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Free active vocabulary (FAV) is of great significance in second language (L2) learning. To some extent it determines the quality of speaking and writing. Meanwhile, FAV seems to be difficult to be acquired, and the FAV threshold phenomenon has been repeatedly detected in L2 learning. However, possible reasons and effective strategies for the threshold phenomenon were seldom explored. This study investigates students’ consciousness on FAV development, teachers’ guidance on FAV learning, the learning strategies students adopt (if any) to enlarge FAV storage, and the teaching strategies (if any) teachers adopt to assist students’ FAV development. The aim of the study is to find factors in learning and teaching that may affect FAV development, and to find possible ways to facilitate FAV development. 1. Research Motivation Free active vocabulary (FAV) refers to words that can be used voluntarily by people (Laufer & Paribakht, 1998). FAV is significant in second language (L2) study, and to some extent, it determines the quality of speaking and writing (Astika, 1993; Coady, Magoto, Hubbard, Graney, & Mokhtari, 1993; Engber, 1995; Laufer, 1994; Yamamoto, 2011). However, it seems that FAV is a difficult part in L2 learning, as even advanced English as a second language (ESL) learners’ vocabulary use in speaking and writing tends to be limited. As early as 1991, Laufer has discovered that FAV tends to stop progressing after reaching a certain degree, no matter how much input is given to the learners. He called this phenomenon the “threshold phenomenon”. After Laufer’s (1991) research, the FAV threshold phenomenon was detected for numerous times (Gu & Li, 2013; Huang, 2012; Lu, 2008; Tan, 2006; X. Wu & Chen, 2000; Y. Zhao, 2011; Yue, 2018; Yue, 2019). Although the existence of the “threshold phenomenon” has been confirmed repeatedly, the possible reasons for the stagnation of FAV, together with the possible effective strategies to promote FAV development, have seldom been explored. No interviews to L2 learners, as far as we know, have been conducted to investigate these issues from the L2 learners’ point of view. Therefore, it is necessary to conduct relevant research. This study aims to find factors in learning and teaching that may affect FAV development, and to find possible ways to facilitate FAV development by interviews with L2 learners. The interview questions were designed surrounding 2019 International Conference on Arts, Management, Education and Innovation (ICAMEI 2019) Published by CSP © 2019 the Authors 293 students’ consciousness on FAV development, teachers’ guidance on FAV learning, the effective learning strategies students adopt (if any) to enlarge FAV storage, and the effective teaching strategies (if any) teachers adopt to assist students’ FAV development. 2. Aspects of Interview Questions The interview questions were designed surrounding four aspects: (1) Students’ awareness of FAV in L2 study; (2) Learning strategies (if any) adopted to improve FAV; (3) Teachers’ guidance on FAV learning; and (4) Teaching strategies (if any) that may help promote students’ FAV development.

Possible Reasons and Strategies for the “Threshold Phenomenon” in Free Active Vocabulary Acquisition: Evidence from Interviews with L2 Learners