Part of
Research Methods in Vocabulary StudiesPhilip Durrant, Anna Siyanova-Chanturia, Benjamin Kremmel and Suhad Sonbul
[Research Methods in Applied Linguistics 2] 2022
► pp. 285–322
Philip Durrant, Anna Siyanova-Chanturia, Benjamin Kremmel and Suhad Sonbul
[Research Methods in Applied Linguistics 2] 2022
► pp. 285–322
References
Aitchison, J.
(2012) Words in the mind: An introduction to the mental lexicon. Blackwell.
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. 
Alderson, J. C.
(1979) The cloze procedure and proficiency in English as a foreign language. TESOL Quarterly, 13(2), 219–227.
(2005) Diagnosing foreign language proficiency. Continuum.
Alderson, J. C., & Wall, D.
(1993) Does washback exist? Applied Linguistics, 14, 115–129.
Alishahi, A.
(2011) Computational modeling of human language acquisition. Morgan & Claypool.
Alsop, S., & Nesi, H.
(2009) Issues in the development of the British Academic Written English (BAWE) corpus. Corpora, 4(1), 71–83.
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.
Andringa, S., & Godfroid, A.
(2020) Sampling bias and the problem of generalizability in applied linguistics. Annual Review of Applied Linguistics, 40, 134–142.
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.
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.
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.
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.
(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.
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.
Arnon, I., & Snider, N.
(2010) More than words: Frequency effects for multi-word phrases. Journal of Memory and Language, 62(1), 67–82.
Aryadoust, V.
(2016) Understanding the growth of ESL paragraph writing skills and its relationships with linguistic features. Educational Psychology, 36(10), 1742–1770.
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.
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.
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.
Bachman, L. F.
(1985) Performance on cloze tests with fixed-ratio and rational deletions. TESOL Quarterly, 19(3), 535–556.
(1990) Fundamental considerations in language testingCIT66. Oxford University Press.
Bachman, L. F., & Palmer, A. S.
(1996) Language testing in practice: Designing and developing useful language tests. Oxford University Press.
(2010) Language assessment in practice. Oxford University Press.
Bahns, J., & Eldaw, M.
(1993) Should we teach EFL students collocations? System, 21(1), 101–114.
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.
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.
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.
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.
Bansal, P., Griffin, Z. M., & Spieler, D. H.
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.
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.
Barcroft, J.
(2002) Semantic and structural elaboration in L2 lexical acquisition. Language Learning, 52(2), 323–363.
Bardovi-Harlig, K.
(2012) Formulas, routines and conventional expressions in pragmatics research. Annual Review of Applied Linguistics, 32, 206–227.
(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.
Barfield, A.
(2003) Collocation recognition and production: Research insights. Chuo University Japan.
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.
(2019) What can L2 writers’ pausing behaviour tell us about their L2 writing processes? Studies in Second Language Acquisition, 41, 529–554.
Barrow, J., Nakanishi, Y., & Ishino, H.
(1999) Assessing Japanese college students’ vocabulary knowledge with a self-checking familiarity survey. System, 27(2), 223–247.
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 [URL]
Bauer, L., & Nation, I. S. P
(1993) Word families. International Journal of Lexicography, 6(4), 253–279.
Becher, T., & Trowler, P.
(2001) Academic tribes and territories: Intellectual enquiry and the cultures of disciplines. SRHE; Open University Press.
Becker, A.
(2010) Distinguishing linguistic and discourse features in ESL students' written performance. Modern Journal of Applied Linguistics, 2(5), 406–424.
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.
Beglar, D.
(2010) A Rasch-based validation of the Vocabulary Size Test. Language Testing, 27(1), 101–118.
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.
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.
Bensoussan, M., & Laufer, B.
(1984) Lexical guessing in context in EFL reading comprehension. Journal of Research in Reading, 7(1), 15–32.
Berber Sardinha, T., & Veirano Pinto, M.
Berman, R. A., & Nir-Sagiv, B.
(2007) Comparing narrative and expository text construction across adolescence: A developmental paradox. Discourse Processes, 43(2), 79–120.
Bestgen, Y.
(2017) Beyond single-word measures: L2 writing assessment, lexical richness and formulaic competence. System, 69, 65–78.
Biber, D.
(1988) Variation across speech and writing. Cambridge University Press.
(1993) Representativeness in corpus design. Literary and Linguistic Computing, 8(4), 243–257.
(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.
Biber, D., Conrad, S., & Cortes, V.
(2004) If you look at …: Lexical bundles in university teaching and textbooks. Applied Linguistics, 25(3), 371–405.
Biber, D., Conrad, S., & Reppen, R.
(1998) Corpus linguistics: Investigating language structure and use. Cambridge University Press.
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E.
(1999) Longman grammar of spoken and written English. Longman.
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.
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 [URL]
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.
(2014) The role of repeated exposure to multimodal input in incidental acquisition of foreign language vocabulary. Language Learning, 64(4), 855–877.
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.
Blackwell, A., Bates, E., & Fisher, D.
(1996) The time course of grammaticality judgement. Language and Cognitive Processes, 11(4), 337–406.
Bod, R.
(2006) Exemplar-based syntax: How to get productivity from exemplars. The Linguistic Review, 23(3), 291–320.
Boers, F.
(2020) Factors affecting the learning of multiword items. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.143–157). Routledge.
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.
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.
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.
Boers, F., & Lindstromberg, S.
(2009) Optimizing a lexical approach to instructed language acquisition. Palgrave Macmillan.
(2012) Experimental and intervention studies on formulaic sequences in a second language. Annual Review of Applied Linguistics, 32, 83–110.
Bolger, P., & Zapata, G.
(2011) Semantic categories and context in L2 vocabulary learning. Language Learning, 61(2), 614–646.
Bond, T. G., Yan, Z., & Heene, M.
(2020) Applying the Rasch model: Fundamental measurement in the human sciences (4th ed.). Routledge.
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.
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.
Brezina, V.
(2018) Statistics in corpus linguistics: A practical guide. Cambridge University Press.
Brezina, V., & Gablasova, D.
(2015) Is there a core general vocabulary? Introducing the New General Service List. Applied Linguistics, 36(1), 1–22.
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.
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.
(2020) The most appropriate lexical unit for L2 vocabulary research and pedagogy: A brief review of the evidence. Applied Linguistics.
