Likewise, productive knowledge also covers some aspects of vocabulary knowledge which expand the receptive knowledge. Productive knowledge of
vocabulary involves; a knowing how to pronounce the word , b how to write and spell it, c how to use it in correct grammatical patterns along with the words
usually collocate with, d how to avoid using low frequency word too often and use it in suitable situations, e how to use the word to stand for the meaning it
represents, and f how to be able to think suitable replacement of the word if there are any. Those aspects including the scope of receptive and productive
knowledge are classified into five categories of knowing a word; knowing its form, knowing its position , knowing its function and knowing its meaning.
2. Vocabulary Learning
The discussion of vocabulary learning is mainly related to the principles, the goals and the frequency which are essentially required. It is also important to
differentiate between high and low frequency words. Because of its wide use and occurence, high frequency words deserve more classroom time Nation, 2006b.
On the other hand, because of its low occurence, low frequency words do not deserve much classroom time. After learners know the high frequency words, they
can begin learning the low frequency words. However, the focus is learning the strategy how to deal with the words.
a. Principles of Vocabulary Learning Before knowing the further discussion of vocabulary learning, it is
necessary to know the principles of vocabulary learning first. Learning vocabulary in a language learning will be more effective if well-supported principles are
applied. According to Nation 2006a:498 such principles should include the following: 1 Vocabulary learning should be started with high frequency
vocabulary and special purposes vocabulary, then moving to low frequency vocabulary; 2 Learning and teaching high frequency vocabualry and special
purposes vocabulary should be based on four strands. They are meaning-focused input, meaning-focused output, language-focused learning, and fluency
development; 3 In teaching low frequency vocabulary, some strategies like guessing from context, learning word cards, using word parts, and using the
dictionary should be main focus; 4 it is important to design learning activities whoch “encourage thoughtful processing of vocabulary through retrieval,
generative use, and the use of mnemonic devic es where needed”; 5 Teachers
should help learners to “take responsibiity for their own vocabulary learning.” There are some reasons for having a systematic and principled approach of
vocabulary. According to Nation 1990 those principles are 1 collecting valuable information about what to do and what vocabulary we focus on by
having research on vocabulary, 2 to illustrate that there are may ways to deal with vocabulary in second language learning, 3 to know that both learners and
researchers see vocabulary as a very significant aspect in language learning, and it is also considered as the element in language learning. Therefore, an appropriate
way of teaching vocabulary to students will be beneficial for them to improve their vocabulary mastery Nation, 1990.
b. Goals of Vocabulary Learning Deciding goal is important step in a language learning. According to
Nation 2001, 2006a, when planning vocabulary learning goals in a long-term
course, we should pay close attention to three types of information to help us decide how much vocabulary to learn. First, it is the number or words in the
language. There are a number of specialist vocabulary like those in economical, medical and educational field. However, the question is not easy to answer
because what can be counted as a word is not clear yet. Second, it is the number of words native speakers know. The result of a reliable study by Goulden, Nation
and Read 1990 argues that educated English native speakers know around 20,000 word families. The number tends to be rather low because the counting
unit is word family. On average, native speakers add 1,000 word families to their vocabulary per year. And this is possible for English non-native speakers,
especially learners of English as a second language. Third, it is the number of words that learnerss need to use another language.
The first 2,000 most frequesnt types of English is referred as the level for the basic initial goal of second language learners Schmitt, 2000b. However, only
the first 1,000 most frequent types to be recognized by elementary level students. Nation 2001: 9 proposes that studies in native speaker‟s vocabulary suggest that
“second language learners need to know very large numbers of words”, which can be useful in a long term. It is because the studies consider that all words are of
equal value for learners. However, frequency based studies see that some words are more useful than others.
c. Intentional v.s Incidental Vocabulary Learning Dealing with vocabulary learning, it is commonly associated with the term
„intentional vs. incidental‟ vocabulary learning. The term is identical with the notion of „explicit vs. implicit‟ learning or „conscious vs. unconscious‟ learning. It
is called „incidental‟ learning because it is a by product, not the target of the main cognitive activity Huckin Coady, 1999:182. The distinction between the two
models of learning lies upon learners‟ goals in learning. It is called incidental, implicit, or unconscious vocabulary learning when it aims at comprehending the
meaning, whereas intentional or explicit or conscious vocabulary learning occurs when its goal is explicitly to learn new words.
Further, in incidental vocabulary learning, the focus of learning activity is on something else rather than on learning words. Gass 1999:332 suggests three
requirements for learning words incidentally: 1 there are known cognates between L1 and L1, 2 there is large L2 exposure, and 3 the L2 related words are
recognized. In addition, he views the notion of intentional vs. incidental learning as a continuum shown in the following figure
Intentional Incidental
no cognate cognate
first exposure more exposure lots of exposure no known L2 related words
known L2 related words
Figure 2.1. Intentional versus Incidental Learning Gass, 1999:322
The difference between implicit and explicit learning can also be seen in that the acquisition of knowledge in implicit learning occur by a process which
takes place naturally, simply and without conscious operation, whereas in explicit learning the knowledge is more acquired consciously through selective learning
operation Ellis, 1994a cited in Laufer Hulstjin, 2001:4. Different aspects of word knowledge lead to the discussion of implicit and
explicit learning Ellis 1994 states that knowing a word involves two aspects, that
is, the form aspects inputoutput aspects and the meaning aspects of vocabulary learning. The base of this differentation is on the kind of learning which is
matched with the two distinct aspects. In this case, two kinds of learning are identified, that is, explicit and implicit learning. The disctinction between explicit
and implicit learning is that the formal recognition and production rely on implicit learning, while the meaning and linking aspects rely on explicit, conscious
process Ellis, 1994. This implies that both receptive and productive knowledge can be acquired through implicit or unconscious learning. According to Ellis,
implicit learning focuses on the stimulus and is strongly influenced by repetition. On the other hand, learning the meaning and the related aspects is done
consciously. The quality of mental processing memorizing and recalling the word meaning dominated this kind of learning. Therefore, teachers are suggested to
give explanation of the word meanings, assign exercises to the students, and ask them to look up in the dictionaries and to think about the meanings.
c. Low Frequency Words Nation proposes four strategies in dealing with low frequency words,
namely guessing words from context, deliberate learning using word cards, using word part analysis to help memory and dictionary use.
1 Word Guessing from Context The first strategy of a learner with low frequency words is guessing the
words from context. Actaully, guessing the words from context is the most useful strategies of all. However, the unknown word to guess should be surrounded by
supporting context which learners can comprehend Nation and Meara, 2002. Moreover, t
he success of this strategy also depends on learner‟s listening and
