Vocabulary is commonly defined as “all the words known and used by a particular person”. There are several aspects of word knowledge that are used to measure word knowledge. Words that are generally understood when heard or read vocabulary books for high school pdf seen constitute a person’s receptive vocabulary. A person’s receptive vocabulary is the larger of the two.
For example, although a young child may not yet be able to speak, write, or sign, he or she may be able to follow simple commands and appear to understand a good portion of the language to which he or she is exposed. In this case, the child’s receptive vocabulary is likely tens, if not hundreds of words, but his or her active vocabulary is zero. When that child learns to speak or sign, however, the child’s active vocabulary begins to increase. It is also possible for the productive vocabulary to be larger than the receptive vocabulary, for example in a second-language learner who has learned words through study rather than exposure, and can produce them, but has difficulty recognizing them in conversation. Productive vocabulary, therefore, generally refers to words that can be produced within an appropriate context and match the intended meaning of the speaker or signer. As with receptive vocabulary, however, there are many degrees at which a particular word may be considered part of an active vocabulary. This simply indicates that a word gradually enters a person’s vocabulary over a period of time as more aspects of word knowledge are learnt.
Heard the word, but cannot define it. Recognize the word due to context or tone of voice. Several frameworks of word knowledge have been proposed to better operationalise this concept. Words can be defined in various ways, and estimates of vocabulary size differ depending on the definition used.