Recently there has been some debate about the appropriacy of different lexical units in pedagogy and research (e.g., Brown et al., 2020; Dang & Webb, 2016a; Kremmel, 2016; Laufer & Cobb, 2020; McLean, 2018; Nation, 2016; Nation & Webb, 2011; Vilkaitė-Lozdienė & Schmitt, 2020). The lexical unit (word types, lemmas, flemmas, word families) needs to be considered when developing wordlists, vocabulary tests, and vocabulary learning programs. It is also central to the lexical profiles of text and corpora, which indicate the vocabulary learning targets associated with understanding different types of discourse. Perhaps most importantly, the lexical unit of words found in vocabulary learning resources such as word lists and tests may affect their pedagogical value. The aim of this article is to highlight aspects of research and pedagogy that are affected by lexical units and describe issues that should be considered when operationalizing words in studies of vocabulary and learning resources.

中文翻译：

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引理困境

最近，关于不同词汇单元在教学和研究中的适用性存在一些争论（例如，Brown 等，2020；Dang & Webb，2016a；Kremmel，2016；Laufer & Cobb，2020；McLean，2018；Nation，2016 ；Nation & Webb，2011 年；Vilkaitė-Lozdienė & Schmitt，2020 年）。在开发词汇表、词汇测试和词汇学习程序时，需要考虑词汇单元（词类型、引理、词组、词族）。它也是文本和语料库词汇概况的核心，表明与理解不同类型的话语相关的词汇学习目标。也许最重要的是，在词汇学习资源（如单词列表和测试）中找到的词汇单位可能会影响它们的教学价值。