The study offers a glimpse of the current situation of foreign language education in the Costa Rican context from the perspective of vocabulary knowledge, particularly passive vocabulary size. Students from two institutions participated: one school implements Content Based Teaching while the other follows traditional, Foreign Language Teaching instruction. This research aims to describe the receptive vocabulary profile of students and to compare the vocabulary levels of students between two gender groups and under two types of English language teaching. These measures are established following the idea originally presented in Paul Nation’s (1983, 1990) Vocabulary Levels Test. In this case, Schmitt, Schmitt and Clapham’s (2001) Version 2 test was used to define passive vocabulary levels. Finally, the results of this analysis are compared to results for similar population samples in other studies.

中文翻译：

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EFL哥斯达黎加高中生的接受词汇量

该研究从词汇知识，尤其是被动词汇量的角度，瞥见了哥斯达黎加语境中外语教育的现状。来自两个机构的学生参加：一所学校实施基于内容的教学，另一所学校遵循传统的外语教学。本研究旨在描述学生的接受词汇量，并比较两个性别群体和两种英语教学类型下学生的词汇水平。这些措施是根据Paul Nation（1983，1990）词汇水平测试中最初提出的想法建立的。在这种情况下，使用Schmitt，Schmitt和Clapham（2001）的第2版测试来定义被动词汇水平。最后，