assessing vocabulary knowledge (pp.150–164). Cambridge University Press. CrossrefGoogle Scholar
Dang, T. N. Y, Coxhead, A., & Webb, S.
(2017) The academic spoken word list. Language Learning, 67(4), 959–997. CrossrefGoogle Scholar
Dang, T. N. Y, & Webb, S.
(2016) Making an essential word list for beginners. In I. S. P Nation (Ed.), Making and using word lists for language learning and testing (pp.153–167). John Benjamins. CrossrefGoogle Scholar
Davies, M.
(2008-) The Corpus of Contemporary American English (COCA). Retrieved on 22 April 2021 from https://​www​.english​-corpora​.org​/coca/Google Scholar
(2018) Word frequency data. Retrieved on 1 November 2020 from https://​www​.wordfrequency​.info
de Bot, K., & Stoessel, S.
(2000) In search of yesterday's words: Reactivating a long-forgotten language. Applied Linguistics, 21(3), 333–353. CrossrefGoogle Scholar
De Costa, p. I., Lee, J., Rawal, H., & Li, W.
(2020) Ethics in applied linguistics research. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp.122–130). Routledge.Google Scholar
de Groot, A. M. B
(2006) Effects of stimulus characteristics and background music on foerign language vocabulary learning and forgetting. Language Learning,56(3), 463–506. CrossrefGoogle Scholar
de Groot, A. M. B, & Keijzer, R.
(2000) What is hard to learn is easy to forget: The roles of word concreteness, cognate status, and word frequency in foreign-language vocabulary learning and forgetting. Language Learning, 50(1), 1–56. CrossrefGoogle Scholar
de la Fuente, M. J.
(2002) Negotiation and oral acquisition of vocabulary. Studies in Second Language Acquisition, 24(1), 81–112. CrossrefGoogle Scholar
de Vos, J. F., Schriefers, H., & Lemhöfer, K.
(2019) Noticing vocabulary holes aids incidental second language word learning: An experimental study. Bilingualism: Language and Cognition, 22(3), 500–515. CrossrefGoogle Scholar
de Vos, J. F., Schriefers, H., Nivard, M. G., & Lemhöfer, K.
(2018) A meta-analysis and meta-regression of incidental second language word learning from spoken input. Language Learning, 68(4), 906–941. CrossrefGoogle Scholar
Degani, T., & Tokowicz, N.
(2010) Semantic ambiguity within and across languages: An integrative review. The Quarterly Journal of Experimental Psychology, 63(7), 1266–1303. CrossrefGoogle Scholar
Deignan, A., & Love, R.
(2021) Using corpus methods to identify subject specific uses of polysemous words in English secondary school science materials. Corpora, 16(2), 165–189. CrossrefGoogle Scholar
Desmet, T., & Duyck, W.
(2007) Bilingual language processing. Language and Linguistics Compass, 1(3), 168–194. CrossrefGoogle Scholar
Dirix, N., Cop, U., Drieghe, D., & Duyck, W.
(2017) Cross-lingual neighborhood effects in generalized lexical decision and natural reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(6), 887–915.Google Scholar
Dirix, N., & Duyck, W.
(2017) The first- and second-language age of acquisition effect in first- and second-language book reading. Journal of Memory and Language, 97, 103–120. CrossrefGoogle Scholar
Donchin, E., & Coles, M. G.
(1988) Is the P300 component a manifestation of context updating? Behavioral and Brain Sciences, 11(3), 357–427. CrossrefGoogle Scholar
Dörnyei, Z.
(2007) Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.Google Scholar
Douglas, S. R.
(2015) The relationship between lexical frequency profiling measures and rater judgements of spoken and written general English language proficiency on the CELPIP-General Test. TESL Canada Journal, 32(Special Issue 9), 43–64. CrossrefGoogle Scholar
Du, L., Elgort, I., & Siyanova-Chanturia, A.
(2021) Cross-language influence in the processing of multiword expressions: From a first language to second and back. Frontiers in Psychology. CrossrefGoogle Scholar
Duff, p. A.
(2020) Case study research: Making language learning complexities visible. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp.144–153). Routledge.Google Scholar
Dunn, M., & Dunn, L. M.
(1959) Peabody Picture Vocabulary Test. American Guidance Service.Google Scholar
Durrant, P.
(2008) High-frequency collocations and second language learning (Unpublished PhD dissertation). University of Nottingham.
(2014a) Corpus frequency and second language learners' knowledge of collocations. International Journal of Corpus Linguistics, 19(4), 443–477. CrossrefGoogle Scholar
(2014b) Discipline and level specificity in university students' written vocabulary. Applied Linguistics, 35(3), 328–356. CrossrefGoogle Scholar
(2017) Lexical bundles and disciplinary variation in university students' writing: Mapping the territories. Applied Linguistics, 38(2), 165–193. CrossrefGoogle Scholar
(2019) Formulaic language in English for academic purposes. In A. Siyanova-Chanturia & A. Pellicer-Sánchez (Eds.), Understanding formulaic language: A second language acquisition perspective (pp.211–227). Routledge.Google Scholar
Durrant, P., & Brenchley, M.
(2019) Development of vocabulary sophistication across genres in English children's writing. Reading and Writing, 32(8), 1927–1953. CrossrefGoogle Scholar
(2021) The development of academic collocations in children's writing. In P. Szudarski & S. Barclay (Eds.), Vocabulary: Theory, patterning and teaching (pp.99–120). Multilingual Matters.Google Scholar
Durrant, P., Brenchley, M., & McCallum, L.
(2021) Understanding development and proficiency in writing: Quantitative corpus linguistic approaches. Cambridge University Press. CrossrefGoogle Scholar
Durrant, P., Moxley, J., & McCallum, L.
(2019) Vocabulary sophistication in first-year composition assignments. International Journal of Corpus Linguistics, 24(1), 33–66. CrossrefGoogle Scholar
Durrant, P., & Schmitt, N.
(2009) To what extent do native and non-native writers make use of collocations? International Review of Applied Linguistics in Language Teaching, 47(2), 157–177. CrossrefGoogle Scholar
(2010) Adult learners' retention of collocations from exposure. Second Language Research, 26(2), 163–188. CrossrefGoogle Scholar
Durrant, P., & Siyanova-Chanturia, A.
(2015) Learner corpora and psycholinguistics. In S. Granger, G. Gilquin, & F. Meunier (Eds.), The Cambridge handbook of learner corpus research (pp.57–78). Cambridge University Press. CrossrefGoogle Scholar
Duyck, W., Van Assche, E., Drieghe, D., & Hartsuiker, R. J.
(2007) Visual word recognition by bilinguals in a sentence context: Evidence for nonselective lexical access. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(4), 663–679.Google Scholar
d’Ydewalle, G., & Pavakanun, U.
(1995) Acquisition of a second/foreign language by viewing a television program. In P. Winterhoff-Spurk (Ed.), Psychology of media in Europe: The state of the art-perspectives for the future (pp.51–64). Westdeutscher Verlag. CrossrefGoogle Scholar
Ebbinghaus, H.
(1964) Memory: A contribution to experimental psychology (H. A. Ruger & C. E. Bussenius, Trans.). Dover Publications. (Original work published 1885).Google Scholar
Eckes, T., & Grotjahn, R.
(2006) A closer look at the construct validity of C-tests. Language Testing, 23(3), 290–325. CrossrefGoogle Scholar
Egbert, J.
(2017) Corpus linguistics and language testing: Navigating unchartered waters. Language Testing, 34(4), 555–564. CrossrefGoogle Scholar
Ehrlich, S. F., & Rayner, K.
(1981) Contextual effects on word perception and eye movements during reading. Journal of Verbal Learning & Verbal Behavior, 20(6), 641–655. CrossrefGoogle Scholar
El-Dakhs, D., Sonbul, S. & Al-Wazzan, R.
(2021) Learning phrasal verbs in the EFL classroom: The effect of prior vocabulary knowledge and opacity. International Review of Applied Linguistics in Language Teaching. CrossrefGoogle Scholar
Elgort, I.
(2011) Deliberate learning and vocabulary acquisition in a second language. Language Learning, 61(2), 367–413. CrossrefGoogle Scholar
(2013) Effects of L1 definitions and cognate status of test items on the Vocabulary Size Test. Language Testing, 30(2), 253–272. CrossrefGoogle Scholar
Elgort, I., Brysbaert, M., Stevens, M., & Assche, E. V.
(2018) Contextual word learning during reading in a second language: An eye-movement study. Studies in Second Language Acquisition, 40(2), 341–366. CrossrefGoogle Scholar
Elgort, I., & Warren, P.
(2014) L2 vocabulary learning from reading: Explicit and tacit lexical knowledge and the role of learner and item variables. Language Learning, 64(2), 365–414. CrossrefGoogle Scholar
Ellis, N. C.
(2002) Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24(2), 143–188. CrossrefGoogle Scholar
(2007) The weak interface, consciousness, and form-focused instruction: Mind the doors. In S. Fotos & H. Nassaji (Eds.), Form-focused instruction and teacher education: Studies in honour of Rod Ellis (pp.17–33). Oxford University Press.Google Scholar
Ellis, N. C., & Beaton, A.
(1993) Psycholinguistic determinants of foreign language vocabulary learning. Language Learning, 43(4), 559–617. CrossrefGoogle Scholar
Ellis, N. C., Simpson-Vlach, R. I. T. A., & Maynard, C.
(2008) Formulaic language in native and second language speakers: Psycholinguistics, corpus linguistics, and TESOL. TESOL Quarterly, 42(3), 375–396. CrossrefGoogle Scholar
Elman, J. L.
(1990) Finding structure in time. Cognitive Science: A Multidisciplinary Journal, 14(2), 179–211. CrossrefGoogle Scholar
Engber, C. A.
(1995) The relationship of lexical proficiency to the quality of ESL compositions. Journal of Second Language Writing, 4(2), 139–155. CrossrefGoogle Scholar
Engelbart, S. M., & Theuerkauf, B.
(1999) Defining context within vocabulary acquisition. Language Teaching Research, 3(1), 57–69. CrossrefGoogle Scholar
Enochson, K., & Culbertson, J.
(2015) Collecting psycholinguistic response time data using Amazon Mechanical Turk. PLoS ONE, 10(3), e0116946. CrossrefGoogle Scholar
Erman, B., & Warren, B.
(2000) The idiom principle and the open choice principle. Text-Interdisciplinary Journal for the Study of Discourse, 20(1), 29–62. CrossrefGoogle Scholar
Evert, S.
(2008) Corpora and collocations. In A. Lüdeling & M. Kytö (Eds.), Corpus linguistics. An international handbook (pp.1212–1248). Mouton de Gruyter.Google Scholar
Eyckmans, J.
(2009) Towards an assessment of learners’ receptive and productive syntagmatic knowledge. In A. Barfield & H. Gyllstad (Eds.), Researching collocations in another language: Multiple interpretations (pp.139–152). Palgrave Macmillan. CrossrefGoogle Scholar
Eyckmans, J., Van de Velde, H., van Hout, R., & Boers, F.
(2007) Learners’ response behaviour in Yes/No vocabulary tests. In H. Daller, J. Milton, & J. Treffers-Daller (Eds.), Modelling and assessing vocabulary knowledge (pp.59–76). Cambridge University Press. CrossrefGoogle Scholar
Farghal, M., & Obiedat, H.
(1995) Collocations: A neglected variable in EFL. International Journal of Applied Linguistics, 28(4), 313–331.Google Scholar
Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A.
(2007) G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191. CrossrefGoogle Scholar
Federmeier, K. D., & Kutas, M.
(1999) A rose by any other name: Long-term memory structure and sentence processing. Journal of Memory and Language, 41(4), 469–495. CrossrefGoogle Scholar
Feldweg, H.
(1991) The European science foundation second language database. Max-Planck-Institute for Psycholinguistics.Google Scholar
Fellbaum, C.
(Ed (1998) WordNet: An electronic lexical database. The MIT Press. CrossrefGoogle Scholar
Ferrand, L., Grainger, J., & Segui, J.
(1994) A study of masked form priming in picture and word naming. Memory and Cognition, 22(4), 431–441. CrossrefGoogle Scholar
Field, J.
(2004) Psycholinguistics: The key concepts. Routledge. CrossrefGoogle Scholar
Fitzpatrick, T., & Clenton, J.
(2010) The challenge of validation: Assessing the performance of a test of productive vocabulary. Language Testing, 27(4), 537–554. CrossrefGoogle Scholar
Fitzpatrick, T., & Meara, P.
(2004) Exploring the validity of a test of productive vocabulary. Vigo International Journal of Applied Linguistics, 1, 55–74.Google Scholar
Fitzpatrick, T., & Thwaites, P.
(2020) Word association research and the L2 lexicon. Language Teaching, 53(3), 237–274. CrossrefGoogle Scholar
Fonseca Saravia, A. M.
(1995) Using the think aloud protocol to investigate vocabulary strategies used in two vocabulary tests (Unpublished MA thesis). Iowa State University. Crossref
Forster, K. I.