Bruton, A.
(2009) The Vocabulary Knowledge Scale: A critical analysis. Language Assessment Quarterly, 6(4), 288–297.
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.
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.
Brysbaert, M., & Stevens, M.
(2018) Power analysis and effect size in mixed effects models: A tutorial. Journal of Cognition, 1(1), 9.
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.
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.
Bulté, B., & Housen, A.
(2014) Conceptualizing and measuring short-term changes in L2 writing complexity. Journal of Second Language Writing, 26, 42–65.
Bybee, J. L.
(2006) From usage to grammar: The mind’s response to repetition. Language, 82(4), 711–733.
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.
Capel, A.
(2010) A1-B2 vocabulary: Insights and issues arising from the English Profile Wordlists project. English Profile Journal, 1, e3.
(2012) Completing the English Vocabulary Profile: C1 and C2 vocabulary. English Profile Journal, 3, e1.
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.
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.
(2020) Is all formulaic language created equal? Unpacking the processing advantage for different types of formulaic sequences. Language and Speech, 63(1), 95–122.
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.
Casanave, C. P.
(2015) Case studies. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics: A practical resource (pp.119–135). Bloomsbury.
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.
Chapelle, C. A.
(1994) Are C-tests valid measures for L2 vocabulary research? Second Language Research, 10(2), 157–187.
Chapelle, C. A., Enright, M. E., & Jamieson, J.
(Eds (2008) Building a validity argument for the Test of English as a Foreign Language. Routledge.
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.
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.
Cheng, W., Greaves, C., & Warren, M.
(2006) From n-gram to skipgram to concgram. International Journal of Corpus Linguistics, 11(4), 411–433.
Cheng, W., & Warren, M.
(2007) Checking understanding: Comparing textbooks and a corpus of spoken English in Hong Kong. Language Awareness, 16(3), 190–207.
Choi, S.
(2017) Processing and learning of enhanced English collocations: An eye movement study. Language Teaching Research, 21(3), 403–426.
Christiansen, M. H., & Chater, N.
(1999) Language as shaped by the brain. Behavioral and Brain Sciences, 31(5), 489–508.
(2016) The now-or-never bottleneck: A fundamental constraint on language. Behavioral and Brain Sciences, 39, E62.
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.
Cieślicka, A.
(2006) Literal salience in on-line processing of idiomatic expressions by second language learners. Second Language Research, 22(2), 115–144.
Clare, L., & Jones, R. S.
(2008) Errorless learning in the rehabilitation of memory impairment: A critical review. Neuropsychology Review, 18(1), 1–23.
Cleeremans, A., & McClelland, J. L.
(1991) Learning the structure of event sequences. Journal of Experimental Psychology: General, 120(3), 235–253.
Cobb, T.
(1997) Is there any measurable learning from hands-on concordancing? System, 25(3), 301–315.
(2000) One size fits all? Francophone learners and English vocabulary tests. Canadian Modern Language Review, 57(2), 295–324.
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.
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.
Conklin, K., Pellicer-Sánchez, A., & Carrol, G.
(2018) An introduction to eye-tracking: A guide for applied linguistics research. Cambridge University Press.
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.
Conrad, S., & Biber, D.
(Eds (2001) Variation in English: Multi-dimensional studies. Longman.
Coxhead, A.
(2000) A new academic wordlist. TESOL Quarterly, 34(2), 213–238.
(2018) Vocabulary and English for specific purposes research: Quantitative and qualitative perspectives. Routledge.
Coxhead, A., Nation, I. S. P, & Sim, D.
(2014) Creating and trialling six forms of the Vocabulary Size Test. TESOLANZ Journal, 22, 13–26.
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.
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.
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.
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.
Cuetos, F., & Barbon, A.
(2006) Word naming in Spanish. European Journal of Cognitive Psychology, 18(3), 415–436.
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.
Cushing, S. T.
(2017) Corpus linguistics in language testing research. Language Testing, 34(4), 441–449.
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.
(2007b) Modelling and assessing vocabulary knowledge. Cambridge University Press.
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.
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.
Dang, T. N. Y, Coxhead, A., & Webb, S.
(2017) The academic spoken word list. Language Learning, 67(4), 959–997.
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.
Davies, M.
de Bot, K., & Stoessel, S.
(2000) In search of yesterday's words: Reactivating a long-forgotten language. Applied Linguistics, 21(3), 333–353.
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.
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.
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.
de la Fuente, M. J.
(2002) Negotiation and oral acquisition of vocabulary. Studies in Second Language Acquisition, 24(1), 81–112.
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.
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.
Degani, T., & Tokowicz, N.
(2010) Semantic ambiguity within and across languages: An integrative review. The Quarterly Journal of Experimental Psychology, 63(7), 1266–1303.
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.
Desmet, T., & Duyck, W.
(2007) Bilingual language processing. Language and Linguistics Compass, 1(3), 168–194.
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.
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.
Donchin, E., & Coles, M. G.
(1988) Is the P300 component a manifestation of context updating? Behavioral and Brain Sciences, 11(3), 357–427.
Dörnyei, Z.
(2007) Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
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.
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.
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.
Dunn, M., & Dunn, L. M.
(1959) Peabody Picture Vocabulary Test. American Guidance Service.
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.
(2014b) Discipline and level specificity in university students' written vocabulary. Applied Linguistics, 35(3), 328–356.
(2017) Lexical bundles and disciplinary variation in university students' writing: Mapping the territories. Applied Linguistics, 38(2), 165–193.
(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.
Durrant, P., & Brenchley, M.
(2019) Development of vocabulary sophistication across genres in English children's writing. Reading and Writing, 32(8), 1927–1953.
(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.
Durrant, P., Brenchley, M., & McCallum, L.
(2021) Understanding development and proficiency in writing: Quantitative corpus linguistic approaches. Cambridge University Press.
Durrant, P., Moxley, J., & McCallum, L.
(2019) Vocabulary sophistication in first-year composition assignments. International Journal of Corpus Linguistics, 24(1), 33–66.
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.
(2010) Adult learners' retention of collocations from exposure. Second Language Research, 26(2), 163–188.
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.
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.
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.
Ebbinghaus, H.
(1964) Memory: A contribution to experimental psychology (H. A. Ruger & C. E. Bussenius, Trans.). Dover Publications. (Original work published 1885).
Eckes, T., & Grotjahn, R.
