Ems REFRESHES) 25 JOURNAL OF JINAN UNIVERSITY Vol.25. No.1 2003 F 1 8 (Philosophy & Social Seience Edition) Jan., 2003 T 1 iW ILE AG RARE A TF ale HEF, BK CORBA IE, OR PM 510820) (M2) RAHAT IGRAD TH TAME MEA RX, MLR ILD BL CE SE a HF A AO A HTT AG AMR, WEL RAPA Rah A RM UR, IP ee CAPA ET SC RE BEAR 2 FS PR 9 9 IE FETE CN KAM ATER TE — Ah SRS HE (een) PIC ARRRe S eeT Re RS ROE [pig 88]H08— (SEARARIRAB]A (MAW ]1000 - 5072(2003)01 - 0084 - 07 20 HES 70 SEAR SE SEL , REE A ATT Rt SF BEIT RE A 2) Be A BG ESR TH BRS TS FH BRAY ERR — TP ABE ED SIAC AH FL FRAMED AE RAKE O—TAT BONER. RERRMILALA AIBN (GFA 9 FCs FT EL A PDH HK HE HY WL (Richards 1976; Zimmerman 1997, cited from Coady & Huckin 1997:5~ 19). EASEHE “tt oe 30 bn He Hk PARE BE HY SP” AOAC , BEDE FFT AP RN AICS OO: ROME TSHR AMS WB DR fe, LOAT RAL ACE ARE OC, HKU RAC OSH HERE RAED SER EY PT ACR RY HM EA AD A OD Se EA A PAD , SA TG 2 Tad RB BR — a SR A HS ( FRIAR AF 2000:349) RTT) , ETAT SE AB BB 5h SS TAI Bh OS HA EI, A BSI RE VSO, BRB — TM RRA? 2) PR” (Re HR") EMT ARRAN? SEES A ELAR Sh ee A a FI A FEAR IE RAG T SA HT BAI 2E MR (Nation 1990; Schmitt & Meara 1997; Schmitt 1998; ji AR 2000; HHH AE 20010, b) oF MURR ADHE IA“ PRE” Xk — Ze ay OYA RAL A HE 32” BLE (Word Knowledge Framework & Dimensional Approach) ,“— 48" Hf 9¢ #5 (Receptive vs. Pro- ductive Method of Study) #81 WR CARH AICO MO EB RF KE ERE SAND A, FF CE Me ME LY HAS) — PREF a Sa iE 9 (1900 — ) LER, China Academic Journal Electronic Publishing House. All rights reserved. _ tty w.enki.n— WLIGABCR EAM MRA HE SSAC“ BE” FE BA EAS FS TAD “PE” 2 0 9 A I AI “RR De HAL BB AL 89 Ry aT BIA” EE ( 4 a IE PE) EB LI Pe CAO) HE" HY GFE (Harley 1995) 0 FFDIC PRE TIE 9 SEA [6] EAL : What is meant to know a word? JL3& 2 (WW SE: Knowing a word is more than just knowing its form and meaning (Richards 1976; Nation 1990). Ay He, DERE #11 RPS MATA” 09 ABE sd” 0 WB OE ALI (Word Knowledge) i FF “25 BE” AY FA DFSE FER L VE FG fal DEAT T A STE LB Richards (1976) Pi S48 +35) i obs 76 Fl FH A AE Se — 4 a SK PRU. Dybt ABE TR — i a ME BUR). Re RE SE RR TA FRA FA] FA A DT Fs 1) 2 9 9 A] ) A fF 9 8 HH 53) YC BA a BREE RPE 4) ART A YR A EB 5) Ta RAB 6) EEN, TBS Lo RF Richards BLAIR IH Hi 9 HETERO YA ALT (i.e. , What does it mean to know @ word?) (3. A (7126 9 St 5 (ts 4 1A] IC 5-2 OY “HERE” (Vocabulary Knowledge Framework ) S48 A AF BAT WiC AU REFS A RE SE AAT AGB IS * BE” (ti dimension characterization) #1 1iL 7 19 89 3 2848 6 M8 Richards 2 Je, IAI 3 1G BEIE SH Nation (1990) ZE“#EIR” HC HY Ah wh PF gay TH) SCE SE 1 Bl 2 9 A FF RB, BD: 1) What is @ word? 2) What is involved in leaming a word? SB 48 ,Na- tion (197 Fe (7) EAT HB ARCH). TF] Richards FF , Nation Hp H5) HL 1 AE i AE He AF BY SP A PSMA ATTRACT 09 AIC OSE OY SHE 3H. (HIE, 9 Richards SIF A JE Nation HE ia) HC 1 SLR iF OF SB 5 9 IE ZX ( Form) , (2.58 (Position) , 3) fé ( Function ) #11 X ( Meaning) (UX Je ii LA ERA (Spoken form) , #85 (Written form) , 47] #& F¥ ff (Grammatical pattems) , ## EC ( Collocations) , FUSS (Frequency) , #444 ( Appropriateness) , #638 X (Concept) 3/81 BEAR ( Associations) 7°38 HAS AIL A AP BEV” (receptive) A“ 7* tH” (productive) PAP AEH o HL BY IL Nation AYAIL S MEER MIG SEV Richards FMR BAB (8 A RAK. CAM MI T AR R/C, Tm A Te Pe "PR APAE Jo © WEE LED, Nation ff) $f HE SR HBL JM A+ AA TALI 5 RAG A BD UE. TANG a PR ORT RR A, he BT a RA, EAE “BEY ESPEN HY PRAT ZTE AR HB SR 0 0 A PIR RS Mi ANRRAA MER. SW ERS R RP BOD R RHE Nation 93 BEHE TA AE RY ACFE AY SEH LE A THAR 5 BE TL A FEI. TICLE PE" HE 2) AFH (dichotomy), BEA ARB A ATA IAL HY HBA (comprehension) #17 £4 (production) £5 #9 GE JH fe 29 ANC SAH 8 23 1 8 A A He & Hl (Henriksen 1996:306; Schmitt & McCarthy 1997:107 ~ 108). IE Ml Schmitt #1 McCarthy iF 48 tt ANSP SY OAD BT SBOE At Bk: AAT 9 — a BA SR AYU TAI LAD A EMA A DT A 9 SE MET A SB Ie AP 9 HE FL C1 3 a a, A EC SP OSH SA AN WA IE 9 HO EM 85 1 China Academic Journal Electronic Publishing House, All rights reserved. _ tty w.enki.nFRE MU, GO iG ROMA A 10 OY EE A ANA IL (HB) EA MAMA Z 1X A (Waring 1999, Ch.1:1). HATH AR, Few ARES: 8 HE we KL SEAR EAH TEL OP A FS tA EY 3 HE MO RK ER FE ASTER Fe" a A ADI EAT EE RAR A BE “ge 7" 9 FLIE & 3 (Waring 1999) . a a nny ae BMH PE BER RETT TE AB eekon #." PTA BE EE OUR EH ES A ET uti gs aR foacaceh on SLICES, ‘iM Gaultier A 7E 1839 4F Be 48 th A ARIE EE 2 AOS TS — A IR EA: NH. JRF Gaultier 4 MYR FAY AE understanding #1 compose XAT ARH (248 wha T AEA FFL BO TALL, BD: — Bh FS TS AP 50 485 CE LE SUT BL T (FLAT (recall) FAH ( recognition) BI" LW” A. UA BO STIR th” Fer 2 BD PAB RR” 20 H22 20 SEAR, recall recognition PH 7 Ai Wk A FB) 2 FF Ly 3H 19 Fe WAY at IF BR, EF RE, — IE AAA AE IAB ( recognition) fe 71 5 Wik ME A Ce — i, ms $C Crecall) 5 SM) EMEA BK (RAH MB ERB AA REM BR). BCT Re PH EWM RBA HE Et BBA ( passive) VAR (M0: FO BE AL YT Fy ) BY He Me TG tA BRED EE HO BUR (active TR. FE" MEW RATA RM RK Ab HE BEAR AF BO eH RAE AE SE” AUP Hh” HE AYO SA PT ES ES I EE AAT {FH receptive” All“ productive” 3X PITA (BADR KER EL A BT SAK TREE ENA OUP RANT CHR. RANE HS BM CRT LA LAI BA MITE), ARBAB, BRER LP RARE “A REMRHMALAR RH SPE OE" CPR RLSMAT A, ACRE AT HM TRICO WHE OHAMRLA MR. BEL Pe bE Mt, WIC BES SH Symonds #i Penney( 1930) DTT CARA ROT. RRR ROK Ra Rit T 9B RCs ER” EE) ICA SA ML, BE “BUC” th) AIC MAM“ Fh A) F WK. Symonds #1 Penney HRT AAW RTRSY BAH" SE SEF A A DS, TL IR TA os A AL Be ASK SS TS TER ARIAT I, BI ESE VAIL 9 BARE PA / ALIA (SR, Laufer 1998) BESET IC TS LR AE AR Fak A PS, BAL ch BEE A PRA MER RT. RAZ PICEA Me oT iS a LTT. 20 tHE =. UO EAR OR "OE OR TALC 2 19 HK AY Morgan & Oberdeck (1930), Stalnaker, Kurath(1935), Smith & Prescott (1942) 952 # (Waring 1999), X26 # BU SAUCER 1 fit BE ete “WL 142” CMA A Se 0 A EA A. HO ME PE Se ALAC te BU ah AH A OLE ARH PRE Ae RI TE PT FT HE BT EE ETE BY A AR PE RR AE, BB BAI IZ HANI WCB) 20 tHe 80 FEAR RN MIRAI EEA A TS ETE OER, Takala BY ABE ESE 86 1 China