(1976) Accessing the mental lexicon. In R. Wales & E. Walter (Eds.), Approaches to language mechanisms (pp.257–284). North Holland.Google Scholar
Forster, K. I., & Chambers, S. M.
(1973) Lexical access and naming time. Journal of Verbal Learning and Verbal Behavior, 12(6), 627–635. CrossrefGoogle Scholar
Forster, K. I., & Davis, C.
(1984) Repetition priming and frequency attenuation in lexical access. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10(4), 680–698.Google Scholar
Frazier, L., & Rayner, K.
(1990) Taking on semantic commitments: Processing multiple meanings vs. multiple senses. Journal of Memory and Language, 29(2), 181–200. CrossrefGoogle Scholar
Freeman, D. L., & Cameron, L.
(2008) Research methodology on language development from a complex systems perspective. The Modern Language Journal, 92(2), 200–213. CrossrefGoogle Scholar
Frenck-Mestre, C.
(2005) Eye-movement recording as a tool for studying syntactic processing in a second language: A review of methodologies and experimental findings: Second Language Research, 21(2), 175–198.Google Scholar
Fulcher, G.
(2010) Practical language testing. Routledge.Google Scholar
Fulcher, G., & Harding, L.
(Eds (forthcoming) The Routledge Handbook of Language Testing (2nd Ed.). Routledge.Google Scholar
Gablasova, D., Brezina, V., & McEnery, T.
(2017) Collocations in corpus-based language learning research: Identifying, comparing, and interpreting the evidence. Language Learning, 67(S1), 155–179. CrossrefGoogle Scholar
Galbraith, D., & Vedder, I.
(2019) Methodological advances in investigating L2 writing processes. Challenges and perspectives. Studies in Second Language Acquisition, 41, 633–645. CrossrefGoogle Scholar
Gardner, D., & Davies, M.
(2014) A new academic vocabulary list. Applied Linguistics, 35(3), 305–327. CrossrefGoogle Scholar
Garnier, M., & Schmitt, N.
(2016) Picking up phrasal verbs: How many do learners know and what facilitates this knowledge? System, 59, 29–44. CrossrefGoogle Scholar
Gass, S., & Sterling, S.
(2017) Ethics in ISLA. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp.577–595). Routledge. CrossrefGoogle Scholar
Gass, S., Winke, P., Isbell, D. R., & Ahn, J.
(2019) How captions help people learn languages: A working-memory, eye-tracking study. Language Learning & Technology, 23(2), 84–104.Google Scholar
Gilquin, G.
(2021) The Process Corpus of English in Education: Going beyond the written text. Research in Corpus Linguistics, 10(1), 31–44. CrossrefGoogle Scholar
Gilquin, G., & Granger, S.
(2007) Learner corpora: the missing link in EAP pedagogy. English for Academic Purposes, 6(4), 319–335. CrossrefGoogle Scholar
Godfrey, J. J., Holliman, E., & McDaniel, J.
(1992) Switchboard: Telephone speech corpus for research and development. Proceedings ICASSP-92: 1992 IEEE International Conference on Acoustics, Speech, and Signal Processing, 1, 517–520. CrossrefGoogle Scholar
Godfroid, A.
(2019) Eye tracking in second language acquisition and bilingualism: A research synthesis and methodological guide. Routledge. CrossrefGoogle Scholar
(2020) Sensitive measures of vocabulary knowledge and processing: Expanding Nation’s framework. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.433–453). Routledge.Google Scholar
Godfroid, A., Ahn, J., Choi, I., Ballard, L., Cui, Y., Johnston, S., Lee, S., Sarkar, A. & Yoon, H. J.
(2018) Incidental vocabulary learning in a natural reading context: An eye-tracking study. Bilingualism: Language and Cognition, 21(3), 563–584. CrossrefGoogle Scholar
Godfroid, A., Boers, F., & Housen, A.
(2013) An eye for words: Gauging the role of attention in incidental L2 vocabulary acquisition by means of eye-tracking. Studies in Second Language Acquisition, 35(3), 483–517. CrossrefGoogle Scholar
Goeman, J. J., & De Jong, N. H.
(2018), How well does the sum score summarize the test? Summability as a measure of internal consistency. Educational Measurement: Issues and Practice, 37(2), 54–63. CrossrefGoogle Scholar
Gollan, T. H., Montoya, R. I., Fennema-Notestine, C., & Morris, S. K.
(2005) Bilingualism affects picture naming but not picture classification. Memory & Cognition, 33(7), 1220–1234. CrossrefGoogle Scholar
Golonka, E., Bowles, A., Silbert, N., Kramasz, D., Blake, C., & Buckwalter, T.
(2015) The role of context and cognitive effort in vocabulary learning: A study of intermediate-level learners of Arabic. The Modern Language Journal, 99(1), 19–39. CrossrefGoogle Scholar
Gómez, R. L.
(2002) Variability and detection of invariant structure. Psychological Science, 13(5), 431–436. CrossrefGoogle Scholar
González-Fernández, B.
(2017) Vocabulary knowledge components: Knowledge, acquisition and conceptualization (Unpublished PhD dissertation). University of Nottingham.
González-Fernández, B. & Schmitt, N.
(2015) How much collocation knowledge do L2 learners have? The effects of frequency and amount of exposure. ITL-International Journal of Applied Linguistics, 166(1), 94–126. CrossrefGoogle Scholar
(2020) Word knowledge: Exploring the relationships and order of acquisition of vocabulary knowledge components. Applied Linguistics, 41(4), 481–505. CrossrefGoogle Scholar
Goodrich, H. C.
(1977) Distractor efficiency in foreign language testing. TESOL Quarterly, 11(1), 69–78. CrossrefGoogle Scholar
Goulden, R., Nation, I. S. P, & Read, J.
(1990) How large can a receptive vocabulary be? Applied Linguistics, 11(4), 341–363. CrossrefGoogle Scholar
Grabe, W., & Stoller, F.
(1997) Reading and vocabulary development in a second language: A case study. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp.98–122). Cambridge University Press.Google Scholar
Graesser, A. C., & McNamara, D.
(2011) Computational analyses of multilivel discourse comprehension. Topics in Cognitive Science, 3(2), 371–398. CrossrefGoogle Scholar
Green, C.
(2012) A computational investigation of cohesion and lexical network density in L2 writing. English Language Teaching, 5(8), 57–69.Google Scholar
Green, R.
(2013) Statistical analyses for language testers. Palgrave Macmillan. CrossrefGoogle Scholar
Gregory, M. L., Raymond, W. D., Bell, A., Fosler-lussier, E., & Jurafsky, D.
(1999) The effects of collocational strength and contextual predictability in lexical production. Chicago Linguistic Society, 35, 151–166.Google Scholar
Greidanus, T., Bogaards, P., van der Linden, E., Nienhuis, L., & de Wolf, T.
(2004) The construction and validation of a deep word knowledge test for advanced learners of French. In P. Bogaards & B. Laufer (Eds.), Vocabulary in a second language: Selection, acquisition, and testing (pp.191–208). John Benjamins. CrossrefGoogle Scholar
Grey, S., & Tagarelli, K. M.
(2018) Psycholinguistic methods. In A. Phakiti, P. De Costa, L. Plonsky, & S. Starfield (Eds.), The Palgrave handbook of applied linguistics research methodology (pp.287–312). Palgrave Macmillan. CrossrefGoogle Scholar
Gries, S. T.
(2008) Dispersions and adjusted frequencies in corpora. International Journal of Corpus Linguistics, 13(4), 403–437. CrossrefGoogle Scholar
(2009a) Quantitative corpus linguistics with R: A practical introduction. Routledge. CrossrefGoogle Scholar
(2009b) Statistics for linguistics with R. Mouton de Gruyter. CrossrefGoogle Scholar
(2013) 50-something years of work on collocations: What is or should be next… International Journal of Corpus Linguistics, 18(1), 137–165. CrossrefGoogle Scholar
Griffin, A. M., & Ferreira, V.
(2006) Properties of spoken language production. In M. Traxler & M. A. Gernsbacher (Eds.), Handbook of psycholinguistics (pp.21–59). Academic Press. CrossrefGoogle Scholar
Griffin, G., & Harley, T. A.
(1996) List learning of second language vocabulary. Applied Psycholinguistics, 17(4), 443–460. CrossrefGoogle Scholar
Gu, Y., & Johnson, R. K.
(1996) Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643–679. CrossrefGoogle Scholar
Guo, L., Crossley, S. A., & McNamara, D.
(2013) Predicting human judgements of essay quality in both integrated and independent second language writing samples: A comparison study. Assessing Writing, 18(3), 218–238. CrossrefGoogle Scholar
Gureckis, T. M., Martin, J., McDonnell, J., Rich, A. S., Markant, D., Coenen, A., Halpern, D., Hamrick, J. B., & Chan, P.
(2016) psiTurk: An open-source framework for conducting replicable behavioral experiments online. Behavior Research Methods, 48(3), 829–842. CrossrefGoogle Scholar
Gyllstad, H.
(2005) Words that go together well: Developing test formats for measuring learner knowledge of English collocations. In F. Heinat & E. Klingval (Eds.), The Department of English in Lund: Working papers in linguistics5, 1–31. Retrieved on 22 April 2021 from https://​portal​.research​.lu​.se​/portal​/files​/5346153​/625034​.pdfGoogle Scholar
(2007) Testing English collocations. University of Lund.Google Scholar
(2009) Designing and evaluating tests of receptive collocation knowledge: COLLEX and COLLMATCH. In A. Barfield & H. Gyllstad (Eds.), Researching collocations in another language: Multiple interpretations (pp.153–170). Palgrave Macmillan. CrossrefGoogle Scholar
Gyllstad, H., & Schmitt, N.
(2019) Testing formulaic language. In. A. Siyanova-Chanturia & A. Pellicer-Sanchez (Eds.), Understanding formulaic language: A second language acquisition perspective (pp.174–191). Routledge.Google Scholar
Gyllstad, H., Vilkaité, L., & Schmitt, N.
(2015) Assessing vocabulary size through multiple-choice formats: Issues with guessing and sampling rates. ITL-International Journal of Applied Linguistics,166(2), 278–306. CrossrefGoogle Scholar
Gyllstad, H., McLean, S., & Stewart, J.
(2021) Using confidence intervals to determine adequate item sample sizes for vocabulary tests: An essential but overlooked practice. Language Testing, 38(4), 558–579. CrossrefGoogle Scholar
Hagoort, P., & van Berkum, J.
(2007) Beyond the sentence given. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 362(1481), 801–811. CrossrefGoogle Scholar
Halliday, M. A. K
(1966) Lexis as a linguistic level. In C. E. Bazell, J. C. Catford, M. A. K Halliday, & R. H. Robins (Eds.), In memory of J. R. Firth (pp.148–162). Longmans, Green and Co.Google Scholar
Hallin, A. E., & Van Lancker Sidtis, D.
(2017) A closer look at formulaic language: Prosodic characteristics of Swedish proverbs. Applied Linguistics, 38(1), 68–89. CrossrefGoogle Scholar
Hambleton, R. K.
(1989) Principles and selected applications of item response theory. In R. L. Linn (Ed.), Educational measurement (pp.147–200). Macmillan; American Council on Education.Google Scholar
Hancock, G. R., & Schoonen, R.
(2015) Structural equation modeling: Possibilities for language learning researchers. Language Learning, 65(S1), 160–184. CrossrefGoogle Scholar
Hanks, P.
(2009) The impact of corpora on dictionaries. In P. Baker (Ed.), Contemporary corpus linguistics (pp.214–236). Continuum.Google Scholar
(2013) Lexical analysis: Norms and exploitations. The MIT Press. CrossrefGoogle Scholar
Hansen, L., Umeda, Y., & McKinney, M.
(2002) Savings in the relearning of second language vocabulary: The effects of time and proficiency. Language Learning, 52(4), 653–678. CrossrefGoogle Scholar
Harley, T. A.
(2014) The psychology of language: From data to theory (4th ed.). Psychology Press.Google Scholar
Hashimoto, B. J., & Egbert, J.
(2019) More than frequency? Exploring predictors of word difficulty for second langauge learners. Language Learning, 69(4), 839–872. CrossrefGoogle Scholar
Henning, G.
(1987) A guide to language testing. Newbury House.Google Scholar
(1991) A study of the effects of contextualization and familiarization on responses to the TOEFL vocabulary items. Educational Testing Service.Google Scholar
Hernández, M., Costa, A., & Arnon, I.
(2016) More than words: Multiword frequency effects in non-native speakers. Language, Cognition and Neuroscience, 31(6), 785–800. CrossrefGoogle Scholar
Hiebert, E. H., Scott, J. A., Castaneda, R., & Spichtig, A.
(2019) An analysis of the features of words that influence vocabulary difficulty. Education Sciences, 9(1), 8. CrossrefGoogle Scholar
Higa, M.
