I teach in Junior High school. When I present the students a new text, and we go over it a few times in different occasions (homework, reading and writing, speaking in class etc.), the new vocabulary is implemented even without intending to. When I give my students lists of words for dictataions, they usually remember the words for the exam, but not for later on. I believe that the productive way of learning is more meaningful for the student, and therefor he may feel more connected to the vocabulary.

I agree with the receptive -productive pattern in the stages of learning words(form,meaning and how it is used).

Realizing that in order to gain sufficient knowledge our pupils need massive exposure,makes me think of other ways ,beyond what  I teach in a lesson to try and accomplish this goal.

Extensive reading-for instance is something I shall try to enhance:book reviews,reading books or listening to books on the internet and even going back to giving my pupils reading tests (like I used to do in primary school) where  I hear how they pronounce the word and work on their fluency and intonation is also a means to improving the depth of their vocabulary.

Receptive knowledge of a word, which we use in reading and listening  is not enough ,we need to make our learners productive as when we speak and write . The question is how can we accomplish this massive exposure. It is not enough for a learner simply to know the meaning of the word, they need to know: how , where ,when and with what other words these learned words may be used . For this reason it is important to use lexical items in context, and also to try to expose our learner to work on these words by reading more ,using  dialogue and journal writing. After hearing Dr Eli Sheva , I feel it is a bit daunting the amount of exposure we need give our students. I hope our goals can be achieved , I think  by giving the learners task that need productive work ( to be done at home) can add to exposure.