Beck, I., McKeown, M., & Kucan, L. (2013). Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press.
Boers, F. (2013). Cognitive Linguistic approaches to teaching vocabulary: Assessment and integration. Language Teaching, 46(2), 208–224.
Craik, F. I. M., & Lockhart, L. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.
Erten, I. H., & Tekin, M. (2008). Effects on vocabulary acquisition of presenting new words in semantic sets versus semantically unrelated sets. System, 36(3), 407–422.
Finkbeiner, M., & Nicol, J. (2003). Semantic category effects in second language word learning. Applied Psycholinguistics, 24(3), 369–383.
Hashemi, R. H., & Gowdasiaei, F. (2005). An attribute-treatment interaction study: Lexical-set versus semantically unrelated vocabulary instruction. Regional Language Centre Journal, 36(3), 341–361.
Hoshino, Y. (2010). The categorical facilitation effects on L2 vocabulary learning in a classroom setting. Regional Language Centre Journal, 41(3), 301–312.
Ibarrola, A., & Gordo, M. A. (2015). Should EFL teachers present vocabulary in semantically related sets? Porta Linguarum, 23, 25–40.
Jiang, M. Y., Jong, M. S., Tse, C., & Chai, C. (2020). Examining the effect of semantic relatedness on the acquisition of English collocations. Journal of Psycholinguistic Research, 49, 199–222.
Jonczyk, R. (2016). Affect-Language Interactions in Native and Non-Native English Speakers: A Neuropragmatic Perspective. Cham: Springer International Publishing.
Jullian, P. (2000). Creating word-meaning awareness. ELT Journal, 54, 37-46.
Krch, D. (2011). Cognitive processing. In J. S. Kreutzer, J. DeLuca, & B. Caplan (Eds.), Encyclopedia of Clinical Neuropsychology (pp. 627-627). New York: Springer.
Levelt, W. J. M., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22(1), 1–75.
McKeown, M., Beck, I., & Sandora, C. (2012). Direct and rich vocabulary instruction needs to start early. In E. Kame’enui & J. Baumann (Eds.), Vocabulary Instruction: Research to Practice (pp. 17-33). New York: Guilford Press.
Papathanasiou, E. (2009). An investigation of two ways of presenting vocabulary. ELT Journal, 63(4), 313–322.
Reed, S. K. (2004). Cognition: Theory and applications. Belmont: Thomson Wadsworth.
Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12, 329–363.
Tinkham, T. (1997). The effects of semantic and thematic clustering on the learning of second language vocabulary. Second Language Research, 13(2), 138-163.
Wainer, H., & Lukhele, R. (1997). How reliable are TOEFL scores? Educational and Psychological Measurement, 57(5), 741-758.
Wilcox, A., & Medina, A. (2013). Effects of semantic and phonological clustering on L2 vocabulary acquisition among novice participants. System, 41(4), 1056–1069.