(1965) The psycholinguistic concept of “difficulty” and the teaching of foreign language vocabulary. Language Learning, 15(3–4), 167–179. CrossrefGoogle Scholar
Hoey, M.
(2005) Lexical priming: A new theory of words and language. Routledge.Google Scholar
Holzknecht, F., Eberharter, K., Kremmel, B., Zehentner, M., McCray, G., Konrad, E., & Spöttl, C.
(2017) Looking into listening: Using eye-tracking to establish the cognitive validity of the Aptis Listening Test. ARAGs Research Reports Online. The British Council.Google Scholar
Holzknecht, F., McCray, G., Eberharter, K., Kremmel, B., Zehentner, M., Spiby, R., & Dunlea, J.
(2021) The effect of response order on candidate viewing behaviour and item difficulty in a multiple-choice listening test. Language Testing, 38(1), 41–61. CrossrefGoogle Scholar
Horst, M.
(2010) How well does teacher talk support incidental vocabulary acquisition? Reading in a Foreign Language, 22(1), 161–180.Google Scholar
Horst, M., Cobb, T., & Nicolae, I.
(2005) Expanding academic vocabulary with an interactive on-line database. Language Learning and Technology, 9(2), 99–110.Google Scholar
Hu, H. C. M, & Nassaji, H.
(2016) Effective vocabulary learning tasks: Involvement load hypothesis versus technique feature analysis. System, 56, 28–39. CrossrefGoogle Scholar
Huber, B., & Gajos, K. Z.
(2020) Conducting online virtual environment experiments with uncompensated, unsupervised samples. PLoS ONE, 15(1), e0227629. CrossrefGoogle Scholar
Huddleston, R., & Pullum, G. K.
(2002) Cambridge grammar of the English language. Cambridge University Press. CrossrefGoogle Scholar
Huibregtse, I., & Admiraal, W.
(1999) De score op een ja/nee woordenschattoets: Correctie voor raden en persoonlijke antwoordstijl. Tijdschrift Voor Onderwijsresearch, 24, 110–124.Google Scholar
Huibregtse, I., Admiraal, W., & Meara, P.
(2002) Scores on a yes–no vocabulary test: Correction for guessing and response style. Language Testing, 19(3), 227–245. CrossrefGoogle Scholar
Hulstijn, J. H.
(2001) Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and second language instruction (pp.258–286). Cambridge University Press. CrossrefGoogle Scholar
Hunston, S.
(2002) Corpora in applied linguistics. Cambridge University Press. CrossrefGoogle Scholar
(2019) Patterns, constructions, and applied linguistics. International Journal of Corpus Linguistics, 24(3), 324–353. CrossrefGoogle Scholar
Hyland, K.
(1999) Academic attribution: Citation and the construction of disciplinary knowledge. Applied Linguistics, 20(3), 341–367. CrossrefGoogle Scholar
(2004) Disciplinary discourses: Social interactions in academic writing. The University of Michigan Press.Google Scholar
Hyland, K., & Tse, P.
(2007) Is there an 'Academic Vocabulary'? TESOL Quarterly, 41(2), 235–253. CrossrefGoogle Scholar
Inhoff, A. W., & Reyner, K.
(1986) Parafoveal word processing during eye fixations in reading: Effects of word frequency. Perception & Psychophysics, 40(6), 431–439. CrossrefGoogle Scholar
In’nami, Y.
(2013) Second-language vocabulary assessment research: Issues and challenges. Vocabulary Learning and Instruction, 2(1), 74–81.Google Scholar
Iwaizumi, E., & Webb, S.
(2021) Measuring L1 and L2 productive derivational knowledge: How many derivatives can L1 and L2 learners with differing vocabulary levels produce? TESOL Quarterly. CrossrefGoogle Scholar
Janssen, N., & Barber, H. A.
(2012) Phrase frequency effects in language production. PLoS ONE, 7(3), e33202. CrossrefGoogle Scholar
Jared, D., McRae, K., & Seidenberg, M. S.
(1990) The basis of consistency effects in word naming. Journal of Memory and Language, 29, 687–715. CrossrefGoogle Scholar
Jarvis, S.
(2002) Short-texts, best-fitting curves and new measures of lexical diversity. Language Testing, 19(1), 57–84. CrossrefGoogle Scholar
Jastrzembski, J. E.
(1981) Multiple meanings, number of related meanings, frequency of occurrence, and the lexicon. Cognitive Psychology, 13(2), 278–305. CrossrefGoogle Scholar
Jelani, N. A. M, & Boers, F.
(2018) Examining incidental vocabulary acquisition from captioned video: Does test modality matter? ITL-International Journal of Applied Linguistics, 169(1), 169–190. CrossrefGoogle Scholar
Jiang, N.
(2013) Conducting reaction time research in second language studies. Routledge. CrossrefGoogle Scholar
(2018) Second language processing: An introduction. Routledge. CrossrefGoogle Scholar
Jiang, N., & Nekrasova, T.
(2007) The processing of formulaic sequences by second language speakers. The Modern Language Journal, 91(3), 433–445. CrossrefGoogle Scholar
Jiang, S., Jiang, X., & Siyanova, A.
(2020) Multi-word expression processing in children: An eye-tracking study. Applied Psycholinguistics, 41(4), 901–931. CrossrefGoogle Scholar
Jin, Z., & Webb, S.
(2020) Incidental vocabulary learning through listening to teacher talk. The Modern Language Journal, 104(3), 550–566. CrossrefGoogle Scholar
Jones, M., & Haywood, S.
(2004) Facilitating the acquisition of formulaic sequences: An exploratory study in an EAP context. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing, and use (pp.269–300). John Benjamins. CrossrefGoogle Scholar
Jonz, J.
(1990) Another turn in the conversation: What does cloze measure? TESOL Quarterly, 24(1), 61–83. CrossrefGoogle Scholar
Juilland, A. G., Brodin, D. R., & Davidovitch, C.
(1970) Frequency dictionary of French words. Mouton.Google Scholar
Juilland, A. G., & Chang-Rodriguez, E.
(1964) Frequency dictionary of Spanish words. Mouton. CrossrefGoogle Scholar
Jurafsky, D., Bell, A., Gregory, M., & Raymond, W. D.
(2001) Probabilistic relations between words: Evidence from reduction in lexical production. In J. L. Bybee & p. J. Hopper (Eds.), Frequency and the emergence of linguistic structure (pp.229–254). John Benjamins. CrossrefGoogle Scholar
Just, M. A., & Carpenter, p. A.
(1980) A theory of reading: From eye fixations to comprehension. Psychological Review, 87(4), 329–354. CrossrefGoogle Scholar
Kamimoto, T.
(2008, September 11–13). Guessing and vocabulary tests: Looking at the Vocabulary Levels Test [Paper presentation]. The 41st Annual BAAL Conference, Swansea, Wales, United Kingdom.
Kane, M. T.
(2012) Validating score interpretations and uses. Language Testing, 29(1), 3–17. CrossrefGoogle Scholar
Kapatsinski, V. M., & Radicke, J.
(2009) Frequency and the emergence of prefabs: Evidence from monitoring. In R. Corrigan, E. Moravcsik, H. Ouali, & K. Wheatley (Eds.), Formulaic language. Vol. II: Acquisition, loss, psychological reality, functional explanations (pp.499–522). John Benjamins. CrossrefGoogle Scholar
Karami, H.
(2012) The development and validation of a bilingual version of the Vocabulary Size Test. RELC Journal, 43(1), 53–67. CrossrefGoogle Scholar
Kennette, L. N., & Van Havermaet, L. R.
(2012) Interlingual homograph recognition by bilinguals: A new paradigm. The New School Psychology Bulletin, 9(2), 7–16.Google Scholar
Kennison, S. M., & Clifton, C.
(1995) Determinants of parafoveal preview benefit in high and low working memory capacity readers: Implications for eye movement control. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(1), 68–81.Google Scholar
Keuleers, E., Stevens, M., Mandera, P., & Brysbaert, M.
(2015) Word knowledge in the crowd: Measuring vocabulary size and word prevalence in a massive online experiment. Quarterly Journal of Experimental Psychology, 68(8), 1665–1692. CrossrefGoogle Scholar
Key, A. p. F., Dove, G. O., & Maguire, M. J.
(2005) Linking brainwaves to the brain: An ERP primer. Developmental Neuropsychology, 27(2), 183–215. CrossrefGoogle Scholar
Kim, J.-Y.
(2014) Predicting L2 writing proficiency using linguistic complexity measures: A corpus-based study. English Teaching, 69(4), 27–51. CrossrefGoogle Scholar
Kim, M., & Crossley, S. A.
(2018) Modelling second language writing quality: A structural equation investigation of lexical, syntactic, and cohesive features in source-based and independent writing. Assessing Writing, 37, 39–56. CrossrefGoogle Scholar
Kim, S. H., & Kim, J. H.
(2012) Frequency effects in L2 multiword unit processing: Evidence from self-paced reading. TESOL Quarterly, 46(4), 831–841. CrossrefGoogle Scholar
Kiss, G. R., Armstrong, C., Milroy, R., & Piper, J.
(1973) An associative thesaurus of English and its computer analysis. In A. J. Aitken, R. W. Bailey, & N. Hamilton-Smith (Eds.), The computer and literary studies (pp.153–165). Edinburgh University Press.Google Scholar
Klein-Braley, C., & Raatz, U.
(1984) A survey of research on the C-Test. Language Testing, 1(2), 134–146. CrossrefGoogle Scholar
Kok, A.
(2001) On the utility of P3 amplitude as a measure of processing capacity. Psychophysiology, 38(3), 557–577. CrossrefGoogle Scholar
Kremmel, B.
(2016) Word families and frequency bands in vocabulary tests: Challenging conventions. TESOL Quarterly, 50(4), 976–987. CrossrefGoogle Scholar
(2019) Measuring vocabulary learning progress. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.406–418). Routledge. CrossrefGoogle Scholar
(2021) Selling the (word) family silver? A response to Webb’s “lemma dilemma”. Studies in Second Language Acquisition.Google Scholar
Kremmel, B., & Pellicer-Sánchez, A.
(2021) Measuring vocabulary development. In P. Winke & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp.211–222). Routledge.Google Scholar
Kremmel, B., & Schmitt, N.
(2016) Interpreting vocabulary test scores: What do various item formats tell us about learners’ ability to employ words? Language Assessment Quarterly, 13(4), 377–392. CrossrefGoogle Scholar
Krzeminska-Adamek, M.
(2016) Lexis in writing: Investigating the relationship between lexical richness and the quality of advanced learners' texts. In M. Pawlak (Ed.), Classroom-oriented research: Reconciling theory and practice (pp.195–197). Springer. CrossrefGoogle Scholar
Kutas, M., & Federmeier, K. D.
(2011) Thirty years and counting: Finding meaning in the N400 component of the event-related brain potential (ERP). Annual Review of Psychology, 62(1), 621–647. CrossrefGoogle Scholar
Kutas, M., & Hillyard, S. A.
(1980) Reading senseless sentences: Brain potentials reflect semantic incongruity. Science, 207(4427), 203–205. CrossrefGoogle Scholar
(1984) Event-related brain potentials (ERPs) elicited by novel stimuli during sentence processing. Annals of the New York Academy of Sciences, 425, 236–241. CrossrefGoogle Scholar
Kutas, M., & Van Petten, C. K.
(1994) Psycholinguistics electrified: Event-related brain potential investigations. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp.83–143). Academic Press.Google Scholar
Kyle, K., & Crossley, S. A.
(2015) Automatically assessing lexical sophistication: Indices, tools, findings, and application. TESOL Quarterly, 49(4), 757–786. CrossrefGoogle Scholar
(2016) The relationship between lexical sophistication and independent and source-based writing. Journal of Second Language Writing, 34, 12–24. CrossrefGoogle Scholar
Lado, R.
(1961) Language testing: The construction and use of foreign language tests. Longman.Google Scholar
LaFlair, G. T., & Staples, S.
(2017) Using corpus linguistics to examine the extrapolation inference in the validity argument for a high-stakes speaking assessment. Language Teaching, 34(4), 451–475.Google Scholar
Langacker, R. W.
(1987) Foundations of cognitive grammar (Vol. 1). Stanford University Press.Google Scholar
Laufer, B.
(1988) The concept of ‘synforms’(similar lexical forms) in vocabulary acquisition. Language and Education, 2(2), 113–132. CrossrefGoogle Scholar
(1989) A factor of difficulty in vocabulary learning: Deceptive transparency. AILA Review, 6, 10–20.Google Scholar
(1997) What’s in a word that makes it hard or easy? Intralexical factors affecting vocabulary acquisition. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp.140–155). Cambridge University Press.Google Scholar
(1998) The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics, 12(2), 255–271. CrossrefGoogle Scholar
(2005a) Focus on form in second language vocabulary learning. In S. H. Foster-Cohen, M. P. Garcia-Mayo, & J. Cenoz (Eds.), Eurosla Yearbook 5 (pp.223–250). John Benjamins.Google Scholar
(2005b) Lexical frequency profiles: From Monte Carlo to the real world: A response to Meara (2005). Applied Linguistics, 26(4), 582–588. CrossrefGoogle Scholar
(2020) Evaluating exercises for learning vocabulary. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.351–368). Routledge.Google Scholar
Laufer, B., & Cobb, T.
