Abstract
The gap between receptive and productive vocabulary seems to increase with progress in learning. It is estimated that Japanese EFL learners' receptive vocabulary is double the size of their productive vocabulary (Tono et al., 1997). However, what is not so satisfactory from a pedagogical standpoint is empirical data to explain how this discrepancy happens. This study is designed to compare the effects of the two teaching methods that focused on either receptive or productive aspects of vocabulary at the two different proficiency levels. The target words were presented to students followed by basic receptive drills. Later these drills were supplemented either by receptive or productive drills. The result showed that learners in the production-centered class outperformed their counterparts in the reception-centered class in receptive tests a week later. However, in productive tests, the upper receptive and the upper productive groups did not differ in scores of the productive test. A possible explanation will be discussed for the effects of vocabulary teaching in the Japanese EFL classroom.