(2006) A closer look at the construct validity of C-tests. Language Testing, 23(3), 290–325.
Egbert, J.
(2017) Corpus linguistics and language testing: Navigating unchartered waters. Language Testing, 34(4), 555–564.
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.
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.
Elgort, I.
(2011) Deliberate learning and vocabulary acquisition in a second language. Language Learning, 61(2), 367–413.
(2013) Effects of L1 definitions and cognate status of test items on the Vocabulary Size Test. Language Testing, 30(2), 253–272.
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.
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.
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.
(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.
Ellis, N. C., & Beaton, A.
(1993) Psycholinguistic determinants of foreign language vocabulary learning. Language Learning, 43(4), 559–617.
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.
Elman, J. L.
(1990) Finding structure in time. Cognitive Science: A Multidisciplinary Journal, 14(2), 179–211.
Engber, C. A.
(1995) The relationship of lexical proficiency to the quality of ESL compositions. Journal of Second Language Writing, 4(2), 139–155.
Engelbart, S. M., & Theuerkauf, B.
(1999) Defining context within vocabulary acquisition. Language Teaching Research, 3(1), 57–69.
Enochson, K., & Culbertson, J.
(2015) Collecting psycholinguistic response time data using Amazon Mechanical Turk. PLoS ONE, 10(3), e0116946.
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.
Evert, S.
(2008) Corpora and collocations. In A. Lüdeling & M. Kytö (Eds.), Corpus linguistics. An international handbook (pp.1212–1248). Mouton de Gruyter.
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.
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.
Farghal, M., & Obiedat, H.
(1995) Collocations: A neglected variable in EFL. International Journal of Applied Linguistics, 28(4), 313–331.
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.
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.
Feldweg, H.
(1991) The European science foundation second language database. Max-Planck-Institute for Psycholinguistics.
Fellbaum, C.
(Ed (1998) WordNet: An electronic lexical database. The MIT Press.
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.
Field, J.
(2004) Psycholinguistics: The key concepts. Routledge.
Fitzpatrick, T., & Clenton, J.
(2010) The challenge of validation: Assessing the performance of a test of productive vocabulary. Language Testing, 27(4), 537–554.
Fitzpatrick, T., & Meara, P.
(2004) Exploring the validity of a test of productive vocabulary. Vigo International Journal of Applied Linguistics, 1, 55–74.
Fitzpatrick, T., & Thwaites, P.
(2020) Word association research and the L2 lexicon. Language Teaching, 53(3), 237–274.
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.
Forster, K. I.
(1976) Accessing the mental lexicon. In R. Wales & E. Walter (Eds.), Approaches to language mechanisms (pp.257–284). North Holland.
Forster, K. I., & Chambers, S. M.
(1973) Lexical access and naming time. Journal of Verbal Learning and Verbal Behavior, 12(6), 627–635.
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.
Frazier, L., & Rayner, K.
(1990) Taking on semantic commitments: Processing multiple meanings vs. multiple senses. Journal of Memory and Language, 29(2), 181–200.
Freeman, D. L., & Cameron, L.
(2008) Research methodology on language development from a complex systems perspective. The Modern Language Journal, 92(2), 200–213.
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.
Fulcher, G.
(2010) Practical language testing. Routledge.
Fulcher, G., & Harding, L.
(Eds (forthcoming) The Routledge Handbook of Language Testing (2nd Ed.). Routledge.
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.
Galbraith, D., & Vedder, I.
(2019) Methodological advances in investigating L2 writing processes. Challenges and perspectives. Studies in Second Language Acquisition, 41, 633–645.
Gardner, D., & Davies, M.
(2014) A new academic vocabulary list. Applied Linguistics, 35(3), 305–327.
Garnier, M., & Schmitt, N.
(2016) Picking up phrasal verbs: How many do learners know and what facilitates this knowledge? System, 59, 29–44.
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.
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.
Gilquin, G.
(2021) The Process Corpus of English in Education: Going beyond the written text. Research in Corpus Linguistics, 10(1), 31–44.
Gilquin, G., & Granger, S.
(2007) Learner corpora: the missing link in EAP pedagogy. English for Academic Purposes, 6(4), 319–335.
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.
Godfroid, A.
(2019) Eye tracking in second language acquisition and bilingualism: A research synthesis and methodological guide. Routledge.
(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.
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.
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.
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.
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.
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.
Gómez, R. L.
(2002) Variability and detection of invariant structure. Psychological Science, 13(5), 431–436.
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.
(2020) Word knowledge: Exploring the relationships and order of acquisition of vocabulary knowledge components. Applied Linguistics, 41(4), 481–505.
Goodrich, H. C.
(1977) Distractor efficiency in foreign language testing. TESOL Quarterly, 11(1), 69–78.
Goulden, R., Nation, I. S. P, & Read, J.
(1990) How large can a receptive vocabulary be? Applied Linguistics, 11(4), 341–363.
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.
Graesser, A. C., & McNamara, D.
(2011) Computational analyses of multilivel discourse comprehension. Topics in Cognitive Science, 3(2), 371–398.
Green, C.
(2012) A computational investigation of cohesion and lexical network density in L2 writing. English Language Teaching, 5(8), 57–69.
Green, R.
(2013) Statistical analyses for language testers. Palgrave Macmillan.
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.
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.
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.
Gries, S. T.
(2008) Dispersions and adjusted frequencies in corpora. International Journal of Corpus Linguistics, 13(4), 403–437.
(2009a) Quantitative corpus linguistics with R: A practical introduction. Routledge.
(2009b) Statistics for linguistics with R. Mouton de Gruyter.
(2013) 50-something years of work on collocations: What is or should be next… International Journal of Corpus Linguistics, 18(1), 137–165.
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.
Griffin, G., & Harley, T. A.
(1996) List learning of second language vocabulary. Applied Psycholinguistics, 17(4), 443–460.
Gu, Y., & Johnson, R. K.
(1996) Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643–679.
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.
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.
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 [URL]
(2007) Testing English collocations. University of Lund.
(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.
Gyllstad, H., & Schmitt, N.
(2019) Testing formulaic language. In. A. Siyanova-Chanturia & A. Pellicer-Sánchez (Eds.), Understanding formulaic language: A second language acquisition perspective (pp.174–191). Routledge.
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.
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.
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.
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.
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.
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.