(2020) How much knowledge of derived words is needed for reading? Applied Linguistics, 41(6), 971–998. CrossrefGoogle Scholar
Laufer, B., Elder, C., Hill, K., & Congdon, P.
(2004) Size and strength: Do we need both to measure vocabulary knowledge? Language Testing, 21(2), 202–226. CrossrefGoogle Scholar
Laufer, B., & Goldstein, Z.
(2004) Testing vocabulary knowledge: Size, strength , and computer adaptiveness. Language Learning, 54(3), 399–436. CrossrefGoogle Scholar
Laufer, B., & Hulstijn, J.
(2001) Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1–26. CrossrefGoogle Scholar
Laufer, B. & Levitzky-Aviad, T.
(2018) Loanword proportion in vocabulary size tests. Does it make a difference? ITL-International Journal of Applied Linguistics, 169(1), 95–114. CrossrefGoogle Scholar
Laufer, B., & McLean, S.
(2016) Loanwords and Vocabulary Size Test scores: A case of different estimates for different L1 learners. Language Assessment Quarterly, 13(3), 202–217. CrossrefGoogle Scholar
Laufer, B., & Nation, I. S. P
(1995) Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307–322. CrossrefGoogle Scholar
(1999) A vocabulary-size test of controlled productive ability. Language Testing, 16(1), 33–51. CrossrefGoogle Scholar
(2001) Passive vocabulary size and speed of meaning recognition. In S. Foster-Cohen & A. Nizegorodcew (Eds.), Eurosla Yearbook 1 (pp.7–28). John Benjamins.Google Scholar
Laufer, B., & Paribakht, T. S.
(1998) The relationship between passive and active vocabularies: Effects of language learning context. Language Learning, 48(3), 365–391. CrossrefGoogle Scholar
Laufer, B., & Ravenhorst-Kalovski, G. C.
(2010) Lexical threshold revisited: Lexical text coverage, learners' vocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 15–30.Google Scholar
Laufer, B., & Rozovski-Roitblat, B.
(2015) Retention of new words: Quantity of encounters, quality of task, and degree of knowledge. Language Teaching Research, 19(6), 687–711. CrossrefGoogle Scholar
Leech, G.
(2007) New resources, or just better old ones? The holy grail of representativeness. In M. Hundt & N. Nesselhauf (Eds.), Corpus linguistics and the Web (pp.134–149). Rodopi.Google Scholar
Lei, L., & Liu, D.
(2018) The academic English collocation list. A corpus-driven study. International Journal of Corpus Linguistics, 23(2), 216–243. CrossrefGoogle Scholar
Leijten, M., & Van Waes, L.
(2013) Keystroke logging in writing research: Using Inputlog to analyze and visualize writing processes. Written Communication, 30(3), 358–392. CrossrefGoogle Scholar
Leijten, M., Van Waes, L., Schrijver, I., Bernolet, S., & Vengehuchten, L.
(2019) Mapping Master’s students’ use of external sources in source-based writing in L1 and L2. Studies in Second Language Acquisition, 41, 555–582. CrossrefGoogle Scholar
Lemhöfer, K., & Broersma, M.
(2012) Introducing LexTALE: A quick and valid lexical test for advanced learners of English. Behavior Research Methods, 44(2), 325–343. CrossrefGoogle Scholar
Lemhöfer, K., Dijkstra, T., & Michel, M. C.
(2004) Three languages, one ECHO: Cognate effects in trilingual word recognition. Language and Cognitive Processes, 19(5), 585–611. CrossrefGoogle Scholar
Lemmouh, Z.
(2008) The relationship between grades and the lexical richness of student essays. Nordic Journal of English Studies, 7(3), 163–180. CrossrefGoogle Scholar
Leńko-Szymańska, A.
(2020) Defining and assessing lexical proficiency. Routledge.Google Scholar
Lessard-Clouston, M.
(2010) Theology lectures as lexical environments: A case study of technical vocabulary use. English for Academic Purposes, 9(4), 308–321. CrossrefGoogle Scholar
Levitzky-Aviad, T.
(2012) Lexical richness and variation in the writing of school-age EFL learners at different learning stages and different educational systems. In Y. Tono, Y. Kawaguchi, & M. Minegishi (Eds.), Developmental and crosslinguistic perspectives in learner corpus research (pp.159–168). John Benjamins. CrossrefGoogle Scholar
Lewis, M.
(1993) The lexical approach: The state of ELT and a way forward. Language Teaching Publications.Google Scholar
(Ed (2000) Teaching collocations: Further developments in the lexical approach. Thomson.Google Scholar
Li, J., & Schmitt, N.
(2009) The acquisition of lexical phrases in academic writing: A longitudinal case study. Journal of Second Language Writing, 18(2), 85–102. CrossrefGoogle Scholar
Linacre, J. M.
(2021) Winsteps® Rasch measurement computer program. Retrieved on 4 December 2021 from https://​www​.winsteps​.com
Lindstromberg, S.
(2016) Inferential statistics in language teaching research: A review and ways forward. Language Teaching Research, 20(6), 741–768. CrossrefGoogle Scholar
(2020) Intentional L2 vocabulary learning. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.240–254). Routledge.Google Scholar
Lindstromberg, S., & Boers, F.
(2008a) The mnemonic effect of noticing alliteration in lexical chunks. Applied Linguistics, 29(2), 200–222. CrossrefGoogle Scholar
(2008b) Phonemic repetition and the learning of lexical chunks: The mnemonic power of assonance. System, 36(3), 423–436. CrossrefGoogle Scholar
Liversedge, S. P., Paterson, K. B., & Pickering, M. J.
(1998) Eye movements and measures of reading time. In G. Underwood (Ed.), Eye guidance in reading and scene perception (pp.55–75). Elsevier Science. CrossrefGoogle Scholar
Loewen, S., & Hui, B.
(2021) Small samples in instructed second language acquisition research. The Modern Language Journal, 105(1), 187–193. CrossrefGoogle Scholar
Luck, S. J.
(2014) An introduction to the event-related potential technique (2nd ed.). The MIT Press.Google Scholar
Luppescu, S., & Day, R. R.
(1993) Reading, dictionaries, and vocabulary learning. Language Learning, 43(2), 263–279. CrossrefGoogle Scholar
Macis, M.
(2018) Incidental learning of duplex collocations from reading: Three case studies. Reading in a Foreign Language, 30(1), 48–75.Google Scholar
Macis, M., Sonbul, S., & Al-Harbi, R.
(2021) The effect of spacing on incidental and deliberate learning of L2 collocations. System, 103, 102649. CrossrefGoogle Scholar
Mackey, A., & Gass, S. M.
(2015) Second language research: Methodology and design. Routledge. CrossrefGoogle Scholar
MacWhinney, B.
(2000) The CHILDES Project: Tools for analyzing talk. transcription format and programs (Vol. 1). Psychology Press.Google Scholar
(2010) Computational models of child language learning: An introduction. Journal of Child Language, 37(3), 477–485. CrossrefGoogle Scholar
Mahlberg, M., Stockwell, P., de Joode, J., Smith, C., & O'Donnell, M. B.
(2016) CLiC Dickens: Novel uses of concordances for the integration of corpus stylistics and cognitive poetics. Corpora, 11(3), 433–463. CrossrefGoogle Scholar
Malvern, D. D., & Richards, B. J.
(1997) A new measure of lexical diversity. In A. Ryan & A. Wray (Eds.), Evolving models of language: Papers from the annual meeting of the BAAL held at the University of Wales, Swansea, September 1996 (pp. 58–71). Multilingual Matters.Google Scholar
Marsden, E., Morgan-Short, K., Thompson, S., & Abugaber, D.
(2018) Replication in second language research: Narrative and systematic reviews and recommendations for the field. Language Learning, 68(2), 321–391. CrossrefGoogle Scholar
Marslen-Wilson, W.
(1973) Linguistic structure and speech shadowing at very short latencies. Nature, 244, 522–523. CrossrefGoogle Scholar
Martin, K. I., & Tokowicz, N.
(2020) The grammatical class effect is separable from the concreteness effect in language learning. Bilingualism: Language and Cognition, 23(3), 554–569. CrossrefGoogle Scholar
Martinez, R.
(2011, September). Putting a test of multiword expressions to a test (Paper presentation). IATEFL Testing, Evaluation and Assessment SIG, University of Innsbruck, Austria.Google Scholar
(2013) A framework for the inclusion of multi-word expressions in ELT. ELT Journal, 67(2), 184–198. CrossrefGoogle Scholar
Martinez, R., & Murphy, V. A.
(2011) Effect of frequency and idiomaticity on second language reading comprehension. TESOL Quarterly, 45(2), 267–290. CrossrefGoogle Scholar
Martinez, R., & Schmitt, N.
(2012) A phrasal expressions list. Applied Linguistics, 33(3), 299–320. CrossrefGoogle Scholar
Maslen, R. J., Theakston, A. L., Lieven, E. V., & Tomasello, M.
(2004) A dense corpus study of past tense and plural overregularization in English. Journal of Speech, Language, and Hearing Research, 47(6), 1319–1333. CrossrefGoogle Scholar
McCarten, J.
(2010) Corpus-informed course book design. In A. O'Keeffe & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics (pp.413–427). Routledge. CrossrefGoogle Scholar
McCarthy, p. M., & Jarvis, S.
(2010) MTLD, voc-D, and HD-D: A validation study of sophisticated approaches to lexical diversity assessment. Behavior Research Methods, 42(2), 381–392. CrossrefGoogle Scholar
McCauley, S. M., & Christiansen, M. H.
(2011) Learning simple statistics for language comprehension and production: The CAPPUCCINO model. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp.1619–1624). Cognitive Science Society.
(2014) Acquiring formulaic language: A computational model. The Mental Lexicon, 9(3), 419–436. CrossrefGoogle Scholar
(2017) Computational investigations of multiword chunks in language learning. Topics in Cognitive Science, 9(3), 637–652. CrossrefGoogle Scholar
(2019) Language learning as language use: A cross-linguistic model of child language development. Psychological Review, 126(1), 1–51. CrossrefGoogle Scholar
McCray, G., & Brunfaut, T.
(2018) Investigating the construct measured by banked gap-fill items: Evidence from eye-tracking. Language Testing, 35(1), 51–73. CrossrefGoogle Scholar
McEnery, T., & Hardie, A.
(2012) Corpus linguistics: Method, theory and practice. Cambridge University Press.Google Scholar
McKinley, J.
(2020) Introduction: Theorizing research methods in the ‘golden age’ of applied linguistics research. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp.1–12). Routledge.Google Scholar
McLaughlin, J., Osterhout, L., & Kim, A.
(2004) Neural correlates of second-language word learning: Minimal instruction produces rapid change. Nature Neuroscience, 7(7), 703–704. CrossrefGoogle Scholar
McLean, S.
(2018) Evidence for the adoption of the flemma as an appropriate word counting unit. Applied Linguistics, 39(6), 823–845. CrossrefGoogle Scholar
McLean, S., & Kramer, B.
(2015) The creation of a New Vocabulary Levels Test. Shiken, 19(2), 1–11.Google Scholar
McLean, S., Kramer, B., & Beglar, D.
(2015) The creation and validation of a listening Vocabulary Levels Test. Language Teaching Research, 19(6), 741–760. CrossrefGoogle Scholar
McNamara, T.
(2000) Language testing. Oxford University Press.Google Scholar
McNamara, T., Knoch, U., & Fan, J.
(2019) Fairness, justice, and language assessment. Oxford University Press.Google Scholar
Meara, P.
(1992) EFL vocabulary tests. Lognostics.Google Scholar
(1994) The complexities of simple vocabulary tests. In F. G. Brinkman, J. A. van der Schee, & M. C. Schouten-van Parreren (Eds.), Curriculum research: Different disciplines and common goals (pp.15–28). Vrije Universiteit.Google Scholar
(1996) The dimensions of lexical competence. In G. Brown, K. Malmkjaer, & J. Williams (Eds.), Performance and competence in second langauge acquisition (pp.35–53). Cambridge University Press.Google Scholar
(2004) Modelling vocabulary loss. Applied Linguistics, 25(2), 137–155. CrossrefGoogle Scholar
(2005) Lexical frequency profiles: A Monte Carlo analysis. Applied Linguistics, 26(1), 32–47. CrossrefGoogle Scholar
(2006) Emergent properties of multilingual lexicons. Applied Linguistics, 27(4), 620–644. CrossrefGoogle Scholar
Meara, P., & Buxton, B.
(1987) An alternative to multiple choice vocabulary tests. Language Testing, 4(2), 142–154. CrossrefGoogle Scholar
Meara, P., & Fitzpatrick, T.
