Conceptualizing L2 Vocabulary Knowledge: An Empirical Examination of the Dimensionality of Word Knowledge

Autor/in	González-Fernández, Beatriz
Titel	Conceptualizing L2 Vocabulary Knowledge: An Empirical Examination of the Dimensionality of Word Knowledge
Quelle	In: Studies in Second Language Acquisition, 44 (2022) 4, S.1124-1154 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (González-Fernández, Beatriz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263121000930
Schlagwörter	Vocabulary Development; Second Language Learning; Knowledge Level; English (Second Language); Chinese; Spanish; Recall (Psychology); Word Recognition + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Zweitsprachenerwerb; Wissensbasis; English as second language; English; Second Language; Englisch als Zweitsprache; China; Chinesen; Spanisch; Abberufung; Worterkennung
Abstract	The multidimensional conceptualization of vocabulary knowledge has been extraordinarily influential in lexical research. Yet, the few studies that have empirically explored the structure of word knowledge conflict regarding its multidimensionality. The present study examines the nature of L2 vocabulary knowledge by exploring how the hypothesized word-knowledge dimensions fit together across different L2 learner groups. A total of 314 EFL learners from two dissimilar L1 backgrounds (Chinese n = 170; Spanish n = 144) were assessed using eight vocabulary measures testing recognition and recall knowledge of form-meaning, collocations, multiple meanings, and derivatives. Confirmatory factor analysis (CFA) revealed that vocabulary knowledge behaves as a unidimensional construct for each learner group individually. Simultaneous multigroup CFA confirmed that this unidimensional model holds invariant across the two groups regardless of their distinct L1s. These findings provide empirical evidence for the unidimensionality of vocabulary knowledge in a second language, indicating the need to refine the conceptualization of the construct. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01