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Research has found that candidates’ use of so-called “advanced” vocabulary can have a direct and sometimes disproportionate impact on rater assessments (Li & Lorenzo-Dus, 2014). This talk examines various definitions of “advanced” in relation to the vocabulary produced by learners. First, the advantages and the drawbacks of using word frequency paradigms to define “advanced” will be reviewed, and in the light of this other characteristics of vocabulary will be explored, including a word’s morphological structure, its connectivity within the learner’s mental lexicon, and its learnability – how challenging it is to acquire. This will enable us to consider the extent to which an assessor’s perception of “advanced” vocabulary maps onto the experience of the learner, and the potential implications of this for assessment. Second, and informed by the vocabulary capture model (Fitzpatrick & Clenton, 2017), the incremental nature of lexical acquisition will be scrutinised in order to shed light on the challenging relationship between spoken lexical competence and test performance, and to demonstrate how testing approaches differ in terms of the elements of lexical competence that they capture. The research presented in this paper is informed by empirical studies of the acquisition and testing of English and of Welsh. It was supported by an Arts and Humanities Research Council Fellowship; an Arts and Humanities Research Council Impact Award; and a National Centre for Learning Welsh research grant. Fitzpatrick, T., & Clenton, J. (2017). Making sense of learner performance on tests of productive vocabulary knowledge. TESOL Quarterly, 51(4), 844–867. https://doi.org/10.1002/tesq.356 Li, H., & Lorenzo-Dus, N. (2014). Investigating how vocabulary is assessed in a narrative task through raters' verbal protocols. System, 46, 1–13. https://doi.org/10.1016/j.system.2014... Biodata presenter Professor Tess Fitzpatrick is Professor of Applied Linguistics at Swansea University, where she has been Head of the Department of Applied Linguistics and Director of the Language Research Centre. Her research focuses on lexical processing and widening our understanding of cognitive processes in language learning and education. Her work on second language vocabulary acquisition and testing is informed by her early career as an ESOL teacher and teacher trainer. Through the development of a new methodology for lexical investigation, using associative responses, she has extended her research to contexts of ageing, dementia, and word choices in medical care. She has published her work in journals including Language Teaching, Applied Linguistics, Applied Corpus Linguistics, and TESOL Quarterly. Tess was awarded Fellowship of the Academy of Social Sciences in 2017 and of the Learned Society of Wales in 2021, and in 2023 was Ian Gordon Fellow at Victoria University of Wellington, New Zealand.