This essay focuses on the productive vocabulary. Words that are generally understand when hear or read or seen constitute a person’s receptive vocabulary.
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These words may range from well-known to barely known (see degree of knowledge below). A person’s receptive vocabulary is usually the larger of the two. For example, although a young child may not yet be able to speak, write, or sign. He or she may be able to follow simple commands and appear to understand a good portion of the language to which they are expose.
When that child learns to speak or sign, however, the child’s active vocabulary begins to increase. It is also possible for the productive vocabulary to be larger than the receptive vocabulary. For example in a second-language learner who has learn words through study rather than exposure. And can produce them, but has difficulty recognizing them in conversation.
Productive vocabulary, therefore, generally refers to words that can be produce within. Appropriate context and match the intend meaning of the speaker or signer. As with receptive vocabulary, however, there are many degrees at which a particular word may be consider part of an active vocabulary. Knowing how to pronounce, sign, or write a word does not necessarily mean. The word that has been use correctly or accurately reflects the intend message. But it does reflect a minimal amount of productive knowledge.