Ansari, A. A., & Khojasteh, M. R. B. (2013). Retention in Meaning-Based Vocabulary Instruction. SKY Journal of Linguistics, 2(6), 7-19.
Abbassi, A., Hassaskhah, J., & Tahriri, A. (2018). The effect of teaching memory strategies on Iranian EFL learner’s vocabulary retention in terms of learners’ multiple intelligences. International Journal of Education and Literacy Studies
Ambridge, A., & Lieven, E. V. M. (2011). Child language acquisition: Contrasting theoretical approaches. Cambridge University Press.
Assaly, I. R., & Smadi, O. M. (2015). Using Bloom’s taxonomy to evaluate the cognitive levels of master class textbook’s questions. English Language Teaching, 8(5), 100-110.
Avila, E., & Sadoski, M. (1996). Exploring new applications of the keyword method to acquire English vocabulary. Language Learning, 46(4), 379-395.
Bachman, L. F. (2002). Some reflections on task-based language performance assessment. Language Testing, 19(4), 453-476.
Bear, D. R., Helman, L., Templeton, S., Invernizzi, M. R., & Johnston, F. R. (2012). Words: Their way with English learners and word study for phonics, vocabulary, and spelling (2nd ed.). Allyn & Bacon.
Bloom, B. S. (1965). Taxonomy of educational objectives: The classification of educational goals: Cognitive domain. Longman.
Boers, F. (2013). Cognitive linguistic approaches to teaching vocabulary: Assessment and integration. Language Teaching, 46(2), 208-224.
Chandler, D. (2007). Semiotics: The basics. The Basics Series. Routledge.
Croft, W. (1991). Syntactic categories and grammatical relations: The cognitive organization of information. University of Chicago Press.
De la Fuente, M. J. (2002). Negotiation and oral acquisition of L2 vocabulary. Studies in Second Language Acquisition, 24(5), 81-112.
De Waard, A. (2010). The story of science: a syntagmatic/paradigmatic analysis of scientific text. In S. Darányi & P. Lendvai (Eds.), Proceedings of the AMICUS workshop, Vol.36 (pp. 41-51). University of Szeged Publications.
Dhanalakshmi, V., Rekha, R. U., Kumar, A., Soman, K. P., & Rajendran, S. (2009). Morphological analyzer for agglutinative languages using machine learning approaches. In A. Kumar & K. P. Soman (Eds.), Advances in recent technologies in communication and computing, ARTCom'09. International conference (pp. 433-435). IEEE.
Ellis, R. (1997). Second language acquisition. Oxfords University Press.
Eren, L. T., & Metin, S. K. (2018). Vector space models in detection of semantically non-compositional word combinations in Turkish. In K. Patrick (Ed.), Proceedings of international conference on analysis of images, social networks and texts (pp. 53-63). Springer.
Faber, P. B., & Usón, R. M. (2012). Constructing a lexicon of English verbs (Vol. 23). Walter de Gruyter.
Faghih, E., & Sharafi, M. (2006). The impact of collocations on Iranian EFL learners’ interlanguage. Science and Research Quarterly, 16(58), 5-23.
Goyal, M., & Rajalakshmi, K. (2018). Personalization of test sheet based on Bloom’s taxonomy in e-learning system using genetic algorithm. In P. Sa, S. Bakshi, I. Hatzilygeroudis, & M. Sahoo, Recent findings in intelligent computing techniques: Advances in intelligent systems and computing
(vol. 708) (pp. 409-414), Springer. https://doi.org/10.1007/978-981-10-8636-6_42
Grogan, M., Lucas, M., & Takeuchi, O. (2018). Encouraging and motivating vocabulary development. In M. DelliCaprini (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-7). Wiley-Blackwell.
Gu, P. Y. (2018). Validation of an online questionnaire of vocabulary learning strategies for ESL learners. Studies in Second Language Learning and Teaching, 8(2), 325-350.
Haruki, L. (2006). The two principles of representation: Paradigm and syntagm. Kansai University Institutional Library.
