American Council on the Teaching of Foreign Languages (2012). ACTFL Proficiency Guidelines 2012. https://www.actfl.org/resources/actfl-proficiency-guidelines-2012
Google Scholar

Atai, M. R., & Dabbagh, A. (2010). Exploring the role of vocabulary depth and semantic set in EFL learners’ vocabulary use in writing. Teaching English Language, 4(2), 27–49. https://doi.org/10.22132/tel.2010.66106
Google Scholar

Barclay, S., & Schmitt, N. (2019). Current perspectives on vocabulary teaching and learning. In X. Gao (Ed.), Second handbook of English language teaching (pp. 799–819). Springer International.
Google Scholar

Chapelle, C. A. (1998). Construct definition and validity inquiry in SLA research. In L. F. Bachman & A. D. Cohen (Eds.), Interfaces between second language acquisition and language testing research (pp. 32–70). Cambridge University Press. https://doi.org/10.1017/CBO9781139524711.004
Google Scholar

Chen, C., & Truscott, J. (2010). The effects of repetition and L1 lexicalization on incidental vocabulary acquisition. Applied Linguistics, 31(5), 693–713. https://doi.org/10.1093/applin/amq031
Google Scholar

Davies, M. (2008). Corpus of Contemporary American English (COCA). Retrieved from https://www.english-corpora.org/coca/
Google Scholar

Davies, M., & Gardner, D. (2010). A frequency dictionary of American English: Word sketches, collocations, and thematic lists. Routledge.
Google Scholar

Dulay, H. C., & Burt, M. K. (1974). Natural sequences in child second language acquisition. Language Learning, 24(1), 37–53. https://doi.org/10.1111/j.1467-1770.1974.tb00234.x
Google Scholar

Ellis, R. (1988). The effects of linguistic environment on the second language acquisition of grammatical rules. Applied Linguistics, 9(3), 257–274. https://doi.org/10.1093/applin/9.3.257
Google Scholar

Farvardin, M. T., & Koosha, M. (2011). The role of vocabulary knowledge in Iranian EFL students’ reading comprehension performance: breadth or depth? Theory and Practice in Language Studies, 1(11), 1575–1580. https://doi.org/10.4304/tpls.1.11.1575-1580
Google Scholar

Farvardin, M. T., & Valipouri, L. (2017). Probing the relationship between vocabulary knowledge and listening comprehension of Iranian lower-intermediate EFL learners. International
Google Scholar

Journal of Applied Linguistics & English Literature, 6(5), 273–278. http://doi.org/10.7575/aiac.ijalel.v.6n.5p.273
Google Scholar

Frost, R. (2005). Orthographic systems and skilled word recognition. In M. Snowling & C. Hulme (Eds.), The science of reading (pp. 272–95). Blackwell.
Google Scholar

Gardner, D. & Davies, M. (2014). A new academic vocabulary list. Applied Linguistics, 35(3), 305–327.
Google Scholar

González-Fernández, B., & Schmitt, N. (2020). Word knowledge: Exploring the relationships and order of acquisition of vocabulary knowledge components. Applied Linguistics, 41(4), 481–505.
Google Scholar

Grace, C. (1998). Retention of word meanings inferred from context and sentence-level translations: Implications for the design of beginning level CALL software. The Modem Language Journal, 82(4), 533–544.
Google Scholar

Gustafsson, M., & Malmström, H. (2013). Master level writing in engineering and productive vocabulary: What does measuring academic vocabulary levels tell us? In N.-L. Johannesson,
Google Scholar

G. Melchers, & B. Björkman (Eds.), Of butterflies and birds, of dialects and genres (pp. 123–139). Stockholm Studies in English.
Google Scholar

Guttman, L. (1944). A basis for scaling qualitative data. American Sociological Review, 9, 139–150.
Google Scholar

Hakansson, G. (2013). Implicational Scaling. In P. Robinson (Ed), Routledge encyclopedia of second language acquisition (pp. 293–294). Routledge.
Google Scholar

Hatch, E., & Lazaraton, A. (1991). Design and statistics for applied linguistics: The research manuals. Newbury House.
Google Scholar

