Connotational knowledge – learners know the positive and negative associations of the word, e.g. slim has positive connotations meaning attractive, while skinny has negative associations also meaning unhealthy. Metalinguistic knowledge – learners know explicitly about the word, e.g. they know its grammatical properties, e.g. cat is a noun.
Though the development of metalinguistic knowledge in terms of vocabulary teaching and learning in the young language learner classroom is pushed to the background, the several different types of word knowledge should be determining factors when assessing learners’ knowledge of vocabulary. Cameron (2001) also describes the five essential steps in vocabulary learning which are needed for successful performance. She refers to the research of Hatch and Brown (1995) and lists the following steps: 1. having sources for encountering new words; 2. getting a clear image, either visual or auditory or both, for the forms of the new words; 3. learning the meaning of the words; 4. making strong memory connection between the forms and meanings of the words; 5. using the words. The meaningful usage of words is only the last stage of a complex process, the first four steps are the key to positive and successful assessment output. When learners meet a new word for the first time and they pay attention to its form and meaning, the word gets into their short-term memory, and this is only the first step of getting the word into long-term
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