Research Question Research Objectives
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to refresh and update themselves to expand their vocabulary knowledge and competence. Further, vocabulary knowledge covers some aspects which may
differ based on the proponents. The following are the aspects of vocabulary knowledge proposed by Richards 1976 and Nation 2001.
Richards 1976 proposed eight aspects or assumptions of vocabulary knowledge. The first is knowing a word means knowing its syntactic
development. One may expand his vocabulary from his childhood to adult life yet only little development of syntax happens in adult life. Richards 1976: 78 stated
that in syntax, the period of maximum development appears to be from about age 2 to 12 with only minor changes according to social role and mode of discourse in
adulthood. It means that during the childhood years, one continuously develops his vocabulary knowledge. However, when he enters his adulthood, his
vocabulary knowledge is relatively constant unless he actively engages himself through activities such as reading, listening or others which can add new words to
improve his vocabulary knowledge. The second aspect is knowing a word means knowing the degree of
probability of encountering that word in speech or print 1976: 79. If one can classify whether the words he listen or reads are familiar, rare or unknown, it
means he has the awareness of the general probability of occurrence of a word. It is also important for the language learner to recognize how words are associated
with other words. For example, when he reads the word animal, he can expect the words; wild, tame, furry, etc.
The third aspect is knowing a word means knowing the limitations imposed on its use according to how the function and situation may vary. Having
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this knowledge, one should be able to adjust the vocabulary used to suit to the expected situation and function. Recognizing the characteristics of the register
helps someone to choose the vocabulary based on the demands of the situation. As cited in Richards 1976:79, Chiu 1972 divided register restrains into temporal
variation, geographical variation, social variation, social role, field of discourse and mode of discourse.
The fourth aspect is knowing a word means knowing its syntactic behavior associated with that word. Learner can acquire knowledge about the structural
properties of words as a part of vocabulary learning. The fifth is knowing a word means knowing its original form and the derivation that can be made from it. It is
important to learn the rules of how to develop words into different forms or even different words. Being able to analyze the basic form of a word and its derivation
can also be gained as a part of vocabulary learning. The sixth aspect is knowing a word means knowing its network of
associations with other words in language. Since words cannot stand alone, their relationships with other words can help learners to define their meanings. Some
associative links are for example; antonym, synonym, subordinative classification, coordinate classification and superordinate classification. Having the knowledge
of responding to free word association, learners can select a word for the right context in language use. The seventh is knowing a word means knowing its
semantic value. Some features used to value words semantically are animate, inanimate, human, non human, living and so on. Being able to analyze words with
their semantic values, learners can use words properly based on their restrictions. The last aspect is knowing a word means knowing its different meanings