The issue of moving vocabulary knowledge from receptive to productive mode is among the most important but less studied strands of second or foreign language learning. The present study served as an attempt to shed light on this issue by taking into account the trait of willingness to communicate as an indicator of learners’ capability in promoting their lexical knowledge from receptive to productive status. It, in fact, sought to examine the role of willingness to communicate, as a type of individual difference, in the receptive/productive vocabulary knowledge of learners. The hypothesis underlying the study is that WTC can be regarded as a good predictor for not only the degree of learners’ receptive and productive lexical knowledge size, but also as an indication of learners’ success in transition of their word knowledge from receptive to productive mode. To accomplish this, 104 Iranian EFL learners were chosen to act as the study participants. They were given three different instruments (one to identify their willingness to communicate degree, one for measuring receptive vocabulary knowledge, and one for calculating their productive knowledge). Having gathered and analyzed the intended data, the study showed that high and low willingness to communicate learners had almost the same receptive lexical knowledge. Furthermore, it was revealed that learners with high level of willingness to communicate had more productive vocabulary knowledge than those with low level of willingness to communicate. Lastly, the study implied that willingness to communicate might be taken as a predictor of learners’ transition of lexical knowledge from receptive to productive mode.

中文翻译：

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交流的意愿：将词汇知识从接受性转变为生产性的预测因素。

将词汇知识从接受方式转变为生产方式的问题是第二语言或外语学习中最重要但研究较少的领域之一。本研究试图通过考虑交流意愿的特征来阐明这一问题，该特征是学习者将其词汇知识从接受状态提升为生产状态的能力的指标。实际上，它试图检验作为个人差异类型的交流意愿在学习者的接受/生产性词汇知识中的作用。这项研究的假设是，WTC不仅可以视为学习者接受和生产性词汇知识量的程度的良好预测指标，同时也表明学习者在将单词知识从接受方式转变为生产方式方面取得了成功。为此，选择了104名伊朗EFL学习者作为研究参与者。为他们提供了三种不同的工具（一种用于识别他们交流程度的意愿，一种用于测量接受词汇知识的工具，以及一种用于计算其生产知识的工具）。收集并分析了预期的数据后，研究表明，交流学习者的意愿高低与接受词法知识几乎相同。此外，据揭示，具有较高交流意愿的学习者比具有较低交流意愿的学习者具有更高的词汇知识。最后，