The aim of the current study was to analyse receptive and productive knowledge development of words belonging to 2000, 3000, and 5000 frequency levels in the Global South setting. The data were collected from 278 first-year university students after they finished both elementary and high school in the English as a foreign language (EFL) context of Bosnia and Herzegovina. The study researched the dependency of receptive and productive knowledge on a few variables, namely the students’ grammatical competence, the methods of vocabulary teaching, the use of English within EFL classes, and the outside-school exposure to it. The results revealed a significant relationship between all the aforementioned variables and students’ productive and receptive vocabulary knowledge. Such findings are expected to provide assistance to educators and students in similar environments, giving direct guidelines for practice leading to greater receptive and productive EFL vocabulary knowledge, i.e. showing how EFL vocabulary learning challenges can be faced to open up favorable opportunities for its development.

中文翻译：

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南方国家背景下的英语词汇发展


本研究的目的是分析全球南方背景下属于 2000、3000 和 5000 频率级别的单词的接受性和生产性知识发展。这些数据是从波斯尼亚和黑塞哥维那的 278 名一年级大学生中收集的，他们在英语作为外语 (EFL) 背景下完成了小学和高中学业。该研究研究了接受性知识和生产性知识对几个变量的依赖性，即学生的语法能力、词汇教学方法、英语在英语课堂上的使用以及校外接触英语的情况。结果揭示了所有上述变量与学生的生产性和接受性词汇知识之间存在显着关系。这些研究结果预计将为类似环境中的教育工作者和学生提供帮助，为实践提供直接指导，从而提高英语词汇知识的接受性和生产力，即展示如何面对英语词汇学习挑战，为其发展开辟有利的机会。