Hu, M. & Nation, I. S. P. (2000). Vocabulary density and reading comprehension. Reading in a Foreign Language, 23(2), 403–430.
Google Scholar

Kieffer, M. J., & Lesaux, N. K. (2012). Direct and indirect roles of morphological awareness in the English reading comprehension of native English, Spanish, Filipino, and Vietnamese speakers. Language Learning, 62, 1170–1204.
Google Scholar

Kilic, M. (2019). Vocabulary knowledge as a predictor of performance in writing and speaking: A case of Turkish EFL learners. PASAA: Journal of Language Teaching and Learning in Thailand, 57, 133–164. https://files.eric.ed.gov/fulltext/EJ1224421.pdf
Google Scholar

Koizumi, R. (2005). Relationships between productive vocabulary knowledge and speaking performance of Japanese learners of English at the novice level. [Doctoral Dissertation, University of Tsukuba]. University of Tsukuba Repository. https://tsukuba.repo.nii.ac.jp/?action=repository_action_common_download&item_id=20705&item_no=1&attribute_id=17&file_no=2
Google Scholar

Konstantakis, N. (2007). Creating a business word list for teaching English. Estudios de lingüstica inglesa aplicada, 7, 79–102.
Google Scholar

Laufer, B. (1989). A factor of difficulty in vocabulary learning: Deceptive transparency. AILA review, 6(1), 10–20.
Google Scholar

Laufer, B. (1992). How much lexis is necessary for reading comprehension? In P. J. L. Arnaud & H. Béjoint (Eds.), Vocabulary and applied linguistics (pp. 126–132). Macmillan. https://doi.org/10.1007/978-1-349-12396-4_12
Google Scholar

Laufer, B., & Shmueli, K. (1997). Memorizing new words: Does teaching have anything to do with it? RELC Journal, 28(1), 89–107.
Google Scholar

Laufer, B., & Goldstein (2004). Testing vocabulary knowledge: Size, strength and computer adaptiveness. Language Learning, 54(3), 399–436. https://doi.org/10.1111/j.0023-8333.2004.00260.x
Google Scholar

Li, M., & Kirby, J. R. (2015). The effects of vocabulary breadth and depth on English reading. Applied Linguistics, 36, 611–634.
Google Scholar

Meara, P. (1983). Vocabulary in a second language, vol. 1. Specialised bibliography 3. CILT.
Google Scholar

Mehrpour, M., Razmjoo, S. A., & Kian, P. (2011). The relationship between depth and breadth of vocabulary knowledge and reading comprehension among Iranian EFL learners. Journal of English Language Teaching and Learning, 53(22), 97–127.
Google Scholar

Milton J., Wade, J., & Hopkins, N. (2010). Aural word recognition and oral competence in a foreign language. In R. Chacón-Beltrán, C. Abello-Contesse, & M. Torreblanca-López (Eds.), Further insights into non-native vocabulary teaching and learning (pp. 83–98). Multilingual Matters. https://doi.org/10.21832/9781847692900-007
Google Scholar

Milton, J., & Hopkins, N. (2006). Comparing phonological and orthographic vocabulary size: Do vocabulary tests underestimate the knowledge of some learners? Canadian Modern Language Review, 63, 127–147.
Google Scholar

Nation, I. S. P. (1993). Measuring readiness for simplified material: A test of the first 1,000 words of English. In M. Tickoo (Ed.), Simplification: Theory and application (pp. 193–202). RELC.
Google Scholar

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. https://doi.org/10.1017/CBO9781139524759
Google Scholar

Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59–82. https://doi.org/10.3138/cmlr.63.1.59
Google Scholar

Nation, I.S.P. (1982). Beginning to learn foreign vocabulary: A review of the research. RELC Journal, 13(1), 14–36.
Google Scholar

Pellicer-Sanchez, A., & Schmitt, N. (2010). Incidental vocabulary acquisition from an authentic novel: Do things fall apart? Reading in a Foreign Language, 22, 31–55.
Google Scholar

Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1–28. https://files.eric.ed.gov/fulltext/EJ759833.pdf
Google Scholar

Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. The Canadian Modern Language Review, 56(2), 282–307. https://doi.org/10.3138/cmlr.56.2.282
Google Scholar

Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52(3), 513–536. https://doi.org/10.1111/1467-9922.00193
Google Scholar

Qian, D. D., & Schedl, M. (2004). Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance. Language Testing, 21(1), 28–52. https://doi.org/10.1191/0265532204lt273oa
Google Scholar

Read, J. (1998). Validating a test to measure depth of vocabulary knowledge. In A. J. Kunnan (Ed.), Validation in language assessment (pp. 41–60). Lawrence Erlbaum.
Google Scholar

Richards, J. C. (1976). The role of vocabulary teaching. TESOL Quarterly, 10(1), 77–89. https://doi.org/10.2307/3585941
Google Scholar

Rickford, J. R. (2002). Implicational scales. In J. K. Chambers, P. Trudgill, and N. Schilling-Estes (Eds), The handbook of language variation and change. Blackwell.
Google Scholar

Schmitt, N. (1995). The word on words: An interview with Paul Nation. Language Teacher, 19(2), 5–7. https://www.wgtn.ac.nz/lals/resources/paul-nations-resources/paul-nations-publications/publications/documents/1995-Interview-Norbert.pdf
Google Scholar

Schmitt, N. (1998). Tracking the incremental acquisition of second language vocabulary: A longitudinal study. Language Learning, 48(2), 281–317. https://doi.org/10.1111/1467-9922.00042
Google Scholar

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press. https://doi.org/10.1017/9781108569057
Google Scholar

Schmitt, N. (2014). Size and depth of vocabulary knowledge: what the research shows. Language Learning, 64(4), 913–951. https://doi.org/10.1111/lang.12077
Google Scholar

Schmitt, N. (2019). Understanding vocabulary acquisition, instruction, and assessment: A research agenda. Language Teaching, 52(2), 261–274.
Google Scholar

Schmitt, N., & Meara, P. (1997). Researching vocabulary through a word knowledge framework. Studies in Second Language Acquisition, 19(1), 17–36. https://doi.org/10.1017/S0272263197001022
Google Scholar

Schmitt, N., Jiang, X., & Grabe, W. (2011). The percentage of words known in a text and reading comprehension. Modern Language Journal, 95(1), 26–43. https://doi.org/10.1111/j.1540-4781.2011.01146.x
Google Scholar

Stæhr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139–152. https://doi.org/10.1080/09571730802389975
Google Scholar

Teng, F. (2014). Assessing the depth and breadth of vocabulary knowledge with listening comprehension. PASAA: A Journal of Language Teaching and Learning, 48(2), 29–56. https://files.eric.ed.gov/fulltext/EJ1077893.pdf
Google Scholar

Thornbury, S. (2002). How to teach vocabulary. Pearson Education Limited.
Google Scholar

Valipouri, L., & Nassaji, H. (2013). A corpus-based study of academic vocabulary in chemistry research articles. Journal of English for Academic Purposes, 12(4), 248–263.
Google Scholar

Wang, J., Liang, S., & Ge, G. (2008). Establishment of a medical academic word list. English for Specific Purposes, 27, 442–458.
Google Scholar

Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27(01), 33–52. https://doi.org/10.1017/S0272263105050023
Google Scholar

Webb, S. (2007). The effects of repetition on vocabulary knowledge. Applied Linguistics, 28(1), 46–65. https://doi.org/10.1093/applin/aml048
Google Scholar

Wesche, M., & Paribakht, T.S. (1996). Assessing second language vocabulary knowledge: depth versus breadth. The Canadian Modern Language Review, 53(1), 13–40. https://doi.org/10.3138/cmlr.53.1.13
Google Scholar

Zhang, D., & Koda, K. (2017). Assessing L2 vocabulary depth with word associates format tests: Issues, findings, and suggestions. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 1–30. https://doi.org/10.1186/s40862-017-0024-0
Google Scholar

Zimmerman, K. J. (2004). The role of vocabulary size in assessing second language proficiency. [Master’s thesis, Brigham Young University]. BYU Scholars Archive. http://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1577&context=etd
Google Scholar