Hancock, G. R., & Schoonen, R.
(2015) Structural equation modeling: Possibilities for language learning researchers. Language Learning, 65(S1), 160–184.
Hanks, P.
(2009) The impact of corpora on dictionaries. In P. Baker (Ed.), Contemporary corpus linguistics (pp.214–236). Continuum.
(2013) Lexical analysis: Norms and exploitations. The MIT Press.
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.
Harley, T. A.
(2014) The psychology of language: From data to theory (4th ed.). Psychology Press.
Hashimoto, B. J., & Egbert, J.
(2019) More than frequency? Exploring predictors of word difficulty for second langauge learners. Language Learning, 69(4), 839–872.
Henning, G.
(1987) A guide to language testing. Newbury House.
(1991) A study of the effects of contextualization and familiarization on responses to the TOEFL vocabulary items. Educational Testing Service.
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.
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.
Higa, M.
(1965) The psycholinguistic concept of “difficulty” and the teaching of foreign language vocabulary. Language Learning, 15(3–4), 167–179.
Hoey, M.
(2005) Lexical priming: A new theory of words and language. Routledge.
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.
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.
Horst, M.
(2010) How well does teacher talk support incidental vocabulary acquisition? Reading in a Foreign Language, 22(1), 161–180.
Horst, M., Cobb, T., & Nicolae, I.
(2005) Expanding academic vocabulary with an interactive on-line database. Language Learning and Technology, 9(2), 99–110.
Hu, H. C. M, & Nassaji, H.
(2016) Effective vocabulary learning tasks: Involvement load hypothesis versus technique feature analysis. System, 56, 28–39.
Huber, B., & Gajos, K. Z.
(2020) Conducting online virtual environment experiments with uncompensated, unsupervised samples. PLoS ONE, 15(1), e0227629.
Huddleston, R., & Pullum, G. K.
(2002) Cambridge grammar of the English language. Cambridge University Press.
Huibregtse, I., & Admiraal, W.
(1999) De score op een ja/nee woordenschattoets: Correctie voor raden en persoonlijke antwoordstijl. Tijdschrift Voor Onderwijsresearch, 24, 110–124.
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.
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.
Hunston, S.
(2002) Corpora in applied linguistics. Cambridge University Press.
(2019) Patterns, constructions, and applied linguistics. International Journal of Corpus Linguistics, 24(3), 324–353.
Hyland, K.
(1999) Academic attribution: Citation and the construction of disciplinary knowledge. Applied Linguistics, 20(3), 341–367.
(2004) Disciplinary discourses: Social interactions in academic writing. The University of Michigan Press.
Hyland, K., & Tse, P.
(2007) Is there an 'Academic Vocabulary'? TESOL Quarterly, 41(2), 235–253.
Inhoff, A. W., & Reyner, K.
(1986) Parafoveal word processing during eye fixations in reading: Effects of word frequency. Perception & Psychophysics, 40(6), 431–439.
In’nami, Y.
(2013) Second-language vocabulary assessment research: Issues and challenges. Vocabulary Learning and Instruction, 2(1), 74–81.
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.
Janssen, N., & Barber, H. A.
(2012) Phrase frequency effects in language production. PLoS ONE, 7(3), e33202.
Jared, D., McRae, K., & Seidenberg, M. S.
(1990) The basis of consistency effects in word naming. Journal of Memory and Language, 29, 687–715.
Jarvis, S.
(2002) Short-texts, best-fitting curves and new measures of lexical diversity. Language Testing, 19(1), 57–84.
Jastrzembski, J. E.
(1981) Multiple meanings, number of related meanings, frequency of occurrence, and the lexicon. Cognitive Psychology, 13(2), 278–305.
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.
Jiang, N.
(2013) Conducting reaction time research in second language studies. Routledge.
(2018) Second language processing: An introduction. Routledge.
Jiang, N., & Nekrasova, T.
(2007) The processing of formulaic sequences by second language speakers. The Modern Language Journal, 91(3), 433–445.
Jiang, S., Jiang, X., & Siyanova, A.
(2020) Multi-word expression processing in children: An eye-tracking study. Applied Psycholinguistics, 41(4), 901–931.
Jin, Z., & Webb, S.
(2020) Incidental vocabulary learning through listening to teacher talk. The Modern Language Journal, 104(3), 550–566.
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.
Jonz, J.
(1990) Another turn in the conversation: What does cloze measure? TESOL Quarterly, 24(1), 61–83.
Juilland, A. G., Brodin, D. R., & Davidovitch, C.
(1970) Frequency dictionary of French words. Mouton.
Juilland, A. G., & Chang-Rodriguez, E.
(1964) Frequency dictionary of Spanish words. Mouton.
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.
Just, M. A., & Carpenter, p. A.
(1980) A theory of reading: From eye fixations to comprehension. Psychological Review, 87(4), 329–354.
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.
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.
Karami, H.
(2012) The development and validation of a bilingual version of the Vocabulary Size Test. RELC Journal, 43(1), 53–67.
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.
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.
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.
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.
Kim, J.-Y.
(2014) Predicting L2 writing proficiency using linguistic complexity measures: A corpus-based study. English Teaching, 69(4), 27–51.
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.
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.
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.
Klein-Braley, C., & Raatz, U.
(1984) A survey of research on the C-Test. Language Testing, 1(2), 134–146.
Kok, A.
(2001) On the utility of P3 amplitude as a measure of processing capacity. Psychophysiology, 38(3), 557–577.
Kremmel, B.
(2016) Word families and frequency bands in vocabulary tests: Challenging conventions. TESOL Quarterly, 50(4), 976–987.
(2019) Measuring vocabulary learning progress. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.406–418). Routledge.
(2021) Selling the (word) family silver? A response to Webb’s “lemma dilemma”. Studies in Second Language Acquisition.
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.
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.
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.
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.
Kutas, M., & Hillyard, S. A.
(1980) Reading senseless sentences: Brain potentials reflect semantic incongruity. Science, 207(4427), 203–205.
(1984) Event-related brain potentials (ERPs) elicited by novel stimuli during sentence processing. Annals of the New York Academy of Sciences, 425, 236–241.
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.
Kyle, K., & Crossley, S. A.
(2015) Automatically assessing lexical sophistication: Indices, tools, findings, and application. TESOL Quarterly, 49(4), 757–786.
