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The correlation between the level of lexical competence of an individual and his/her academic success has long been established, hence the importance of selecting the vocabulary input presented to language learners. The sex/ gender variable may affect the way a learner acquires new words. With an eye on these factors the present paper analyses the vocabulary production of a sample of 204 EFL learners (102 males and 102 females) when writing school compositions at two stages of their learning process, 4 th year of primary school and 1 st year of ESO. The data obtained, we believe, may help designing classroom materials.

Vocabulary gender patterns in EFL compositions: a cross sectional and longitudinal study