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Although students can often produce many words in a speaking activity, their talk is often wordy and repetitious, manipulating a limited lexical repertoire to broaden its meaning. This paper will demonstrate how students manage their lexicon and reveal how students rely heavily on words such as “good” and “very”. It will exhibit a practice to set lexical restriction for contrarily expanding their lexical repertoire in speaking. The presentation will enable L2 instructors to predict students’ simplification tendencies and to empower their lexical repertoire. Furthermore, attendees will learn practical classroom ideas that are useful for ESL/EFL learners of any levels.