Academic Journal Electronic Publishing House. All rights reserved. _ tty w.enki.n(EERE AF © ESE AIS CPEAR DEE Takala BEG T AL AB Be EB (Waring 1999, Ch.2:12) Fea: SEC BLAH , BRB SHAG ACE 26 BA Sb , 5B ah — RE Bh Ha I RAPICM. RT WIE Takala AA BB: (OY HERE MUIR BIS KK Me FARE IR AT BR KA 20 EEE 90 EAR LAK HY AIC BEE HRA A WIAA Wesche, Paribakht, Laufer, Meara #1 Schmitt FEF» JE Wesche & Paribakht (1996) #) Vocabulary Knowledge Scale (fe) #f VKS) (ia) LIVIA FFB) 1 BANC A PRE" a — eR YT. VKS Fa MR HS PAN TALA 2e B w A Ha) BIN TV BE A A A BL IL + a BE SUC ALTE PT RE SH LER A RICA RES ORT RR TED I DGEBA E RE EEE HSE. LMA RES OM FT PN 1) Tdon’t remember having seen this word before. 2) Lhave seen this word before, but I don’t know what it means 3) Thave seen this word before, and I think it means (synonym or translation) 4) T know this word. It means —_ (synonym or translation) 5) Lean use this word in a sentence: ___(If you do this section, please also do Section 4) Wesche & Paribakht (9 08 24 15 2 7m , 32 iat fe 5 Wh se MH LA VKS iy AM wt TA Re HH FP RIC NEAR RAY SCAR. TTR, VKS HY BE FA SEI IR iG TTR ANH AR Gd Dk BR ok 5 A OY SH a, AA Be FE HY RAG” OAT RUS , TA — BULL Se , Se NR BO AT He SH TB 55 VKS 4 FAS YE, Laufer(1998) , Laufer & Paribakhe (1998) fH) 7A UC ia] 3 7 BIE FAIL $a RARE SPAM, BD: BEB (passive), HE fil HE Eh (controlled active) AES BH (free ac- tive) KR. Wak, ATP SH ADF 9 = ae LK 5G A A TH 1) The Vocabulary Levels Test FHF 2 Be 3h 710 (Hit) 5 2) The Productive Version of the Vocabulary Levels Test Ji SW iti ti: a) FIC (AE) 5 3) The Lexical Frequency Profile HF ie) Mt i 37 5 1H 2038 FALE ASE BS HE. URSA 1) SER A We ahd It — A a RB 52) SPE AI HE A BWA WAAL 53) FEE Bh AL HAR LA EI 54) A PS AI tk FF HE A BK ERTL DEBE 9 RHE ASE T “ESE A” (continuum) BEE A 36 AB BAL , BI IC RBG T A “RA BIE TE AE OKO RRB. MTEL LB, VES MM RSR RIA ARR AL. GAA, Ha T SL" By Ay i Be PAB, ALL ERR LAME AE AE. AE ADL, EAC RBG BAR ARE AU FAL I PRE” BR AY EES A Ee” EE” 0 A EK eT EBL. (5 EURAIL WBE” MIE BART, Schmitt (1997 with Mearas 1998) HVC DEES & Nation HHL & HERE REL IE (a multi-dimensional framework of word knowledge; 1990) fi) BABA. BASILE RAOHAY . RRA TA HS CDOS AR aT PE TTB EE BBE AT" BRE” 22 AE BaD A ARICA 0 UZ 4 FV AE BY LD OO HALL SU 5} BU SPP HBP A AE BY, LI BRA PIA (target words) #4 VEE “HEBER” A ABA DT BLE Pe" RP TE ZAK 87 1 China Academic Journal Electronic Publishing House. All rights reserved. _ tty w.enki.nSETAE SA 20 ESE EE BE ZB BRP” Sh a OE Dew A AA LF SEE FAN REBEL < —4P BY BE TAIL “HE BE” DESC , LBL Symond, Takale, Laufer, Paribakhe A f4i8 HE 3a) 90. SCHR” (0 CAB ) Be EB) BL” PELE, Sk — WP eT AR AS BE FRA» BIS BP ELAN BEI , BD 20 thse JLT Ae ARN AY TAC PR BE” WE, Ee ‘Wesche & Paribakht (1996) , #1 Schmitt( 1997 51998) 4A #9" HAC" BEIT. HUAARI T ICR EOE RIE Ge MET SC AR RIERA OD ALARAFAWER EH: BERR SRAB ACLALIGOKEBL, BRACHK RRA ASKER E LGA, BUNAIFISACMAHAAT ENA FLANKER —T AIC RRR AYLI AER , MAT I