(2016) The relationship between lexical sophistication and independent and source-based writing. Journal of Second Language Writing, 34, 12–24.
Lado, R.
(1961) Language testing: The construction and use of foreign language tests. Longman.
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.
Langacker, R. W.
(1987) Foundations of cognitive grammar (Vol. 1). Stanford University Press.
Laufer, B.
(1988) The concept of ‘synforms’(similar lexical forms) in vocabulary acquisition. Language and Education, 2(2), 113–132.
(1989) A factor of difficulty in vocabulary learning: Deceptive transparency. AILA Review, 6, 10–20.
(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.
(1998) The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics, 12(2), 255–271.
(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.
(2005b) Lexical frequency profiles: From Monte Carlo to the real world: A response to Meara (2005). Applied Linguistics, 26(4), 582–588.
(2020) Evaluating exercises for learning vocabulary. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.351–368). Routledge.
Laufer, B., & Cobb, T.
(2020) How much knowledge of derived words is needed for reading? Applied Linguistics, 41(6), 971–998.
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.
Laufer, B., & Goldstein, Z.
(2004) Testing vocabulary knowledge: Size, strength , and computer adaptiveness. Language Learning, 54(3), 399–436.
Laufer, B., & Hulstijn, J.
(2001) Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1–26.
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.
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.
Laufer, B., & Nation, I. S. P
(1995) Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307–322.
(1999) A vocabulary-size test of controlled productive ability. Language Testing, 16(1), 33–51.
(2001) Passive vocabulary size and speed of meaning recognition. In S. Foster-Cohen & A. Nizegorodcew (Eds.), Eurosla Yearbook 1 (pp.7–28). John Benjamins.
Laufer, B., & Paribakht, T. S.
(1998) The relationship between passive and active vocabularies: Effects of language learning context. Language Learning, 48(3), 365–391.
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.
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.
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.
Lei, L., & Liu, D.
(2018) The academic English collocation list. A corpus-driven study. International Journal of Corpus Linguistics, 23(2), 216–243.
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.
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.
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.
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.
Lemmouh, Z.
(2008) The relationship between grades and the lexical richness of student essays. Nordic Journal of English Studies, 7(3), 163–180.
Leńko-Szymańska, A.
(2020) Defining and assessing lexical proficiency. Routledge.
Lessard-Clouston, M.
(2010) Theology lectures as lexical environments: A case study of technical vocabulary use. English for Academic Purposes, 9(4), 308–321.
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.
Lewis, M.
(1993) The lexical approach: The state of ELT and a way forward. Language Teaching Publications.
(Ed (2000) Teaching collocations: Further developments in the lexical approach. Thomson.
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.
Linacre, J. M.
Lindstromberg, S.
(2016) Inferential statistics in language teaching research: A review and ways forward. Language Teaching Research, 20(6), 741–768.
(2020) Intentional L2 vocabulary learning. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.240–254). Routledge.
Lindstromberg, S., & Boers, F.
(2008a) The mnemonic effect of noticing alliteration in lexical chunks. Applied Linguistics, 29(2), 200–222.
(2008b) Phonemic repetition and the learning of lexical chunks: The mnemonic power of assonance. System, 36(3), 423–436.
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.
Loewen, S., & Hui, B.
(2021) Small samples in instructed second language acquisition research. The Modern Language Journal, 105(1), 187–193.
Luck, S. J.
(2014) An introduction to the event-related potential technique (2nd ed.). The MIT Press.
Luppescu, S., & Day, R. R.
(1993) Reading, dictionaries, and vocabulary learning. Language Learning, 43(2), 263–279.
Macis, M.
(2018) Incidental learning of duplex collocations from reading: Three case studies. Reading in a Foreign Language, 30(1), 48–75.
Macis, M., Sonbul, S., & Al-Harbi, R.
(2021) The effect of spacing on incidental and deliberate learning of L2 collocations. System, 103, 102649.
Mackey, A., & Gass, S. M.
(2015) Second language research: Methodology and design. Routledge.
MacWhinney, B.
(2000) The CHILDES Project: Tools for analyzing talk. transcription format and programs (Vol. 1). Psychology Press.
(2010) Computational models of child language learning: An introduction. Journal of Child Language, 37(3), 477–485.
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.
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.
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.
Marslen-Wilson, W.
(1973) Linguistic structure and speech shadowing at very short latencies. Nature, 244, 522–523.
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.
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.
(2013) A framework for the inclusion of multi-word expressions in ELT. ELT Journal, 67(2), 184–198.
Martinez, R., & Murphy, V. A.
(2011) Effect of frequency and idiomaticity on second language reading comprehension. TESOL Quarterly, 45(2), 267–290.
Martinez, R., & Schmitt, N.
(2012) A phrasal expressions list. Applied Linguistics, 33(3), 299–320.
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.
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.
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.
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.
(2017) Computational investigations of multiword chunks in language learning. Topics in Cognitive Science, 9(3), 637–652.
(2019) Language learning as language use: A cross-linguistic model of child language development. Psychological Review, 126(1), 1–51.
McCray, G., & Brunfaut, T.
(2018) Investigating the construct measured by banked gap-fill items: Evidence from eye-tracking. Language Testing, 35(1), 51–73.
McEnery, T., & Hardie, A.
(2012) Corpus linguistics: Method, theory and practice. Cambridge University Press.
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.
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.
McLean, S.
(2018) Evidence for the adoption of the flemma as an appropriate word counting unit. Applied Linguistics, 39(6), 823–845.
McLean, S., & Kramer, B.
(2015) The creation of a New Vocabulary Levels Test. Shiken, 19(2), 1–11.
McLean, S., Kramer, B., & Beglar, D.
(2015) The creation and validation of a listening Vocabulary Levels Test. Language Teaching Research, 19(6), 741–760.
McNamara, T.
(2000) Language testing. Oxford University Press.
McNamara, T., Knoch, U., & Fan, J.
(2019) Fairness, justice, and language assessment. Oxford University Press.
Meara, P.
(1992) EFL vocabulary tests. Lognostics.
(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.
(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.
(2004) Modelling vocabulary loss. Applied Linguistics, 25(2), 137–155.
(2005) Lexical frequency profiles: A Monte Carlo analysis. Applied Linguistics, 26(1), 32–47.
(2006) Emergent properties of multilingual lexicons. Applied Linguistics, 27(4), 620–644.