(2000) Lex30: An improved method of assessing productive vocabulary in an L2. System, 28(1), 19–30. CrossrefGoogle Scholar
Meara, P., & Jones, G.
(1990) Eurocentres Vocabulary Size Test (Version E1.1/K10). Eurocentres Learning Service.Google Scholar
Meara, P., & Miralpeix, I.
(2016) Tools for researching vocabulary. Multilingual Matters. CrossrefGoogle Scholar
Mellow, J., Reeder, K., & Forster, E.
(1996) Using time-series research designs to investigate the effects of instruction on SLA. Studies in Second Language Acquisition, 18(3), 325–350. CrossrefGoogle Scholar
Messick, S.
(1989) Validity. In R. L. Linn (Ed.), Educational measurement (pp.13–104). Macmillan; American Council on Education.Google Scholar
Michel, M., Révész, Lu, X., Kourtali, N-E., Lee, M., & Borges, L.
(2020) Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study. Second Language Research, 36(3), 277–304. CrossrefGoogle Scholar
Millar, N.
(2011) The processing of malformed formulaic language. Applied Linguistics, 32(2), 129–148. CrossrefGoogle Scholar
Miller, D., & Biber, D.
(2015) Evaluating reliability in quantitative vocabulary studies: The influence of corpus design and composition. International Journal of Corpus Linguistics, 20(1), 30–53. CrossrefGoogle Scholar
Miller, G. A.
(1956) The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–89. CrossrefGoogle Scholar
Milton, J.
(2009) Measuring second language vocabulary acquisition. Multilingual Matters. CrossrefGoogle Scholar
Milton, J., & Hopkins, N.
(2006) Comparing phonological and orthographic vocabulary size: Do vocabulary tests underestimate the knowledge of some learners. The Canadian Modern Language Review, 63(1), 127–147.Google Scholar
Misyak, J. B., Christiansen, M. H., & Tomblin, J. B.
(2009) Statistical learning of nonadjacencies predicts on-line processing of long-distance dependencies in natural language. In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st annual conference of the Cognitive Science Society (pp.177–182). Cognitive Science Society.
Miyatsu, T., & McDaniel, M. A.
(2019) Adding the keyword mnemonic to retrieval practice: A potent combination for foreign language vocabulary learning? Memory & Cognition, 47(7), 1328–1343. CrossrefGoogle Scholar
Mochida, A., & Harrington, M.
(2006) The Yes/No Test as a measure of receptive vocabulary knowledge. Language Testing, 23(1), 73–98. CrossrefGoogle Scholar
Mochizuki, M., & Aizawa, K.
(2000) An affix acquisition order for EFL learners: An exploratory study. System, 28(2), 291–304. CrossrefGoogle Scholar
Mohamed, A. A.
(2018) Exposure frequency in L2 reading. An eye-movement perspective of incidental vocabulary learning. Studies in Second Language Acquisition, 40(2), 269–293. CrossrefGoogle Scholar
Molinaro, N., & Carreiras, M.
(2010) Electrophysiological evidence of interaction between contextual expectation and semantic integration during the processing of collocations. Biological Psychology, 83(3), 176–190. CrossrefGoogle Scholar
Molinaro, N., Canal, P., Vespignani, F., Pesciarelli, F., & Cacciari, C.
(2013) Are complex function words processed as semantically empty strings? A reading time and ERP study of collocational complex prepositions. Language and Cognitive Processes, 28(6), 762–788. CrossrefGoogle Scholar
Monaghan, P., & Rowland, C. F.
(2017) Combining language corpora with experimental and computational approaches for language acquisition research. Language Learning, 67(S1), 14–39. CrossrefGoogle Scholar
Montero Perez, M.
(2020) Incidental vocabulary learning through viewing video: The role of vocabulary knowledge and working memory. Studies in Second Language Acquisition, 42(4), 749–773. CrossrefGoogle Scholar
Montero Perez, M., Peters, E., Clarebout, G., & Desmet, P.
(2014) Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning and Technology, 18(1), 118–141.Google Scholar
Montero Perez, M., Peters, E., & Desmet, P.
(2015) Enhancing vocabulary learning through captioned Video: An eye-tracking study. The Modern Language Journal, 99(2), 308–328. CrossrefGoogle Scholar
(2018) Vocabulary learning through viewing video: The effect of two enhancement techniques. Computer Assisted Language Learning, 31(1–2), 1–26. CrossrefGoogle Scholar
Montero Perez, M., Van Den Noortgate, W., & Desmet, P.
(2013) Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41(3), 720–739. CrossrefGoogle Scholar
Moon, R.
(1998) Fixed expressions and idioms in English. Oxford University Press.Google Scholar
Moreno, E. M., Federmeier, K. D., & Kutas, M.
(2002) Switching languages, switching palabras (words): An electrophysiological study of code switching. Brain and Language, 80(2), 188–207. CrossrefGoogle Scholar
Morris, C. D., Bransford, J. D., & Franks, J. J.
(1977) Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16(5), 519–533. CrossrefGoogle Scholar
Morrison, C. M., Ellis, A. W., & Quinlan, p. T.
(1992) Age of acquisition, not word frequency, affects object naming, not object recognition. Memory & Cognition, 20(6), 705–714. CrossrefGoogle Scholar
Mousikou, P., & Rastle, K.
(2015) Lexical frequency effects on articulation: A comparison of picture naming and reading aloud. Frontiers in Psychology, 6, 1571. CrossrefGoogle Scholar
Nagy, W. E., Herman, p. A., & Anderson, R. C.
(1985) Learning words from context. Reading Research Quarterly, 20(2), 233–253. CrossrefGoogle Scholar
Nakata, T.
(2015) Effects of expanding and equal spacing on second language vocabulary learning: Does gradually increasing spacing increase vocabulary learning? Studies in Second Language Acquisition, 37(4), 677–711. CrossrefGoogle Scholar
(2020) Learning words with flash cards and word cards. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.304–319). Routledge.Google Scholar
Nakata, T., & Webb, S.
(2016) Does studying vocabulary in smaller sets increase learning? The effects of part and whole learning on second language vocabulary acquisition. Studies in Second Language Acquisition, 38(3), 523–552. CrossrefGoogle Scholar
Nation, I. S. P
(1990) Teaching and learning vocabulary. Heinle and Heinle.Google Scholar
(1983) Testing and teaching vocabulary. Guidelines, 5(1), 12–25.Google Scholar
(2004) A study of the most frequent word families in the British National Corpus. In P. Bogaards & B. Laufer (Eds.), Vocabulary in a second language: Selection, acquisition, and testing (pp.3–13). John Benjamins. CrossrefGoogle Scholar
(2006) How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59–82. CrossrefGoogle Scholar
(2007) The four strands. International Journal of Innovation in Language Learning and Teaching, 1(1), 1–12. CrossrefGoogle Scholar
(2008) Teaching vocabulary – Strategies & techniques. Heinle-Cengage ELT.Google Scholar
(2012) The BNC/COCA word family lists. Document bundled with Range Program with BNC/COCA Lists, 25. Retrieved on 22 April 2021 from: https://​www​.victoria​.ac​.nz​/lals​/about​/staff​/publications​/paul​-nation​/Information​-on​-the​-BNC​_COCA​-word​-family​-lists​.pdfGoogle Scholar
(2013) Learning vocabulary in another language (2nd ed.). Cambridge University Press. CrossrefGoogle Scholar
(2016) Making and using word lists for language learning and testing. John Benjamins. CrossrefGoogle Scholar
Nation, I. S. P, & Anthony, L.
(2016) The Picture Vocabulary Size Test. Poster presentation given at Vocab@Tokyo 2016, Meiji Gakuin University, Tokyo, Japan.
Nation, I. S. P, & Beglar, D.
(2007) A vocabulary size test. The Language Teacher, 31(7), 9–13.Google Scholar
Nation, I. S. P, & Gu, p. Y.
(2007) Focus on vocabulary. NCELTR Publications.Google Scholar
Nation, I. S. P, & Waring, R.
(1997) Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp.6–19). Cambridge University Press.Google Scholar
Nation, I. S. P, & Webb, S.
(2011) Researching and analyzing vocabulary. Heinle, Cengage Learning.Google Scholar
Nattinger, J. R., & DeCarrico, J. S.
(1992) Lexical phrases and language teaching. Oxford University Press.Google Scholar
Neely, J. H.
(1977) Semantic priming and retrieval from lexical memory: Roles of inhibitionless spreading activation and limited-capacity attention. Journal of Experimental Psychology: General, 106(3), 226–254. CrossrefGoogle Scholar
Neely, J. H., Keefe, D. E., & Ross, K. L.
(1989) Semantic priming in the lexical decision task: Roles of prospective prime-generated expectancies and retrospective semantic matching. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15(6), 1003–1019.Google Scholar
Nelson, D. L., McEvoy, C. L., & Schreiber, T. A.
(1998) The University of South Florida free association, rhyme, and word fragment norms. Retrieved on 22 April 2021 from http://​www​.usf​.edu​/FreeAssociation/Google Scholar
Nesselhauf, N.
(2004) What are collocations? In D. J. Allerton, N. Nesselhauf, & P. Skandera (Eds.), Phraseological units: Basic concepts and their application (pp.1–21). Schwabe.Google Scholar
Newton, J.
(1995) Task-based interaction and incidental vocabulary learning: A case study. Second Language Research, 11(2), 159–176. CrossrefGoogle Scholar
Nguyen, C. D., & Boers, F.
(2019) The effect of content retelling on vocabulary uptake from a TED talk. TESOL Quarterly, 53(1), 5–29. CrossrefGoogle Scholar
Nguyen, L. T. C, & Nation, I. S. P
(2011) A bilingual vocabulary size test of English for Vietnamese learners. RELC Journal, 42(1), 86–99. CrossrefGoogle Scholar
Nguyen, T. M. H, & Webb, S.
(2017) Examining second language receptive knowledge of collocation and factors that affect learning. Language Teaching Research, 21(3), 298–320. CrossrefGoogle Scholar
Nicklin, C., & Vitta, J. P.
(2021) Effect-driven sample sizes in second language instructed vocabulary acquisition research. The Modern Language Journal, 105(1), 218–236. CrossrefGoogle Scholar
Nihalani, N. K.
(1981) The quest for the L2 index of development. RELC Journal, 12(2), 50–56. CrossrefGoogle Scholar
Norris, J. M.
(2015) Statistical significance testing in second language research: Basic problems and suggestions for reform. Language Learning, 65(S1), 97–126. CrossrefGoogle Scholar
Northbrook, J., & Conklin, K.
(2019) Is what you put in what you get out? Textbook-derived lexical bundle processing in beginner English learners. Applied Linguistics, 40(5), 816–833. CrossrefGoogle Scholar
Nunberg, G., Sag, I. A., & Wasow, T.
(1994) Idioms. Language, 70(3), 491–538. CrossrefGoogle Scholar
O'Keeffe, A., McCarthy, M., & Carter, R.
(2007) From corpus to classroom: Language use and language teaching. Cambridge University Press. CrossrefGoogle Scholar
Otwinowska, A., & Szewczyk, J. M.
(2019) The more similar the better? Factors in learning cognates, false cognates and non-cognate words. International Journal of Bilingual Education and Bilingualism, 22(8), 974–991. CrossrefGoogle Scholar
Paribakht, T. S.
(2005) The influence of L1 lexicalization of L2 lexical inferencing: A study of Farsi-speaking EFL learners. Language Learning, 55(4), 701–748. CrossrefGoogle Scholar
Paribakht, T. S., & Wesche, M. B.
(1997) Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp.174–200). Cambridge University Press.Google Scholar
Paterson, K. B., Liversedge, S. P., & Underwood, G.
(1999) The influence of focus operators on syntactic processing of short relative clause sentences. The Quarterly Journal of Experimental Psychology, 52A(3), 717–737. CrossrefGoogle Scholar
Paul, p. V., Stallman, A., & O’Rourke, J. P.
(1990) Using three test formats to assess good and poor reader’s word knowledge. Technical Report No. 509, Center for the Study of Reading, University of Illinois at Urbana-Champaign, IL.Google Scholar
Paulmann, S., Ghareeb-Ali, Z., & Felser, C.
(2015) Neurophysiological markers of phrasal verb processing: Evidence from L1 and L2 speakers. In R. R. Heredia & A. B. Cieślicka (Eds.), Bilingual figurative language processing (pp.245–267). Cambridge University Press. CrossrefGoogle Scholar
Pavia, N., Webb, S., & Faez, F.
(2019) Incidental vocabulary learning through listening to songs. Studies in Second Language Acquisition, 41(4), 745–768. CrossrefGoogle Scholar
Pawley, A., & Syder, F. H.
(1983) Two puzzles for linguistic theory: Nativelike selection and nativelike fluency. In J. C. Richards & R. W. Schmidt (Eds.), Language and communication (pp.191–226). Longman.Google Scholar
Pearl, L. S.