AIC IIR BEE Be SEE oA TALI RSE HT He FLAY EB ARAMA Vanniarajan (1997), Henriksen (1999), Meara (1999), Jiang Nan (2000) SF. NAMATH AARC RRARAP EN RAD ESS, PERT EE AY LATE 0" 2 — BRAY TALI ESE, Vanniarajan (1997) 98 th T AID AD “FALE AA” AX (Interactive Model). RRAUA ALIAHLEAKRT SERRA SUR RAS , CURA AE TE AS OR TE TF AER AR FU AEE ANKE RE ART he 3 RA SG ia 1 Ae RY A TAD, Vanniarajan $8 4 TUF BR: 1) MANIBTARG MANRALE WDAAREDESHTRERE, 2) SHHIAMEIH AAR THEM ED HUAME: 3) UREA TF a "HR A” aI Fa “HR (EL) 6 ‘Vanniarajan *45 8 9 13 32 JEL BAA) BR BEA PS Ar AT BE) ABB (EIR PAN) BAR, MEIAEAL MWD MEO MES PE FL ee i AK 23 BE BDA) FA / RE AT 3# 3 (spaced leaming) AML EIS (depth of processing) ]FH Re MZ TCA RE-TARSHEAMRHRE TAN MRR BME BRERA TSE BUS Bo “TLE BRR 6 LGR UB PS SF I 2 98 HE TH tT) IRR A" AA EES SHAE He BAA IA 9 —T AIL 2 LA I FE Henriksen (1999) i" =H" BABI. WH TBM — AAI RAR HY HM, Henriksen 4H Sh = P76 We] fis BEE HT HAIL AE HE a = EBD :1) BBS} AEM AY ADIA ( partial to precise knowledge) ,2) JAIL M14H YE BE (depth of knowledge) 3) 45S EF Hh HY HAAG 21 (ceceptive to productive use ability). Henriksen J 8, = HEHE BE 7B AL BRT Ta RAN A, LI oT AFH CU AY ANI SE“ i SEHR” (continua) . ade AE BR 1) 5 EAS YC eR TAY A 3 EO HALLE 3 (item ~ learning) M1 KE (system-changing) ;2) 539 SA = Sf i SE (A G4) A Ff BE RTA A A Sw A 6 Fatt , Henriksen $8 44 T H7iC “#8” ( restructuring) Bt “Hi £1" ( reorganization) % Ht BE EA: , BE i GAR Ut BE AR AS TAD 2, A: AG AY ZB BA ZF ( oyntagmatic) FE EAE (paradigmatic) A) WLBT Ek 5 AUiE48 He TAIL OY 7D A Be HL EAT EK A 3 SEE: — DE ETP at LAA SE FY a A Ea SK a ‘We M0" tt BEREAS” ( overgeneralization ). “ [5] #" (backsliding) ,“U-7é 38.” (U-shaped development) #1 88 1 China Academic Journal Electronic Publishing House. All rights reserved. _ tty w.enki.n“RBH” (variability in leamer output) FHLB. FLL, Henriksen ff) HC 48" BAMA CB AR AY “HE SR HS AN T HADI FR 3 He wh SE PI PR OE PE BRE ES Henriksen (#935) YL 3 Jf) = > SE IE + i) BAF > i Sn ee eT J 3 HH DP AE BR A A “BS” PR BE” Ba TAH PR A“ "BIE SI” (all-or- nothing) AY if #2 1 JE —P Sk “HB5P" ( partial) 38H)" YET” (precise) HY MRE FE JZ WF HES i BY GE KGEIK A BER BE SRT, FICHE SR Mearal 1990; 1999) Ze FC BY #8 TALI DEE He Ch HE Be Hw AT TO RUPP aE FTE GAR RL HE A TA 8 BARAT AK (multi-state model) « Meara 1h : ESE HES LAER AY A REE EE BS RS ENGE RARE A. Alt ARSE AE oh Mah AR — Ah a A TT TALI. REN RS AS: 4ARS FRE 0, GMAIL TURE —TRE. MN: —Tial TAH IAAR ES O BIR ERAS 5 ELLE A BT BE IAA PT BR AR AS RE BRAS 0 BRITA PF RB. LH AERRGKASRSERA IPED FIC SRB, Meara 4) SAR 2538S 7 (LAL FAIL 3 #8 09 A A ( unidimensional) 3 9% (A BAB (A ALE TT ARATACRRHASH SEEMAAE. RN, SREAKOP ASR ARH PR ELSE, B-PLESKRE LARC RAN RMADEAMRAKEM a. 5 LIBS APRA HG — PAI AR EA ALE Jiang (2000) 9 Hh AYR EB EP AI JAHORANFAD, KRDUA ALMIAM RRM STAM, OL) BROE: BEATA (lexical entry) (97 el 19 EW 57 52) L1 S818 & ) lB AAMBY BE(L1 lemma me- diation stage) : HOt L1 2979] 545 8.2888) L298 — i A) PIE RT Lo Aa ay ET “HA” 53) 12 4 BT BEC integration stage) : KALE XA SSE SMA—TAR. Jiang BF AIL 9 TALC 22 WE AS I SA IR AT TAI RY HE BD A SPARRO AR Bet 11 HTA MEM) UREA AUA IL SOM A MAS 12 SATS AA SP L1 RAT RMR ST te EBRERS ELRMNGMTE OKT SALCRLIA SOAK KAA. H-RABHKOIH FURSHE: CHARMER TA? RAZ RE MUD EEE A? ABER FR — ALN SE 09 FL AS ASS A R.A I He RATT PARE BE ER SAA AG ER IM. RES AY BS MELE HH (1M word knowledge types il recep- tive vs. productive ability) 2E A HU 307A A BES PRE Dy EAM SHE HER SAE Mo FEK, TR FA 2 47S 8 BE A TD HL BR EH RRR AE Bo REPAIR T RANT AIC AE I SSE BRAT SAGE TAL SA FT, SAE AHR HF HB A HC ALBSKAGHY Bi wi" 3 ER FL AS BEB A oy RR Sk HE A HEB SE RE All PILAR A OMA Me ERA RR A. REP / ROA RT FP AR ADRS ot BE nT RE he" BS HL PCT BE HD PED Ab TS MAAS SE EFT VEAL HAA BR BB SE 0 IRL AR CHRIS — AR DR RAS” EE 89 1 China Academic Journal Electronic Publishing House. All rights reserved. _ tty w.enki.nEC" SDI RDC TIE BI Ae HO ARE AE AIL RI Sh ARR SRAM GE A CH Ao CIE BED AH EMEA STE HEE SECA OF SL) ARE RAC HAL RAK RH KEW RA", WITS EMC HAH RRL RA, RW HCPRAASHTRTEGEALAGAM MRE ES, 201K, ACRE FETE BIN ES ABH] 3 84 IR (Henriksen 1996; Coady & Huckin 1997; Schmitt 1997; 1998) , #7314] CIs LRA). RAMER A, ARAL LT Ge CRT AT HIE HH Aha HS Bt BL( RID IAR / PRBL EE 2000; 1% % 2001; 2002). MAM WIL BIE HERGLNUP CREE AL ABM RA LHLLAAMRMAA- TRA AMBEFIAAH SEM S ALTA (eax) aR A BRB TEA FF 8. EL] BRERA 200004) (oD. $8 =i NCR 2 BR A ELI). SB EEE, 2001(6) (3) eB I A EI). I EBA, 2000(2) {4]oady, J. & T, Hiuckin, (es.) Second Language Vocabulary Acquisition C]. Cambridge CUP. , 1997 [5}Hlaley, B. (ed.). Lexical Issues in Language Leaming( C). John Benjamins Publishing Co. 1995 [6]Hensksen, B. Three dimensions of vocabulary developmentJ]. Studies in Second Language Acquistion 21;303-317, 199 Hiang, NV. Lexical representation and development in a second lsnguage( J]. Applied Linguistics 2147-77, 2000, [Lauer, B. The Development of Passive and Active Vocabulary in a Second Language: Same or Different? [J]. Applied Linguistics, 19/2: 255-271, 1998. (9]Laufer, B. & T. Parbokht. The relationship between passive and ective vocabularies: Elects of language learning con- text{J]. Language Learning 48:3, 1998 [10}Nation, 1.8.P. Teaching and Learning Voeabulary[M). MA: Newbury House, 1990. (11)Richards, J. The role of vocabulary learning( J]. TESOL Quarterly 10,77-89, 1976, Ci2]Sehmit, N. & P. Mears. Reseazching vocabulary through a word knowledge famework{ J]. Studies in Second Lan- 217-36, 1997 Ui3]Sehait, N. Tracking the incremental aequston of second language voesbulary: A longitudinal atudy( J]. Language Lesming 48:2, 281-317, 1998. (14]Schmit, N. & M. McCarthy (eds.). Vocabulary: Description, Acquistion and Pedagogy]. Cambridge; Cam- bridge University Press, 1997. UiS]Vanniarajan, S. An interactive model of vocabulary aoquistionLS]. Applied Language Lesming 8/2:183-216, 1997 (16]Waring, R. Tasks for Assessing Second Language Receptive and Productive Vocabulary{M). unpublished PAD thesis, 1999, guage Acquisition (F HH 96 HK) China Academic Journal Electronic Publishing House. All rights reserved. _ tty w.enki.n[3] Chomsky, Noam. Rules and representation{ M), Oxford; Basil Blackwell, 1980. 