Meara, P., & Buxton, B.
(1987) An alternative to multiple choice vocabulary tests. Language Testing, 4(2), 142–154.
Meara, P., & Fitzpatrick, T.
(2000) Lex30: An improved method of assessing productive vocabulary in an L2. System, 28(1), 19–30.
Meara, P., & Jones, G.
(1990) Eurocentres Vocabulary Size Test (Version E1.1/K10). Eurocentres Learning Service.
Meara, P., & Miralpeix, I.
(2016) Tools for researching vocabulary. Multilingual Matters.
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.
Messick, S.
(1989) Validity. In R. L. Linn (Ed.), Educational measurement (pp.13–104). Macmillan; American Council on Education.
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.
Millar, N.
(2011) The processing of malformed formulaic language. Applied Linguistics, 32(2), 129–148.
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.
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.
Milton, J.
(2009) Measuring second language vocabulary acquisition. Multilingual Matters.
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.
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.
Mochida, A., & Harrington, M.
(2006) The Yes/No Test as a measure of receptive vocabulary knowledge. Language Testing, 23(1), 73–98.
Mochizuki, M., & Aizawa, K.
(2000) An affix acquisition order for EFL learners: An exploratory study. System, 28(2), 291–304.
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.
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.
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.
Monaghan, P., & Rowland, C. F.
(2017) Combining language corpora with experimental and computational approaches for language acquisition research. Language Learning, 67(S1), 14–39.
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.
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.
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.
(2018) Vocabulary learning through viewing video: The effect of two enhancement techniques. Computer Assisted Language Learning, 31(1–2), 1–26.
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.
Moon, R.
(1998) Fixed expressions and idioms in English. Oxford University Press.
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.
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.
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.
Mousikou, P., & Rastle, K.
(2015) Lexical frequency effects on articulation: A comparison of picture naming and reading aloud. Frontiers in Psychology, 6, 1571.
Nagy, W. E., Herman, p. A., & Anderson, R. C.
(1985) Learning words from context. Reading Research Quarterly, 20(2), 233–253.
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.
(2020) Learning words with flash cards and word cards. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.304–319). Routledge.
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.
Nation, I. S. P
(1990) Teaching and learning vocabulary. Heinle and Heinle.
(1983) Testing and teaching vocabulary. Guidelines, 5(1), 12–25.
(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.
(2006) How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59–82.
(2007) The four strands. International Journal of Innovation in Language Learning and Teaching, 1(1), 1–12.
(2008) Teaching vocabulary – Strategies & techniques. Heinle-Cengage ELT.
(2012) The BNC/COCA word family lists. Document bundled with Range Program with BNC/COCA Lists, 25. Retrieved on 22 April 2021 from: [URL]
(2013) Learning vocabulary in another language (2nd ed.). Cambridge University Press.
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.
Nation, I. S. P, & Gu, p. Y.
(2007) Focus on vocabulary. NCELTR Publications.
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.
Nation, I. S. P, & Webb, S.
(2011) Researching and analyzing vocabulary. Heinle, Cengage Learning.
Nattinger, J. R., & DeCarrico, J. S.
(1992) Lexical phrases and language teaching. Oxford University Press.
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.
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.
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 [URL]
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.
Newton, J.
(1995) Task-based interaction and incidental vocabulary learning: A case study. Second Language Research, 11(2), 159–176.
Nguyen, C. D., & Boers, F.
(2019) The effect of content retelling on vocabulary uptake from a TED talk. TESOL Quarterly, 53(1), 5–29.
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.
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.
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.
Nihalani, N. K.
(1981) The quest for the L2 index of development. RELC Journal, 12(2), 50–56.
Norris, J. M.
(2015) Statistical significance testing in second language research: Basic problems and suggestions for reform. Language Learning, 65(S1), 97–126.
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.
Nunberg, G., Sag, I. A., & Wasow, T.
(1994) Idioms. Language, 70(3), 491–538.
O'Keeffe, A., McCarthy, M., & Carter, R.
(2007) From corpus to classroom: Language use and language teaching. Cambridge University Press.
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.
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.
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.
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.
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.
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.
Pavia, N., Webb, S., & Faez, F.
(2019) Incidental vocabulary learning through listening to songs. Studies in Second Language Acquisition, 41(4), 745–768.
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.
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.
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.
Pellicer-Sánchez, A.
(2016) Incidental L2 vocabulary acquisition from and while reading. Studies in Second Language Acquisition, 38(1), 97–130.
(2017) Learning L2 collocations incidentally from reading: Language Teaching Research, 21(3), 381–402.
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.
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.
(2012) Scoring Yes-No vocabulary tests: Reaction time vs. nonword approaches. Language Testing, 29(4), 489–509.
Pellicer-Sánchez, A., & Siyanova-Chanturia, A.
(2018) Eye movements in vocabulary research. ITL-International Journal of Applied Linguistics, 169(1), 5–29.
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.
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.
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.
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.
(2016) The learning burden of collocations: The role of interlexical and intralexical factors. Language Teaching Research, 20(1), 113–138.
(2019) The effect of imagery and on-screen text on foreign language vocabulary learning from audiovisual input. TESOL Quarterly, 53(4), 1008–1032.
(2020) Factors affecting the learning of single-word items. In S. Webb (Ed.), The Routledge handbook of vocabulary studies, (pp.125–142). Routledge.
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.
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.
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.
Phakiti. A.
(2014) Experimental research methods in language learning. Bloomsbury.
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.
Pigada, M., & Schmitt, N.
(2006) Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1–28.
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 [URL]
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.
Plat
et al (2018) Perspectives on automatization and the degree of semantic involvement in naming. Fronters in Psychology, 8, 2256.
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.
Porte, G.
(Ed (2012) Replication research in applied linguistics. Cambridge University Press.
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.
Pu, H., Holcomb, p. J., & Midgley, K. J.
(2016) Neural changes underlying early stages of L2 vocabulary acquisition. Journal of Neurolinguistics, 40, 55–65.
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.
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.
Pulido, D.
(2004) The effect of cultural familiarity on incidental vocabulary acquisition through reading. The Reading Matrix, 4(2), 20–53.
Qian, D. D., & Schedl, M.
(2004) Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance. Language Testing, 21(1), 28–52.
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.
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.
Rayner, K.
(1998) Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124(3), 372–422.
(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.