(2010) Using computational modeling in language acquisition research. In E. Blom & S. Unsworth (Eds.), Experimental methods in language acquisition research (pp.163–184). John Benjamins. CrossrefGoogle Scholar
Pearl, L. S., & Sprouse, J.
(2015) Computational modeling for language acquisition: A tutorial with syntactic islands. Journal of Speech, Language, and Hearing Research, 58(3), 740–753. CrossrefGoogle Scholar
Pellicer-Sánchez, A.
(2016) Incidental L2 vocabulary acquisition from and while reading. Studies in Second Language Acquisition, 38(1), 97–130. CrossrefGoogle Scholar
(2017) Learning L2 collocations incidentally from reading: Language Teaching Research, 21(3), 381–402.Google Scholar
Pellicer-Sánchez, A., & Boers, F.
(2018) Pedagogical approaches to the teaching and learning of formulaic language. In A. Siyanova-Chanturia & A. Pellicer-Sánchez (Eds.), Understanding formulaic language: A second language acquisition perspective (pp.153–173). Routledge. CrossrefGoogle Scholar
Pellicer-Sánchez, A., & Schmitt, N.
(2010) Incidental vocabulary acquisition from an authentic novel: Do "Things Fall Apart"? Reading in a Foreign Language, 22(1), 31–55.Google Scholar
(2012) Scoring Yes-No vocabulary tests: Reaction time vs. nonword approaches. Language Testing, 29(4), 489–509. CrossrefGoogle Scholar
Pellicer-Sánchez, A., & Siyanova-Chanturia, A.
(2018) Eye movements in vocabulary research. ITL-International Journal of Applied Linguistics, 169(1), 5–29. CrossrefGoogle Scholar
Pellicer-Sánchez, A., Tragant, E., Conklin, K., Rodgers, M., Serrano, R., & Llanes, À.
(2020) Young learners’ processing of multimodal input and its impact on reading comprehension: An eye-tracking study. Studies in Second Language Acquisition, 42(3), 665–665. CrossrefGoogle Scholar
Perfetti, C. A., & Hart, L.
(2002) The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp.189–213). John Benjamins. CrossrefGoogle Scholar
Peters, A. M.
(1985) Language segmentation: Operating principles for the perception and analysis of language. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition. Vol. 2: Theoretical issues (pp.1029–1067). Lawrence Erlbaum Associates.Google Scholar
Peters, E.
(2014) The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations. Language Teaching Research, 18(1), 75–94. CrossrefGoogle Scholar
(2016) The learning burden of collocations: The role of interlexical and intralexical factors. Language Teaching Research, 20(1), 113–138. CrossrefGoogle Scholar
(2019) The effect of imagery and on-screen text on foreign language vocabulary learning from audiovisual input. TESOL Quarterly, 53(4), 1008–1032. CrossrefGoogle Scholar
(2020) Factors affecting the learning of single-word items. In S. Webb (Ed.), The Routledge handbook of vocabulary studies, (pp.125–142). Routledge.Google Scholar
Peters, E., Hulstijn, J. H., Sercu, L., & Lutjeharms, M.
(2009) Learning L2 German vocabulary through reading: The effect of three enhancement techniques compared. Language Learning, 59(1), 113–151. CrossrefGoogle Scholar
Peters, E., & Webb, S.
(2018) Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40(3), 551–577. CrossrefGoogle Scholar
Petrescu, M. C., Helms-Park, R., & Dronjic, V.
(2017) The impact of frequency and register on cognate facilitation: Comparing Romanian and Vietnamese speakers on the Vocabulary Levels Test. English for Specific Purposes, 47, 15–25. CrossrefGoogle Scholar
Phakiti. A.
(2014) Experimental research methods in language learning. Bloomsbury.Google Scholar
Phakiti, A.
(2015) Quantitative research and analysis. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics: A practical resource (pp.27–48). Bloomsbury.Google Scholar
Pigada, M., & Schmitt, N.
(2006) Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1–28.Google Scholar
Pitt, M., Dilley, L., Johnson, K., Kiesling, S., Raymond, W., Hume, E., & Fosler-Lussier, E.
(2007) Buckeye Corpus of Conversational Speech (2nd release). Department of Psychology, Ohio State University. Retrieved on 22 April 2021 from www​.buckeyecorpus​.osu​.eduGoogle Scholar
Pitts, M., White, H., & Krashen, S.
(1989) Acquiring second language vocabulary through reading: A replication of the Clockwork Orange study using second language acquirers. Reading in a Foreign Language, 5(2), 271–275.Google Scholar
Plat
et al (2018) Perspectives on automatization and the degree of semantic involvement in naming. Fronters in Psychology, 8, 2256. CrossrefGoogle Scholar
Plonsky, L.
(2013) Study quality in SLA: An assessment of designs, analyses, and reporting practices in quantitative L2 research. Studies in Second Language Acquisition, 35(4), 655–687. CrossrefGoogle Scholar
Porte, G.
(Ed (2012) Replication research in applied linguistics. Cambridge University Press.Google Scholar
Porter, D.
(1983) The effect of quantity of context on the ability to make linguistic predictions: A flaw in a measure of general proficiency. In A. Hughes & D. Porter (Eds.), Current developments in language testing (pp.63–74). Academic Press.Google Scholar
Pu, H., Holcomb, p. J., & Midgley, K. J.
(2016) Neural changes underlying early stages of L2 vocabulary acquisition. Journal of Neurolinguistics, 40, 55–65. CrossrefGoogle Scholar
Puimège, E., & Peters, E.
(2020) Learning formulaic sequences through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 42(3), 525–549. CrossrefGoogle Scholar
Pujadas, G., & Muñoz, C.
(2019) Extensive viewing of captioned and subtitled TV series: A study of L2 vocabulary learning by adolescents. The Language Learning Journal, 47(4), 479–496. CrossrefGoogle Scholar
Pulido, D.
(2004) The effect of cultural familiarity on incidental vocabulary acquisition through reading. The Reading Matrix, 4(2), 20–53.Google Scholar
Qian, D. D., & Schedl, M.
(2004) Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance. Language Testing, 21(1), 28–52. CrossrefGoogle Scholar
Qin, W., & Uccelli, P.
(2016) Same language, different functions: A cross-genre analysis of Chinese EFL learners' writing performance. Journal of Second Language Writing, 33, 3–17. CrossrefGoogle Scholar
Queirós, A., Faria, D., & Almeida, F.
(2017) Strengths and limitations of qualitative and quantitative research methods. European Journal of Education Studies, 3(9), 369–387.Google Scholar
Rayner, K.
(1998) Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124(3), 372–422. CrossrefGoogle Scholar
(2009) The 35th Sir Frederick Bartlett Lecture: Eye movements and attention in reading, scene perception, and visual search. Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. CrossrefGoogle Scholar
Rayner, K., & Duffy, S. A.
(1986) Lexical complexity and fixation times in reading: Effects of word frequency, verb complexity, and lexical ambiguity. Memory and Cognition, 14(3), 191–201. CrossrefGoogle Scholar
Rayner, K., Schotter, E. R., Masson, M. E. J, Potter, M. C., & Treiman, R.
(2016) So much to read, so little time: How do we read, and can speed reading help? Psychological Science in the Public Interest: A Journal of the American Psychological Society, 17(1), 4–34. CrossrefGoogle Scholar
Rayner, K., Sereno, S. C., Morris, R. K., Schmauder, A. R., & Clifton, C.
(1989) Eye movements and on-line language comprehension processes. Language and Cognitive Processes, 4(3–4), SI21–SI49. CrossrefGoogle Scholar
Rayner, K., Warren, T., Juhasz, B. J., & Liversedge, S. P.
(2004) The effect of plausibility on eye movements in reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30(6), 1290–1301.Google Scholar
Rayner, K., & Well, A. D.
(1996) Effects of contextual constraint on eye movements in reading: A further examination. Psychonomic Bulletin & Review, 3(4), 504–509. CrossrefGoogle Scholar
Read, J.
(1988) Measuring the vocabulary knowledge of second language learners. RELC Journal, 19(2), 12–25. CrossrefGoogle Scholar
(1993) The development of a new measure of L2 vocabulary knowledge. Language Testing, 10(3), 355–371. CrossrefGoogle Scholar
(1995) Refining the word associates format as a measure of depth of vocabulary knowledge. New Zealand Studies in Applied Linguistics, 1, 1–17.Google Scholar
(1998) Validating a test to measure depth of vocabulary knowledge. In A. J. Kunnan (Ed.), Validation in language assessment (pp.41–60). Lawrence Erlbaum Associates.Google Scholar
(2000) Assessing vocabulary. Cambridge University Press. CrossrefGoogle Scholar
(2004) Plumbing the depths: How should the construct of vocabulary knowledge be defined? In P. Bogaards & B. Laufer (Eds.), Vocabulary in a second language (pp.209–228). John Benjamins. CrossrefGoogle Scholar
(2007) Second language vocabulary assessment: Current practices and new directions. International Journal of English Studies, 7(2), 105–125.Google Scholar
(2013) Second language vocabulary assessment. Language Teaching, 46(1), 41–52. CrossrefGoogle Scholar
Read, J., & Chapelle, C.
(2001) A framework for second language vocabulary assessment. Language Testing, 18(1), 1–32. CrossrefGoogle Scholar
Révész, A., Michel, M., & Lee, M.
(2019) Exploring second language writers’ pausing and revision behaviours. A mixed methods study. Studies in Second Language Acquisition, 41, 605–631. CrossrefGoogle Scholar
Révész, A., & Michel, M.
(2019) State of the scholarship. Introduction. Studies in Second Language Acquisition, 41, 491–501. CrossrefGoogle Scholar
Revier, R. L.
(2009) Evaluating a new test of whole English collocations. In A. Barfield & H. Gyllstad (Eds.), Researching collocations in another language: Multiple interpretations (pp.125–138). Palgrave Macmillan. CrossrefGoogle Scholar
Rice, M. L., & Woodsmall, L.
(1988) Lessons from television: Children's word learning when viewing. Child Development, 59(2), 420–429. CrossrefGoogle Scholar
Richards, J. C.
(1976) The role of vocabulary teaching. TESOL Quarterly, 10(1), 77–89. CrossrefGoogle Scholar
Rizopoulos, D.
(2013) ltm: Latent Trait Models under IRT. R package version 0.9-9. Retrieved on 22 April 2021 from http://​CRAN​.R​-project​.org​/package​=ltmGoogle Scholar
Rodd, J., Gaskell, G., & Marslen-Wilson, W.
(2002) Making sense of semantic ambiguity: Semantic competition in lexical access. Journal of Memory and Language, 46(2), 245–266. CrossrefGoogle Scholar
Rodgers, M. P.
(2018) The images in television programs and the potential for learning unknown words: The relationship between on-screen imagery and vocabulary. ITL-International Journal of Applied Linguistics, 169(1), 191–211. CrossrefGoogle Scholar
Rodgers, M. P., & Webb, S.
(2020) Incidental vocabulary learning through viewing television. ITL-International Journal of Applied Linguistics, 171(2), 191–220. CrossrefGoogle Scholar
Roehm, D., Bornkessel-Schlesewsky, I., Rösler, F., & Schlesewsky, M.
(2007) To predict or not to predict: Influences of task and strategy on the processing of semantic relations. Journal of Cognitive Neuroscience, 19(8), 1259–1274. CrossrefGoogle Scholar
Rogers, J., & Révész, A.
(2020) Experimental and quasi-experimental designs. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp.133–143). Routledge.Google Scholar
Rogers, J., Webb, S., & Nakata, T.
(2015) Do the cognacy characteristics of loanwords make them more easily learned than noncognates? Language Teaching Research, 19(1), 9–27. CrossrefGoogle Scholar
Rott, S., Williams, J., & Cameron, R.
(2002) The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention. Language Teaching Research, 6(3), 183–222. CrossrefGoogle Scholar
Rueda, M. R., Posner, M. I., & Rothbart, M. K.
(2004) Attentional control and self-regulation. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (pp.283–300). The Guilford Press.Google Scholar
Ruegg, R., Fritz, E., & Holland, J.
(2011) Rater sensitivity to qualities of lexis in writing. TESOL Quarterly, 45(1), 63–80. CrossrefGoogle Scholar
Rumelhart, D. E., & McClelland, J. L.
(Eds (1986) Parallel distributed processing: Explorations in the microstructure of cognition. The MIT Press. CrossrefGoogle Scholar
Schmid, M. S., Berends, S., Bergmann, C., Brouwer, S., Meulman, N., Seton, B., Sprenger, S. A., & Stowe, L. A.
(2016) Designing research on bilingual development: Behavioral and neurolinguistic experiments. Springer. CrossrefGoogle Scholar
Schmidt, R. W.
(1990) The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. CrossrefGoogle Scholar
Schmitt, D., & Schmitt, N.
(2005) Focus on vocabulary: Mastering the academic wordlist. Longman.Google Scholar
Schmitt, N.
