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Abstract

the issue of lecture-learning of lexicon is at the centre of the concerns of researchers and teachers, due to its influence in understanding or the correlation between educational achievement and lexical knowledge. However, the issue of lexical reuse, which is of great concern to practitioners, remains subcontracted. This issue is an opportunity to take stock of current research in this area. Whether oral or written, or even the use of IT tools, authors are keen to propose possible ways of encouraging lexical acquisition and re-use, from nursery school to university, in the first, second or foreign language. The contributions are organised around three strands. The first question asks about the teaching of lexicon with a view to re-use. The second question questions the empan to which the lexical reuse relates and the factors giving rise to it. Finally, and with a view to encouraging re-use, the third strand demonstrates the value of the link between teaching and learning of lexical units and oral activities, as well as literary readings and written productions. The number ends with another question: the evaluation of lexical knowledge and the tests carried out to achieve this. The teaching and learning of Lexis is a key concern for researchers and teachers, on account of its influence on comprehension, or the relationship between academic success and knowledge. However, the question of lexical, which is of great concern to practitioners, still receiving sufficient attention. Outcome 61 of Repères, ‘Building lexical competence. What progress is now being made towards lexical?’ comes from an opportunity to take stock of current research in the field of lexical. Whether they look at oral or written productions, or even at the use of IT tools, all the authors propose possible avenues for boosting lexical acquisition and reuse, from nursery school through to university, in first, second or foreign languages. The contributions fall into three sections. The first of these discusses how vocabulary teaching can be planned to encourage. The second one analyses the extent of lexical and the factors involved. The third part explains the value, in terms of exposure, of articulating the teaching and learning of specific units to oral activities, but also to the reading of literature and the production of written texts. The review closed with another question: how specific knowledge is assessed and what tests are used to assess it.

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