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.
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.
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.
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.
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.
Read, J.
(1988) Measuring the vocabulary knowledge of second language learners. RELC Journal, 19(2), 12–25.
(1993) The development of a new measure of L2 vocabulary knowledge. Language Testing, 10(3), 355–371.
(1995) Refining the word associates format as a measure of depth of vocabulary knowledge. New Zealand Studies in Applied Linguistics, 1, 1–17.
(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.
(2000) Assessing vocabulary. Cambridge University Press.
(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.
(2007) Second language vocabulary assessment: Current practices and new directions. International Journal of English Studies, 7(2), 105–125.
(2013) Second language vocabulary assessment. Language Teaching, 46(1), 41–52.
Read, J., & Chapelle, C.
(2001) A framework for second language vocabulary assessment. Language Testing, 18(1), 1–32.
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.
Révész, A., & Michel, M.
(2019) State of the scholarship. Introduction. Studies in Second Language Acquisition, 41, 491–501.
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.
Rice, M. L., & Woodsmall, L.
(1988) Lessons from television: Children's word learning when viewing. Child Development, 59(2), 420–429.
Richards, J. C.
(1976) The role of vocabulary teaching. TESOL Quarterly, 10(1), 77–89.
Rizopoulos, D.
(2013) ltm: Latent Trait Models under IRT. R package version 0.9-9. Retrieved on 22 April 2021 from [URL]
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.
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.
Rodgers, M. P., & Webb, S.
(2020) Incidental vocabulary learning through viewing television. ITL-International Journal of Applied Linguistics, 171(2), 191–220.
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.
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.
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.
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.
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.
Ruegg, R., Fritz, E., & Holland, J.
(2011) Rater sensitivity to qualities of lexis in writing. TESOL Quarterly, 45(1), 63–80.
Rumelhart, D. E., & McClelland, J. L.
(Eds (1986) Parallel distributed processing: Explorations in the microstructure of cognition. The MIT Press.
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.
Schmidt, R. W.
(1990) The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
Schmitt, D., & Schmitt, N.
(2005) Focus on vocabulary: Mastering the academic wordlist. Longman.
Schmitt, N.
(1998a) Measuring collocational knowledge: Key issues and an experimental assessment procedure. ITL-International Journal of Applied Linguistics, 119(1), 27–47.
(1998b) Tracking the incremental acquisition of second language vocabulary: A longitudinal study. Language Learning, 48(2), 281–317.
(2008) Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363.
(2010) Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.
(2014) Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913–951.
(2019) Understanding vocabulary acquisition, instruction, and assessment: A research agenda. Language Teaching, 52(2), 261–274.
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.
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.
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.
Schmitt, N., Ng, J. W. C, & Garras, J.
(2011) The word associates format: Validation evidence. Language Testing, 28(1), 105–126.
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.
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.
Schmitt, N., & Zimmerman, C. B.
(2002) Derivative word forms: What do learners know? TESOL Quarterly, 36(2), 145.
Schoonen, R., & Verhallen, M.
(2008) The assessment of deep word knowledge in young first and second language learners. Language Testing, 25(2), 211–236.
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.
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.
Sijtsma, K.
(2009) On the use, the misuse, and the very limited usefulness of Cronbach's alpha. Psychometrika, 74(1), 107–120.
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.
Simons, H.
(2009) Case study research in practice. Sage.
Simpson-Vlach, R., & Ellis, N. C.
(2010) An academic formulas list: New methods in phraseology research. Applied Linguistics, 31(4), 487–512.
Sinclair, J. M.
(1991) Corpus, concordance, collocation. Oxford University Press.
(2004a) The search for units of meaning. In J. M. Sinclair, Trust the text: language, corpus and discourse (pp.24–48). Routledge.
(2004b) Trust the text: Language, corpus and discourse. Routledge.
Singleton, D.
(1999) Exploring the second language mental lexicon. Cambridge University Press.
Siyanova-Chanturia, A.
(2015) On the ‘holistic’ nature of formulaic language. Corpus Linguistics and Linguistic Theory, 11(2), 285–301.
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.
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.
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.
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.
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.
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.
Siyanova-Chanturia, A., & Martinez, R.
(2015) The idiom principle revisited. Applied Linguistics, 36(5), 549–569.
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.
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.
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.
Slowiaczek, L. M.
(1994) Semantic priming in a single-word shadowing task. The American Journal of Psychology, 107(2), 245–260.
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.
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.
(2021) L2 knowledge of English prefixes: The effect of vocabulary breadth and exposure. Language Teaching Research.
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.
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.
Sonbul, S., & Schmitt, N.
(2010) Direct teaching of vocabulary after reading: Is it worth the effort? ELT Journal, 64(3), 253–260.
(2013) Explicit and implicit lexical knowledge: Acquisition of collocations under different input conditions. Language Learning, 63(1), 121–159.
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.
Stalnaker, J. M., & Kurath, W.
(1935) A comparison of two types of foreign language vocabulary test. Journal of Educational Psychology, 26(6), 435–442.
Stefanowitsch, A., & Gries, S. T.
(2003) Collostructions: Investigating the interaction of words and constructions. International Journal of Corpus Linguistics, 8(2), 209–243.
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.
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.
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.
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.
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.
Strong, B., & Boers, F.
(2019a) The error in trial and error: Exercises on phrasal verbs. TESOL Quarterly, 53(2), 289–319.
(2019b) Weighing up exercises on phrasal verbs: Retrieval versus trial-and-error practices. The Modern Language Journal, 103(3), 562–579.
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.
Stubbe, R., & Stewart, J.
(2012) Optimizing scoring formulas for yes/no vocabulary checklists with linear models. Shiken, 16(2), 2–7.
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.
Stubbs, M.
(1995) Collocations and semantic profiles: On the cause of the trouble with quantitative methods. Functions of Language, 2(1), 1–33.
(2009) Memorial article: John Sinclair (1933–2007): The search for units of meaning: Sinclair on empirical semantics. Applied Linguistics, 30(1), 115–137.
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.
Supasiraprapa, S.
(2019) Frequency effects on first and second language compositional phrase comprehension and production. Applied Psycholinguistics, 40(4), 987–1017.
Sutton, S., Braren, M., Zubin, J., & John, E. R.
(1965) Evoked-potential correlates of stimulus uncertainty. Science, 150(3700), 1187–1188.