(1998a) Measuring collocational knowledge: Key issues and an experimental assessment procedure. ITL-International Journal of Applied Linguistics, 119(1), 27–47. CrossrefGoogle Scholar
(1998b) Tracking the incremental acquisition of second language vocabulary: A longitudinal study. Language Learning, 48(2), 281–317. CrossrefGoogle Scholar
(2008) Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363. CrossrefGoogle Scholar
(2010) Researching vocabulary: A vocabulary research manual. Palgrave Macmillan. CrossrefGoogle Scholar
(2014) Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913–951. CrossrefGoogle Scholar
(2019) Understanding vocabulary acquisition, instruction, and assessment: A research agenda. Language Teaching, 52(2), 261–274. CrossrefGoogle Scholar
Schmitt, N., Dunn, K., O'Sullivan, B., Anthony, L., & Kremmel, B. (in press
Knowledge-based Vocabulary Lists. Equinox.
Schmitt, N., & McCarthy, M.
(1997) Introduction. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp.1–5). Cambridge University Press.Google Scholar
Schmitt, N., & Meara, P.
(1997) Researching vocabulary through a word knowledge framework: Word associations and verbal suffixes. Studies in Second Language Acquisition, 19(1), 17–36. CrossrefGoogle Scholar
Schmitt, N., Nation, P., & Kremmel, B.
(2019) Moving the field of vocabulary assessment forward: The need for more rigorous test development and validation. Language Teaching,53(1), 109–120. CrossrefGoogle Scholar
Schmitt, N., Ng, J. W. C, & Garras, J.
(2011) The word associates format: Validation evidence. Language Testing, 28(1), 105–126. CrossrefGoogle Scholar
Schmitt, N., & Redwood, S.
(2011) Learner knowledge of phrasal verbs: A corpus-informed study. In F. Meunier, S. de Cock, G. Gilquin & M. Paquot (Eds.), A taste for corpora (pp.173–208). John Benjamins. CrossrefGoogle Scholar
Schmitt, N., Schmitt, D., & Clapham, C.
(2001) Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55–88. CrossrefGoogle Scholar
Schmitt, N., & Zimmerman, C. B.
(2002) Derivative word forms: What do learners know? TESOL Quarterly, 36(2), 145. CrossrefGoogle Scholar
Schoonen, R., & Verhallen, M.
(2008) The assessment of deep word knowledge in young first and second language learners. Language Testing, 25(2), 211–236. CrossrefGoogle Scholar
Segalowitz, N., & Hulstijn, J. H.
(2005) Automaticity in bilingualism and second language learning. In J. F. Kroll & A. M. B De Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp.371–388). Oxford University Press.Google Scholar
Serrano, R., & Pellicer-Sánchez, A.
(2019) Young L2 learners’ online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements. Applied Linguistics Review. CrossrefGoogle Scholar
Sijtsma, K.
(2009) On the use, the misuse, and the very limited usefulness of Cronbach's alpha. Psychometrika, 74(1), 107–120. CrossrefGoogle Scholar
Simmons, J. P., Nelson, L. D., & Simonsohn, U.
(2011) False-positive psychology: Undisclosed flexibility in data collection and analysis allows presenting anything as significant. Psychological Science, 22(11), 1359–1366. CrossrefGoogle Scholar
Simons, H.
(2009) Case study research in practice. Sage. CrossrefGoogle Scholar
Simpson-Vlach, R., & Ellis, N. C.
(2010) An academic formulas list: New methods in phraseology research. Applied Linguistics, 31(4), 487–512. CrossrefGoogle Scholar
Sinclair, J. M.
(1991) Corpus, concordance, collocation. Oxford University Press.Google Scholar
(2004a) The search for units of meaning. In J. M. Sinclair, Trust the text: language, corpus and discourse (pp.24–48). Routledge. CrossrefGoogle Scholar
(2004b) Trust the text: Language, corpus and discourse. Routledge. CrossrefGoogle Scholar
Singleton, D.
(1999) Exploring the second language mental lexicon. Cambridge University Press. CrossrefGoogle Scholar
Siyanova-Chanturia, A.
(2015) On the ‘holistic’ nature of formulaic language. Corpus Linguistics and Linguistic Theory, 11(2), 285–301. CrossrefGoogle Scholar
Siyanova-Chanturia, A., Canal, P., & Heredia, R. R.
(2019) Event-related potentials in monolingual and bilingual non-literal language processing. In J. W. Schwieter (Ed.), The handbook of the neuroscience of multilingualism (pp.508–529). Wiley-Blackwell. CrossrefGoogle Scholar
Siyanova-Chanturia, A., Conklin, K., Caffarra, S., Kaan, E., & van Heuven, W. J. B
(2017) Representation and processing of multi-word expressions in the brain. Brain and Language, 175, 111–122. CrossrefGoogle Scholar
Siyanova-Chanturia, A., Conklin, K., & Schmitt, N.
(2011a) Adding more fuel to the fire: An eye-tracking study of idiom processing by native and non-native speakers. Second Language Research, 27(2), 251–272. CrossrefGoogle Scholar
Siyanova-Chanturia, A., Conklin, K., & van Heuven, W. J. B.
(2011b) Seeing a phrase 'time and again' matters: The role of phrasal frequency in the processing of multi-word sequences. Journal of Experimental Psychology: Language, Memory and Cognition, 37(3), 776–784.Google Scholar
Siyanova-Chanturia, A., & Janssen, N.
(2018) Production of familiar phrases: Frequency effects in native speakers and second language learners. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44(12), 2009–2018.Google Scholar
Siyanova-Chanturia, A., & Lin, p. M. S.
(2018) Production of ambiguous idioms in English: A reading aloud study. International Journal of Applied Linguistics, 28(1), 58–70. CrossrefGoogle Scholar
Siyanova-Chanturia, A., & Martinez, R.
(2015) The idiom principle revisited. Applied Linguistics, 36(5), 549–569.Google Scholar
Siyanova-Chanturia, A., & Omidian, T.
(2020) Key issues in researching multiword items. In S. Webb (Ed.). The Routledge handbook of vocabulary studies (pp.529–540). Routledge.Google Scholar
Siyanova-Chanturia, A., & Pellicer-Sánchez, A.
(2019) Formulaic language: Setting the scene. In A. Siyanova-Chanturia & A. Pellicer-Sánchez (Eds.), Understanding formulaic language: A second language acquisition perspective (pp.1–15). Routledge.Google Scholar
Siyanova-Chanturia, A., & Van Lancker Sidtis, D.
(2019) What on-line processing tells us about formulaic language? In A. Siyanova-Chanturia & A. Pellicer-Sánchez (Eds.), Understanding formulaic language: A second language acquisition perspective (pp.38–61). Routledge.Google Scholar
Slowiaczek, L. M.
(1994) Semantic priming in a single-word shadowing task. The American Journal of Psychology, 107(2), 245–260. CrossrefGoogle Scholar
Snellings, P., van Gelderen, A., & de Glopper, K.
(2004) Validating a test of second language written lexical retrieval: A new measure of fluency in written language production. Language Testing, 21(2), 174–201. CrossrefGoogle Scholar
Sonbul, S., & El-Dakhs, D.
(2020) Timed versus untimed recognition of L2 collocations: Does estimated proficiency modulate congruency effects? Applied Psycholinguistics, 41(5), 1197–1222. CrossrefGoogle Scholar
(2021) L2 knowledge of English prefixes: The effect of vocabulary breadth and exposure. Language Teaching Research. CrossrefGoogle Scholar
Sonbul, S., El-Dakhs, D., & Alotaibi, H.
(2020) Productive versus receptive L2 knowledge of polysemous phrasal verbs: A comparison of determining factors. System, 95, 102361. CrossrefGoogle Scholar
Sonbul, S., & Macis, M.
(2021) The deliberate learning of L2-L1 lists: Effectiveness and learners’ perceptions. In P. Szudarski & S. Barclay (Eds.), Vocabulary: Theory, patterning and teaching (pp.193–210). Multilingual Matters.Google Scholar
Sonbul, S., & Schmitt, N.
(2010) Direct teaching of vocabulary after reading: Is it worth the effort? ELT Journal, 64(3), 253–260. CrossrefGoogle Scholar
(2013) Explicit and implicit lexical knowledge: Acquisition of collocations under different input conditions. Language Learning, 63(1), 121–159. CrossrefGoogle Scholar
Sosa, A. V., & MacFarlane, J.
(2002) Evidence for frequency-based constituents in the mental lexicon: Collocations involving the word of. Brain and Language, 83(2), 227–236. CrossrefGoogle Scholar
Stalnaker, J. M., & Kurath, W.
(1935) A comparison of two types of foreign language vocabulary test. Journal of Educational Psychology, 26(6), 435–442. CrossrefGoogle Scholar
Stefanowitsch, A., & Gries, S. T.
(2003) Collostructions: Investigating the interaction of words and constructions. International Journal of Corpus Linguistics, 8(2), 209–243. CrossrefGoogle Scholar
Steinel, M. P., Hulstijn, J. H., & Steinel, W.
(2007) Second language idiom learning in a paired-associate paradigm: Effects of direction of learning, direction of testing, idiom imageability, and idiom transparency. Studies in Second Language Acquisition, 29(3), 449–484. CrossrefGoogle Scholar
Stewart, J., Batty, A. O., & Bovee, N.
(2012) Comparing multidimensional and continuum models of vocabulary acquisition: An empirical examination of the Vocabulary Knowledge Scale. TESOL Quarterly, 46(4), 695–721. CrossrefGoogle Scholar
Stewart, J., & White, D.
(2011) Estimating guessing effects on the Vocabulary Levels Test for differing degrees of word knowledge. TESOL Quarterly, 45(2), 370–380. CrossrefGoogle Scholar
Stoeckel, T., Ishii, T., & Bennett, P.
(2020) Is the lemma more appropriate than the flemma as a word counting unit? Applied Linguistics, 41(4), 601–606. CrossrefGoogle Scholar
Strain, E., Patterson, K., & Seidenberg, M. S.
(1995) Semantic effects in single-word naming. Journal of Experimental Psychology: Learning, Memory and Cognition, 21(5), 1140–1154.Google Scholar
Strong, B., & Boers, F.
(2019a) The error in trial and error: Exercises on phrasal verbs. TESOL Quarterly, 53(2), 289–319. CrossrefGoogle Scholar
(2019b) Weighing up exercises on phrasal verbs: Retrieval versus trial-and-error practices. The Modern Language Journal, 103(3), 562–579. CrossrefGoogle Scholar
Stubbe, R.
(2013) Comparing regression versus correction formula predictions of passive recall test scores from Yes-No test results. Vocabulary Learning and Instruction, 2(1), 39–46.Google Scholar
Stubbe, R., & Stewart, J.
(2012) Optimizing scoring formulas for yes/no vocabulary checklists with linear models. Shiken, 16(2), 2–7.Google Scholar
Stubbe, R., Stewart, J., & Pritchard, T.
(2010) Examining the effects of pseudowords in Yes/No vocabulary tests for low level learners. Kyushu Sangyo University Language Education and Research Center Journal, 5, 5–23.Google Scholar
Stubbs, M.
(1995) Collocations and semantic profiles: On the cause of the trouble with quantitative methods. Functions of Language, 2(1), 1–33. CrossrefGoogle Scholar
(2009) Memorial article: John Sinclair (1933–2007): The search for units of meaning: Sinclair on empirical semantics. Applied Linguistics, 30(1), 115–137. CrossrefGoogle Scholar
Sun, Y. C., & Wang, L. Y.
(2003) Concordancers in the EFL classroom: Cognitive approaches and collocation difficulty. Computer Assisted Language Learning, 16(1), 83–94. CrossrefGoogle Scholar
Supasiraprapa, S.
(2019) Frequency effects on first and second language compositional phrase comprehension and production. Applied Psycholinguistics, 40(4), 987–1017. CrossrefGoogle Scholar
Sutton, S., Braren, M., Zubin, J., & John, E. R.
(1965) Evoked-potential correlates of stimulus uncertainty. Science, 150(3700), 1187–1188. CrossrefGoogle Scholar
Szudarski, P., & Carter, R.
(2016) The role of input flood and input enhancement in EFL learners' acquisition of collocations International Journal of Applied Linguistics, 26(2), 245–265. CrossrefGoogle Scholar
Takala, S., & Kaftandjieva, F.
(2000) Test fairness: A DIF analysis of an L2 vocabulary test. Language Testing, 17(3), 323–340. CrossrefGoogle Scholar
Tannen, D., & Öztürk, C.
(1981) Health to our mouths: Formulaic expressions in Turkish and Greek. In F. Coulmas (Ed.), Conversational routine (pp.37–54). Mouton. CrossrefGoogle Scholar
Timmis, I.
(2015) Corpus linguistics for ELT: Research and practice. Routledge. CrossrefGoogle Scholar
Toulmin, S. E.
(1958) The uses of argument. Cambridge University Press.Google Scholar
Treffers-Daller, J., Parslow, P., & Williams, S.
(2018) Back to basics: How measures of lexical diversity can help discriminate between CEFR levels. Applied Linguistics, 39(3), 302–327.Google Scholar
Tremblay, A., Derwing, B., Libben, G., & Westbury, C.
