Comparing Two Measures of L2 Depth of Vocabulary Knowledge Using the Association With Vocabulary Size

This study compared two tests of second language (L2) depth of vocabulary knowledge, namely the word association test (WAT) and vocabulary knowledge scale (VKS), with respect to their associations with vocabulary size. The same relationships were further examined separately for the five word-frequency bands of the vocabulary size test. To this end, 115 English as a Foreign Language (EFL) learners took the WAT, VKS, and Vocabulary Levels Test (VLT). Results of multiple linear regression analyses indicated that: (a) while both measures of vocabulary depth were predictive of the VLT, the WAT had a higher association with the dependent variable; (b) both the WAT and VKS were predictive of the high-frequency vocabulary, with the relationships being more significant for the WAT; (c) the WAT could significantly predict the mid-frequency vocabulary, whereas the VKS had no significant contribution; and (d) while the VKS was significantly associated with the low-frequency vocabulary, the WAT had no significant contribution to the prediction of this level. The findings are interpreted with reference to the suitability of both the WAT and VKS depending on the type of input, expected response, and desired frequency of the target words.

Elicited metaphoric competence in a second language: a construct associated with vocabulary knowledge and general proficiency?

The extent to which the ability to use metaphor in a second language– metaphoric competence (MC) - relates to well-attested language proficiency components has implications both for understanding second language (L2) competence and for pedagogy. Building on previous enquiries (Azuma 2005) and extending a vocabulary size and depth research agenda (Qian 2002; Schmitt 2014) to the realm of MC, the present study sought to disentangle the relationships between six elicited MC constructs, reliably established by O’Reilly and Marsden (2021), two standardised L2 proficiency measures, and established vocabulary size and depth measures. With 108 Mandarin learners of L2 English, partial correlation analyses showed unique relationships between specific MC and proficiency measures, evidence of what these learners could do with metaphor at various proficiency levels, and how sparse references to metaphor in proficiency descriptors (e.g., CEFR) might be more precisely interpreted. Multiple regression analyses showed that Read’s (1993, 1998) Word Associates Test, a vocabulary depth measure, was closely linked to all types of MC, particularly productive control (Henriksen 1999) and Metaphor Language Play (O’Reilly and Marsden 2021). The findings point to the centrality of different (but related) types of associative thinking ability in metaphor use and language learning more generally (Carroll 1993; Littlemore 2001, 2002, and 2008; Littlemore and Low 2006a). Future research implications and pedagogical reflections are provided.

The Effect of Vocabulary Depth and Breadth on English Listening Comprehension Can Depend on How Comprehension Is Measured

This study examines the relative contribution of vocabulary breadth (VB) and vocabulary depth (VD) to three different listening comprehension measures. One hundred and thirteen English majors were given VB and VD tests, and three listening comprehension tests. Based on three pairs of hierarchical multiple regression analyses, we found that the relative contribution of VB and VD varied across the three listening comprehension tests. Specifically, for the listening test with an expository text dictation to assess integrative skills, both VB and VD made a unique positive contribution to comprehension, but this was greater in the case of depth. For the listening test involving narrative conversations to assess literal comprehension, neither VB nor VD (after controlling for each other) could independently predict comprehension, whereas for the listening test that comprises expository passages to assess inferential comprehension, VD could separately predict comprehension but VB could not. These findings suggest that the relative contribution of VD and VB to listening comprehension may depend on how a listening test is constructed. Therefore, the findings will contribute to listening comprehension and vocabulary knowledge research, and vocabulary teaching and learning.

Vocabulary Knowledge in L3 French: A Study of Swedish Learners’ Vocabulary Depth

The overall aim of the present study is to achieve a better understanding of young instructed Swedish learners’ vocabulary knowledge in L3 French, by examining various aspects of vocabulary depth. Previous research has shown that this learner group’s vocabulary size increases systematically, and at a relatively fast pace, from grade 6 through grade 9 (i.e., from the first year of studies of French and onwards; from age 12 to 15). However, vocabulary size tests only give a quantitative estimation about how many words test takers know, and do not say anything about qualitative aspects of word knowledge. Vocabulary depth, on the other hand, concerns such aspects. In order to arrive at a more complete picture of learners’ word knowledge, both size and depth need to be examined. In the present study, aspects of vocabulary depth were analyzed in learners’ word choices in a written elicited production task. The data consist of 105 written retellings from students in grades 6, 7, 8, and 9. Word choices pertaining to various key elements in the retellings were included in the analysis, with a focus on orthographical, semantic, and morphological aspects of deep word knowledge. The results show that orthographical knowledge is similar throughout the years, with the same spelling difficulties occurring in all the grades at similar rates. Semantic and morphological knowledge seem to develop at a quicker pace, with the 8th and 9th graders having a deeper knowledge of these aspects. It can be concluded that some, but not all, aspects of deep knowledge start to develop during the first four years of studies of French.

VOCABULARY DEPTH KNOWLEDGE AND ACADEMIC READING COMPREHENSION OF BUSINESS EFL UNDERGRADUATES: A CORRELATIONAL DESIGN STUDY

Purpose of the study: An in-depth investigation of vocabulary depth knowledge by lexical researchers plays an important role in language learning and teaching. The present study examined vocabulary depth knowledge of Business EFL learners and its correlation and prediction to academic reading comprehension, employing morphological knowledge and analytical relations with syntagmatic and paradigmatic relations as part of vocabulary depth knowledge. Methodology: The study employed standard multiple regression analysis under a quantitative approach among 120 Business undergraduate EFL students at the tertiary level. Main Findings: Results showed vocabulary depth knowledge, i.e., syntagmatic and paradigmatic relations, had the strongest and significant correlation with reading comprehension compared to other independent variables. Significantly, vocabulary knowledge, combined with paradigmatic and syntagmatic relations, was found to be a significant and unique predictor of academic reading comprehension. About 62.2 percent of the variance in academic reading comprehension was explained jointly by all three independent variables. About 32 percent of the variance was explained by the vocabulary depth knowledge test alone. Also, syntagmatic and paradigmatic relations, representing the depth of vocabulary knowledge test made the most significant unique contribution (uniquely explained about 20.25 percent) to explaining academic reading comprehension in comparison with other dimensions of vocabulary depth knowledge. These findings were elaborated in the perspective of combined paradigmatic and syntagmatic relations as the depth of vocabulary knowledge, derivative word forms as morphological knowledge, part-whole relations as analytic relations and their relationship and contribution to reading comprehension. Applications of this study: The study suggests that the depth of vocabulary knowledge would have a practical use for the students, English teachers at the tertiary level and further implications for lexical researchers. Novelty/Originality of this study: The inclusion of analytic relations with paradigmatic and syntagmatic relations and morphological knowledge, which represented the depth of vocabulary knowledge, has added to the body of lexical knowledge.