Hua (Flora) Zhong
Tutor in MEd (TESOL)
Second language vocabulary acquisition, Vocabulary assessment
Research project description
Previous research, focusing on the fragmentary nature of vocabulary learning, offers a general idea of how a word is learnt. However, the progression from receptive vocabulary knowledge to productive word use is still unclear. The present study looks at the internal structure of vocabulary knowledge along the receptive and productive continuum under a multi-aspect framework informed by Nation (2001) and Coxhead (2007). It examines the receptive knowledge of meaning, form, morphology, collocation and association and explores their relationship with productive vocabulary knowledge over time through a multi-task approach.
Participants were 513 Year 8 EFL learners from two junior high schools in China. They completed two identical sets of five different vocabulary tests in a pre- and post-test design with a four-month interval when the participants received normal classroom English instruction. Results support the claim that meaning and form are two fundamental aspects for productive word use. In addition, the results show that as learners’ vocabulary knowledge develops their receptive knowledge of form, meaning, morphology, association and collocation together explains a stable amount of variance in productive vocabulary knowledge. As learners’ productive vocabulary knowledge improves, their receptive knowledge of association and collocation becomes more and more important. The findings suggest that on one hand, the receptive knowledge learners draw upon in their productive word use varies depending on their level of vocabulary knowledge; on the other hand, the findings may further suggest that growth in depth of word knowledge would be needed as productive vocabulary knowledge progresses.
While reconfirming the vocabulary knowledge as a network with inter-related aspects, this study contributes important insights to the construct of vocabulary knowledge along the receptive and productive continuum and suggests that the multi-aspect construct of vocabulary knowledge can be applied to the developmental pattern along the receptive and productive vocabulary knowledge. The study offers a new perspective on the developmental pattern of transfer from receptive to productive vocabulary knowledge that refines the theoretical framework of receptive-productive vocabulary knowledge, and could inspire future research addressing the puzzle of how a word develops from receptive to productive use.
Hua Zhong is a full-time PhD candidate at the Faculty of Education and Social Work, University of Sydney. She has previously taught English as a Foreign Language at high school level in China and currently tutors in the Master of Education (TESOL) program at the University of Sydney. Hua's passion for research has expanded her work as a research assistant in the fields of TESOL, secondary education and LGBTQ. She is currently working as a research officer in the field of positive pscyhology and education. Hua's current research interest in in L2 vocabulary acquisition, vocabulary assessment and language testing.
Selected conference presentations:
- Zhong, H. (2013, December). The dynamic interface between receptive and productive vocabulary knowledge. Paper presented at the Vocab@Vic Conference. Victoria University of Wellington, New Zealand.
- Zhong, H. (2013, November). Constructing productive word use from receptive word aspects: Interlocking the LEGO bricks. Paper presented at the ALANZ & ALAA conference. Victoria University of Wellington, New Zealand.
- Zhong, H. (2013, September). Exploring the transfer from receptive to productive vocabulary knowledge. Paper presented at the 8th University of Sydney TESOL Research Network Colloquium. The University of Sydney, Australia.
- Zhong, H. (2012, December). "I am on my way" - from unknown to known vocabulary knowledge. Paper presented at the AARE-APERA 2012 conference. The University of Sydney, Australia.
- Zhong, H. (2012, October). Learning to use a word: What receptive vocabulary knowledge is needed for its productive use. Paper presented at the IeR Postgraduate Research Conference 2012. The University of Notre Dame, Australia.
- Zhong, H. (2012, August). Killing two birds with one stone: Using Vocabulary Knowledge Scale as a self-assessment and diagnostic tool. Paper presented at the Independent Learning Association Conference 2012. Victoria University of Wellington, New Zealand.
- Zhong, H. (2012, August). Modelling vocabulary knowledge. Paper presented at the 19th International Conference on Learning. University of London.
- Zhong, H. (2011, November).The interface between receptive and productive vocabulary knowledge—vocabulary knowledge as a multidimensional construct. Paper presented at the 3rd International Conference on Language, Education and Diversity (LED 2011). The University of Auckland, New Zealand.
- Zhong, H. (2011, June). Learning a word: From receptive to productive vocabulary use. Paper presented at The Asian Conference on Language Learning (ACLL 2011). Osaka Japan.
- Zhong, H. (2010, October). The way forward: Vocabulary knowledge as a multidimensional construct. Paper presented at the TESOL Research Network Colloquium. The University of Sydney.
- Zhong, H. (2009, September). Which grows faster, receptive or productive vocabulary? Paper presented at the TESOL Research Network Colloquium. The University of Sydney.
Thomas and Ethel Mary Ewing Scholarships 2010-2012
Thomas T Roberts Education Fellowships 2011
Outstanding Research Student Award Semester Two 2012
NSW IeR Student Research Grant 2012
ALAA Postgraduate Travel Scholarship 2013
Professional and community roles
Member of NSW Institute for Educational Research
Member of Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ)
Member of The Applied Linguistics Association of Australia (ALAA)
|The interface between receptive and productive vocabulary knowledge||PhD||Dr David Hirsh|
- Zhong, H. (2012). Multidimensional Vocabulary Knowledge: Development from Receptive to Productive Use. In D. Hirsh (Ed.), Current Perspectives in Second Language Vocabulary Research (pp. 23–55), Bern: Peter Lang.
- Zhong, H. & Hirsh, D. (2009). Vocabulary growth in an English as a foreign language context. University of Sydney Papers in TESOL, 4, 85–113.
- Zhong, H. (2013). Receptive word comprehension and productive word use. In S. May (Ed.). LED2011: Refereed conference proceedings of the 3nd International Conference on Language, Education and Diversity. ISBN: 978-0-473-24021-9. Auckland, New Zealand: University of Auckland, 22-25 November 2011.
- Zhong, H. (2011). Learning a word: From receptive to productive vocabulary use. In The Asian Conference on Language Learning Conference Proceedings 2011 (pp. 116–126). Osaka, Japan, 10-12 June 2011.