The CATESOL Journal

Th is article addresses the important connections between lexical knowledge and second language writing. Based on a review of the literature, it enumerates the eff ects of limited lexical knowledge on student writing and presents evidence that immigrant students in college and university ESL writing programs are in particular need of strategies and tools for increasing their knowledge of vocabulary. In addition to outlining relevant goals for ESL lexical study, the author suggests a range of useful activities such as the use of learners’ dictionaries and lexical journals, the integration of grammar and vocabulary study, and ways in which lexical issues can be foregrounded throughout the various stages of the writing process.