matters in language learning and what the most common ways of measuring receptive vocabulary are.
More than that, vocabulary size may be a reliable predictor, not just of reading success, but of overall linguistic competence. Certainly, in first language acquisition, the processes of vocabulary development and grammar development are closely intertwined, with the former possibly driving the latter. Tomasello (2003), for example, cites research that shows that only after children have vocabularies of several hundred words *do+ they begin to produce in earnest grammatical speech, which suggests to Tomasello that learning words and learning grammatical constructions are both part of the same overall process (p. 93). If this is the case in first language acquisition, does it not also suggest that for second language learning the learner needs to assemble as big a lexicon as possible, and as soon as possible even if this means putting other areas of language learning on hold? References: Aitchison, J. 1987. Words in the Mind: An introduction to the mental lexicon. Oxfrod: Blackwell. Laufer, B. 1997. The lexical plight in second language reading in Coady, J. and Huckin, T. (eds.) Second Language Vocabulary Acquisition: A Rationale for Pedagogy. Cambridge: Cambridge University Press. Nation, I.S.P. 1990. Teaching and Learning Vocabulary. Boston, MA: Heinle and Heinle. Tomasello, M. 2003. Constructing a Language. Cambridge, MA: Harvard University Press.