Hoshino, Y. (2010). The categorical facilitation effects on L2 vocabulary learning in a classroom setting. RELC Journal, 41(3), 301-312.
Jacquemin, C. (1999). Syntagmatic and paradigmatic representations of term variation. In R. Dale & K. Church (Eds.), Proceedings of the 37th annual meeting of the association for computational linguistics on computational linguistics (pp. 341-348). Association for Computational Linguistics.
Juilland, A., & Roceric, A. (2019). The linguistic concept of word: Analytic Bibliography. Walter de Gruyter GmbH & Co KG.
Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal, 78(3), 285-299.
Koksal, D., &Ulum, O. G. (2018). Language assessment through Bloom’s taxonomy. Journal of Language and Linguistic Studies, 14(2), 76-88.
Koosha, M., & Jafarpour, A. A. (2006). Data-driven learning and teaching collocation of prepositions: The case of Iranian EFL adult learners. Asian EFL Journal, 8(4), 192-209.
Mashhady, H., Lotfi, B., & Noura, M. (2012). Word type effects on L2 word retrieval and learning: Homonym versus synonym vocabulary instruction. Iranian Journal of Applied Language Studies, 3(1), 97-118.
McKeown, M. G., & Curtis, M. E. (2014). The nature of vocabulary acquisition. Psychology Press.
Naeimi, M., & Foo, T. C. V. (2013). The study of direct vocabulary learning strategies in reading comprehension: The case of Iranian context. Journal of Higher Education Theory and Practice, 2(1), 95-98.
Nash, H., & Snowling, M. (2006). Teaching new words to children with poor existing vocabulary knowledge: A controlled evaluation of the definition and context methods. International journal of language & communication disorders
(3), 335-354. https://doi.org/10.1080/13682820600602295
Nation, P. (1994). Review of working with words, teaching and learning vocabulary, vocabulary in action, and vocabulary. System, 22(5), 283-287.
Nation, P. (2001). Learning vocabulary in another language. Cambridge University Press.
Nattinger, J. R., & DeCarrico, J. S. (1992). Lexical phrases and language teaching. Oxford University Press.
Orey, M. (2010). Emerging perspectives on learning, teaching, and technology. The Global Text Project. Jacobs Foundation.
Rahimi, M., & Momeni, G. (2012). The effect of teaching collocations on English language proficiency. Procedia-Social and Behavioral Sciences, 31(1), 37-42.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.
Schlesinger, I. M. (2006). Cognitive space and linguistic case: Semantic and syntactic categories in English. Cambridge University Press.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
Shooshtari, Z. G., & Karami, N. (2013). Lexical collocation instruction and its impact on Iranian non-academic EFL learners' speaking ability. Journal of Language Teaching and Research, 4(4), 767-776.
Schutze, H., & Pedersen, J. (1993). A vector model for syntagmatic and paradigmatic relatedness. In E. Franklin (Ed.), Proceedings of the 9th annual conference of the UW center for the new OED and text research (pp. 104-113). Hinel & Hinel.
Vlaar, M. A. J., Verhagen, J., Paz, O., & Leseman, P. P. M. (2017). Comparing L2 word learning through a tablet or real objects: What benefits learning most? In O. Paz & P. P. M. Leseman (Eds.), Proceedings of ACM HRI conference, Vienna, Austria, March 2017 (R4L workshop at HRI 2017) (pp.24-26). https://doi.org/ 10.475/123.
Webb, S. (2007). The effects of synonymy on second-language vocabulary learning. Reading in a Foreign Language, 19(2), 120-136.
Willis, D., & Willis, J. (2006). Doing task-based teaching. Oxford University Press.
Yatbaz, M. A., Sert, E., & Yuret, D. (2012). Learning syntactic categories in using paradigmatic representations of word context. In J. Tsujii (Ed.), Proceedings of the 2012 joint conference on empirical methods in natural language processing and computational natural language learning (pp. 940-951). Association for Computational Linguistics.