(2011) Processing advantages of lexical bundles: Evidence from self-paced reading and sentence recall tasks. Language Learning, 61(2), 569–613. CrossrefGoogle Scholar
Tseng, W. T.
(2013) Validating a Pictorial Vocabulary Size Test via the 3PL-IRT model. Vocabulary Learning and Instruction, 2(1), 64–73.Google Scholar
(2016) Measuring English vocabulary size via computerized adaptive testing. Computers & Education, 97, 69–85. CrossrefGoogle Scholar
Tseng, W. T., & Schmitt, N.
(2008) Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357–400. CrossrefGoogle Scholar
Uchihara, T., Webb, S., & Yanagisawa, A.
(2019) The effects of repetition on incidental vocabulary learning: A meta-analysis of correlational studies. Language Learning, 69(3), 559–599. CrossrefGoogle Scholar
Vajjala, S.
(2018) Automated assessment of non-native learner essays: Investigating the rols of linguistic features. International Journal of Artificial Intelligence in Education, 28(1), 79–105. CrossrefGoogle Scholar
Van der Ark LA
(2013) mokken: Mokken Scale Analysis in R. R package version 2.7.5. Retrieved on 22 April 2021 from http://​CRAN​.R​-project​.org​/package​=mokkenGoogle Scholar
van Heuven, W. J. B, Dijkstra, T., & Grainger, J.
(1998) Orthographic neighborhood effects in bilingual word recognition. Journal of Memory and Language, 39(3), 458–483. CrossrefGoogle Scholar
Van Lancker, D., & Canter, G. J.
(1981) Idiomatic versus literal interpretations of ditropically ambiguous sentences. Journal of Speech & Hearing Research, 24(1), 64–69. CrossrefGoogle Scholar
Van Lancker, D., Canter, G. J., & Terbeek, D.
(1981) Disambiguation of ditropic sentences: Acoustic and phonetic cues. Journal of Speech & Hearing Research, 24(3), 330–335. CrossrefGoogle Scholar
Van Lancker-Sidtis, D.
(2003) Auditory recognition of idioms by native and nonnative speakers of English: It takes one to know one. Applied Psycholinguistics, 24(1), 45–57. CrossrefGoogle Scholar
Van Petten, C., & Kutas, M.
(1990) Interactions between sentence context and word frequency in event-related brain potentials. Memory & Cognition, 18(4), 380–393. CrossrefGoogle Scholar
van Zeeland, H., & Schmitt, N.
(2013a) Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension? Applied Linguistics, 34(4), 457–479. CrossrefGoogle Scholar
(2013b) Incidental vocabulary acquisition through L2 listening: A dimensions approach. System, 41(3), 609–624. CrossrefGoogle Scholar
Verspoor, M., Schmid, M. S., & Xu, X.
(2012) A dynamic usage based perspective on L2 writing. Journal of Second Language Writing, 21(3), 239–263. CrossrefGoogle Scholar
Vespignani, F., Canal, P., Molinaro, N., Fonda, S., & Cacciari, C.
(2010) Predictive mechanisms in idiom comprehension. Journal of Cognitive Neuroscience, 22(8), 1682–1700. CrossrefGoogle Scholar
Vidakovic, I., & Barker, F.
(2010) Use of words and multi-word units in Skills for Life Writing examinations. University of Cambridge ESOL Examinations Research Notes, 41(1), 7–14.Google Scholar
Vidal, K.
(2011) A comparison of the effects of reading and listening on incidental vocabulary acquisition. Language Learning, 61(1), 219–258. CrossrefGoogle Scholar
Vilkaitė, L.
(2016) Are nonadjacent collocations processed faster? Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(10), 1632–1642.Google Scholar
Vilkaitė, L., & Schmitt, N.
(2019) Reading collocations in an L2: Do collocation processing benefits extend to non-adjacent collocations? Applied Linguistics, 40(2), 329–354. CrossrefGoogle Scholar
Von Studnitz, R. E., & Green, D. W.
(2002) The cost of switching language in a semantic categorization task. Bilingualism: Language and Cognition, 5(3), 241–251. CrossrefGoogle Scholar
Walsh, S.
(2010) What features of spoken and written corpora can be exploited in creating language teaching materials and syllabuses? In M. McCarthy & A. O'Keeffe (Eds.), The Routledge handbook of corpus linguistics (pp.333–344). Routledge. CrossrefGoogle Scholar
Wang, J., Liang, S.-l., & Ge, G.-c.
(2008) Establishment of a Medical Academic Word List. English for Specific Purposes, 27(4), 442–458. CrossrefGoogle Scholar
Wang, X.
(2014) The relationship between lexical diversity and EFL writing proficiency. University of Sydney Papers in TESOL, 9, 65–88.Google Scholar
Ward, J.
(2009) A basic engineering English word list for less proficient foundation engineering undergraduates. English for Specific Purposes, 28(3), 170–182. CrossrefGoogle Scholar
Ward, J., & Chuenjundaeng, J.
(2009) Suffix knowledge: Acquisition and applications. System, 37(3), 461–469. CrossrefGoogle Scholar
Warren, P.
(2013) Introducing psycholinguistics. Cambridge University Press.Google Scholar
Warren, P., Boers, F., Grimshaw, G., & Siyanova-Chanturia, A.
(2018) The effect of gloss type on learners’ intake of new words during reading: Evidence from eye-tracking. Studies in Second Language Acquisition, 40(4), 883–906. CrossrefGoogle Scholar
Webb, S.
(2005) Receptive and productive voabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27(1), 33–52. CrossrefGoogle Scholar
(2007) The effects of repetition on vocabulary knowledge. Applied Linguistics, 28(1), 46–65. CrossrefGoogle Scholar
(2008) Receptive and productive vocabulary sizes of L2 learners. Studies in Second Language Acquisition, 30(1), 79–95. CrossrefGoogle Scholar
(2020) Incidental vocabulary learning. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.225–239). Routledge.Google Scholar
(2021) The lemma dilemma: How should words be operationalized in research and pedagogy? Studies in Second Language Acquisition. CrossrefGoogle Scholar
Webb, S., & Chang, A. C. S
(2015) How does prior word knowledge affect vocabulary learning progress in an extensive reading program? Studies in Second Language Acquisition, 37(4), 651–675. CrossrefGoogle Scholar
Webb, S., & Nation, I. S. P
(2017) How vocabulary is learned. Oxford University Press.Google Scholar
Webb, S., Newton, J., & Chang, A.
(2013) Incidental learning of collocation. Language Learning, 63(1), 91–120. CrossrefGoogle Scholar
Webb, S., & Rodgers, M. P.
(2009a) The lexical coverage of movies. Applied Linguistics, 30(3), 407–427. CrossrefGoogle Scholar
(2009b) Vocabulary demands of television programs. Language Learning, 59(2), 335–366. CrossrefGoogle Scholar
Webb, S., Sasao, Y., & Ballance, O.
(2017) The updated Vocabulary Levels Test: Developing and validating two new forms of the VLT. ITL-International Journal of Applied Linguistics, 168(1), 33–69. CrossrefGoogle Scholar
Webb, S., Yanagisawa, A., & Uchihara, T.
(2020) How effective are intentional vocabulary learning activities? A meta-analysis. The Modern Language Journal, 104(4), 715–738. CrossrefGoogle Scholar
Wesche, M. B., & Paribakht, T. S.
(1996) Assessing second language vocabulary knowledge: Depth vs. breadth. The Canadian Modern Language Review, 53(1), 13–40. CrossrefGoogle Scholar
(2009) Lexical inferencing in a first and second language: Cross-linguistic dimensions. Multilingual Matters. CrossrefGoogle Scholar
West, M.
(1953) A general service list of English words. Longman.Google Scholar
Whaley, C. P.
(1978) Word–nonword classification time. Journal of Verbal Learning and Verbal Behavior, 17(2), 143–154. CrossrefGoogle Scholar
White, S. J.
(2008) Eye movement control during reading: Effects of word frequency and orthographic familiarity. Journal of Experimental Psychology: Human Perception and Performance, 34(1), 205–223.Google Scholar
Whitford, V., Pivneva, I., & Titone, D.
(2016) Eye movement methods to investigate bilingual reading. In R. R. Heredia, J. Altarriba, & A. B. Cieślicka (Eds.), Methods in bilingual reading comprehension research (pp.183–211). Springer. CrossrefGoogle Scholar
Willis, D.
(1990) The lexical syllabus. Harper Collins.Google Scholar
Willis, M., & Ohashi, Y.
(2012) A model of L2 vocabulary learning and retention. The Language Learning Journal, 40(1), 125–137. CrossrefGoogle Scholar
Wilson, B. A., Baddeley, A., Evans, J., & Shiel, A.
(1994) Errorless learning in the rehabilitation of memory impaired people. Neuropsychological Rehabilitation, 4(3), 307–326. CrossrefGoogle Scholar
Wilson, M.
(1988) MRC psycholinguistic database: Machine-usable dictionary, version 2.00. Behavior Research Methods, Instruments & Computers, 20(1), 6–10. CrossrefGoogle Scholar
Winke, P., & Brunfaut, T.
(Eds (2021) The Routledge handbook of second language acquisition and language testing. Routledge.Google Scholar
Winke, P., Gass, S., & Sydorenko, T.
(2013) Factors influencing the use of captions by foreign language learners: An eye-tracking study. The Modern Language Journal, 97(1), 254–275. CrossrefGoogle Scholar
Winter, B.
(2013) Linear models and linear mixed effects models in R with linguistic applications. Retrieved on 22 April 2021 from https://​fu​.ff​.cuni​.cz​/STAT​/bodowinter​/bw​_LME​_tutorial1​.pdfGoogle Scholar
(2019) Statistics for linguists: An introduction using R. Routledge. CrossrefGoogle Scholar
Wintner, S.
(2010) Computational models of language acquisition. In A. Gelbukh (Ed.), Computational linguistics and intelligent text process: Proceedings of the 11th International Conference CICLing 2010 (pp.86–99). Springer. CrossrefGoogle Scholar
Wolter, B., & Gyllstad, H.
(2011) Collocational links in the L2 mental lexicon and the influence of L1 intralexical knowledge. Applied Linguistics, 32(4), 430–449. CrossrefGoogle Scholar
Wood, D.
(2020) Classifying and identifying formulaic language. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.30–45). Routledge.Google Scholar
Wray, A.
(2002a) Formulaic language and the lexicon. Cambridge University Press. CrossrefGoogle Scholar
(2002b) Formulaic language in computer-supported communication: Theory meets reality. Language Awareness, 11(2), 114–131. CrossrefGoogle Scholar
(2019) Concluding question: Why don't second language learners more proactively target formulaic sequences? In A. Siyanova-Chanturia & A. Pellicer-Sánchez (Eds.), Understanding formulaic language: A second language acquisition perspective (pp.248–269). Routledge.Google Scholar
Wulff, S.
(2019) Aquisition of formulaic language from a usage-based perspective. In A. Siyanova-Chanturia & A. Pellicer-Sánchez (Eds.), Understanding formulaic language: A second language acquisition perspective (pp.19–37). Routledge.Google Scholar
Xi, X.
(2017) What does corpus linguistics have to offer to language assessment? Language Testing, 34(4), 565–577. CrossrefGoogle Scholar
Yamashita, J.
(2003) Processes of taking a gap-filling test: Comparison of skilled and less skilled EFL readers. Language Testing, 20(3), 267–293. CrossrefGoogle Scholar
Yap, M. J., Tan, S. E., Pexman, p. M., & Hargreaves, I. S.
(2011) Is more always better? Effects of semantic richness on lexical decision, speeded pronunciation, and semantic classification. Psychonomic Bulletin & Review, 18(4), 742–750. CrossrefGoogle Scholar
Yin, R. K.
(2003) Case study research: Design and methods (3rd ed.). Sage.Google Scholar
Yoon, H.-J.
(2017) Linguistic complexity in L2 writing revisted: Issues of topic, proficiency, and construct multidimensionality. System, 66, 130–141. CrossrefGoogle Scholar
Yousofi, N., & Bahramlou, K.
(2014) Assessing writing quality: Vocabulary profiles in place of holistic measures. Iranian EFL Journal, 10(6), 323–344.Google Scholar
Yu, G.
(2010) Lexical diversity in writing and speaking task performances. Applied Linguistics, 31(2), 236–259. CrossrefGoogle Scholar
Zhang, X.
(2013) The I don’t know option in the Vocabulary Size Test. TESOL Quarterly, 47(4), 790–811. CrossrefGoogle Scholar
(2017) Effects of receptive-productive integration tasks and prior knowledge of component words on L2 collocation development. System, 66, 156–167. CrossrefGoogle Scholar
Zhang, X., & Lu, X.
(2014) A Longitudinal study of receptive vocabulary breadth knowledge growth and vocabulary fluency development. Applied Linguistics, 35(3), 283–304. CrossrefGoogle Scholar