From receptive to productive vocabulary knowledge: The combination of explicit and implicit approach

This article aims to tackle the problem that Chinese students in lower intermediate level in China who cannot use the newly learned words in their writing. To come up with the solution, knowing the words, the difficulty of acquiring the receptive knowledge, received from listening and reading and productive words, acquired from speaking and writing and how the words are acquired are needed. To help students have better acquisition in productive vocabulary use, explicit teaching and incidental learning are combined in the solution based on the previous suggestions.