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.
Takala, S., & Kaftandjieva, F.
(2000) Test fairness: A DIF analysis of an L2 vocabulary test. Language Testing, 17(3), 323–340.
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.
Timmis, I.
(2015) Corpus linguistics for ELT: Research and practice. Routledge.
Toulmin, S. E.
(1958) The uses of argument. Cambridge University Press.
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.
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.
Tseng, W. T.
(2013) Validating a Pictorial Vocabulary Size Test via the 3PL-IRT model. Vocabulary Learning and Instruction, 2(1), 64–73.
(2016) Measuring English vocabulary size via computerized adaptive testing. Computers & Education, 97, 69–85.
Tseng, W. T., & Schmitt, N.
(2008) Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357–400.
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.
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.
Van der Ark LA
(2013) mokken: Mokken Scale Analysis in R. R package version 2.7.5. Retrieved on 22 April 2021 from [URL]
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.
Van Lancker, D., & Canter, G. J.
(1981) Idiomatic versus literal interpretations of ditropically ambiguous sentences. Journal of Speech & Hearing Research, 24(1), 64–69.
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.
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.
Van Petten, C., & Kutas, M.
(1990) Interactions between sentence context and word frequency in event-related brain potentials. Memory & Cognition, 18(4), 380–393.
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.
(2013b) Incidental vocabulary acquisition through L2 listening: A dimensions approach. System, 41(3), 609–624.
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.
Vespignani, F., Canal, P., Molinaro, N., Fonda, S., & Cacciari, C.
(2010) Predictive mechanisms in idiom comprehension. Journal of Cognitive Neuroscience, 22(8), 1682–1700.
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.
Vidal, K.
(2011) A comparison of the effects of reading and listening on incidental vocabulary acquisition. Language Learning, 61(1), 219–258.
Vilkaitė, L.
(2016) Are nonadjacent collocations processed faster? Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(10), 1632–1642.
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.
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.
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.
Wang, J., Liang, S.-l., & Ge, G.-c.
(2008) Establishment of a Medical Academic Word List. English for Specific Purposes, 27(4), 442–458.
Wang, X.
(2014) The relationship between lexical diversity and EFL writing proficiency. University of Sydney Papers in TESOL, 9, 65–88.
Ward, J.
(2009) A basic engineering English word list for less proficient foundation engineering undergraduates. English for Specific Purposes, 28(3), 170–182.
Ward, J., & Chuenjundaeng, J.
(2009) Suffix knowledge: Acquisition and applications. System, 37(3), 461–469.
Warren, P.
(2013) Introducing psycholinguistics. Cambridge University Press.
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.
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.
(2007) The effects of repetition on vocabulary knowledge. Applied Linguistics, 28(1), 46–65.
(2008) Receptive and productive vocabulary sizes of L2 learners. Studies in Second Language Acquisition, 30(1), 79–95.
(2020) Incidental vocabulary learning. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.225–239). Routledge.
(2021) The lemma dilemma: How should words be operationalized in research and pedagogy? Studies in Second Language Acquisition.
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.
Webb, S., & Nation, I. S. P
(2017) How vocabulary is learned. Oxford University Press.
Webb, S., Newton, J., & Chang, A.
(2013) Incidental learning of collocation. Language Learning, 63(1), 91–120.
Webb, S., & Rodgers, M. P.
(2009a) The lexical coverage of movies. Applied Linguistics, 30(3), 407–427.
(2009b) Vocabulary demands of television programs. Language Learning, 59(2), 335–366.
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.
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.
Wesche, M. B., & Paribakht, T. S.
(1996) Assessing second language vocabulary knowledge: Depth vs. breadth. The Canadian Modern Language Review, 53(1), 13–40.
(2009) Lexical inferencing in a first and second language: Cross-linguistic dimensions. Multilingual Matters.
West, M.
(1953) A general service list of English words. Longman.
Whaley, C. P.
(1978) Word–nonword classification time. Journal of Verbal Learning and Verbal Behavior, 17(2), 143–154.
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.
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.
Willis, D.
(1990) The lexical syllabus. Harper Collins.
Willis, M., & Ohashi, Y.
(2012) A model of L2 vocabulary learning and retention. The Language Learning Journal, 40(1), 125–137.
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.
Wilson, M.
(1988) MRC psycholinguistic database: Machine-usable dictionary, version 2.00. Behavior Research Methods, Instruments & Computers, 20(1), 6–10.
Winke, P., & Brunfaut, T.
(Eds (2021) The Routledge handbook of second language acquisition and language testing. Routledge.
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.
Winter, B.
(2013) Linear models and linear mixed effects models in R with linguistic applications. Retrieved on 22 April 2021 from [URL]
(2019) Statistics for linguists: An introduction using R. Routledge.
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.
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.
Wood, D.
(2020) Classifying and identifying formulaic language. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp.30–45). Routledge.
Wray, A.
(2002a) Formulaic language and the lexicon. Cambridge University Press.
(2002b) Formulaic language in computer-supported communication: Theory meets reality. Language Awareness, 11(2), 114–131.
(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.
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.
Xi, X.
(2017) What does corpus linguistics have to offer to language assessment? Language Testing, 34(4), 565–577.
Yamashita, J.
(2003) Processes of taking a gap-filling test: Comparison of skilled and less skilled EFL readers. Language Testing, 20(3), 267–293.
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.
Yin, R. K.
(2003) Case study research: Design and methods (3rd ed.). Sage.
Yoon, H.-J.
(2017) Linguistic complexity in L2 writing revisted: Issues of topic, proficiency, and construct multidimensionality. System, 66, 130–141.
Yousofi, N., & Bahramlou, K.
(2014) Assessing writing quality: Vocabulary profiles in place of holistic measures. Iranian EFL Journal, 10(6), 323–344.
Yu, G.
(2010) Lexical diversity in writing and speaking task performances. Applied Linguistics, 31(2), 236–259.
Zhang, X.
(2013) The I don’t know option in the Vocabulary Size Test. TESOL Quarterly, 47(4), 790–811.
(2017) Effects of receptive-productive integration tasks and prior knowledge of component words on L2 collocation development. System, 66, 156–167.
Zhang, X., & Lu, X.
(2014) A Longitudinal study of receptive vocabulary breadth knowledge growth and vocabulary fluency development. Applied Linguistics, 35(3), 283–304.