4) Cook... Chomsky's universel grammar and second language learing[J]. Applied Linguistics 1985, 6/1:2-18 [5]Gvok, V. J. Chomsky’s universal grammar M). Oxford: Basil Blackwell, 1988 [6]Coppieters, R. Competence differences between native and near-native speakers{J] . Language. 1987 63/3 544-573, [7)Gorder, $.P. Esor analysis and intelanguage{ M]. Oxford: Oxford Univesity Press, 1981. [s]Schachter,J. Second language acquisition and its relationship to universal gammar{ J). Applied Linguisties,1988,9/3: 222.234. [91 Taylor, D. The meaning and use of the term “competence” in linguistics and applied linguistics J]. Applied linguistics 1988,9/2:148-168, [10] White, Lydia. Universal Grammar and Second Language Acquistion{ M). Amsterdam: John Benjamins, 1989. CUR AE A AE Ly) SNES RETE, 1998, (1) 35-41, (1218 We eR IA ME A BITE). CALA BEE, 2001, (3): 412. (3 RRA A ARIE LK] SEER AT HATA, 1988. (14) Orso, A ARDS te ANE (Me). ESB AT ANTAL, 1994, Experimental Study on Linguistic Competence Difference LUO Xiao-ying (College of Chinese Language and Culture, Jinan University , Guangzhou 510610, China) Abstract: The article addresses the debate about whether second language leamers can develop identical competence of the same language as native speakers. I investigated the interpretation of 15 English sen- tences by native speakers of English and Chinese. The data suggest that L2 leamers have similar interpre- tation as English native speakers, and they observe constraints defined by universal grammar, constraints which are not realized in Ll. Keywords: linguistic competence; universal grammar; linguistic intuition language acquisition [HERB RE) (ERH 90K) A Brief Review of Vocabulary Depth-Related Studies XIAO Shan-xiang, LIU Shao-long ( Guangdong University of Foreign Studies, Guangzhou 510420, China) Abstract; This article has made an attempt to highlight the importance of a fresh approach to vocabulary : 1a word knowledge framework. More importantly, such framework goes beyond the traditional position that Teaming a word means leaming to match the form and meaning. Based on the assertion that it takes more than just knowledge of a word’s meaning and form, the authors have a selected review of four types of lit- erature, which are related to vocabulary “depth” acquisition and research and opposed to the traditional vocabulary “breadth” studies in terms of theoretical framework, test design, and final output, ete Keywords: word knowledge framework; dimensional approach; depth vs. breadth acquisition; receptive vs. productive measurement (REMI ERE) 96 China Academic Journal Electronic Publishing House. All rights reserved. _ tty enki