How Is Vocabulary Learnt? An Acquisitional Sequence of L2 Word Knowledge

IF 4.3 3区 材料科学 Q1 ENGINEERING, ELECTRICAL & ELECTRONIC
Beatriz González-Fernández
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引用次数: 0

Abstract

Second language acquisition (SLA) researchers have long searched for patterning in the development of linguistic elements (e.g., grammar and morphology). However, little attention has been given to the examination of systematicity in vocabulary acquisition, limiting our understanding about how overall vocabulary is learnt. The current study investigates L2 learners' lexical knowledge to explore whether there exists a consistent sequence in the acquisition of vocabulary components in second languages. Written form/meaning‐recall and written form/meaning‐recognition knowledge of four word‐knowledge components (form–meaning, collocations, multiple‐meanings, and derivatives) was assessed on 314 EFL learners from two distinct L1 backgrounds (Chinese and Spanish). Implicational and Mokken scaling analyses revealed a reliable hierarchy of knowledge of vocabulary aspects where recognition knowledge preceded recall knowledge across all components. The scale remained constant across the learner groups when explored independently (using an 80% accuracy threshold) and collectively (under both 75% and 80% accuracy thresholds). This finding indicates that the various aspects of word knowledge seem to be learnt incrementally in a consistent order by EFL learners, regardless of their L1. The study offers an empirically supported framework of word‐knowledge acquisition that improves our current understanding of L2 lexical development and can serve as guidance to further systematize vocabulary instruction in the EFL classroom.
词汇是如何学习的?第二语言词汇知识的习得顺序
长期以来,第二语言习得(SLA)研究人员一直在寻找语言要素(如语法和词法)发展的规律性。然而,很少有人关注词汇习得中的系统性,这限制了我们对词汇整体学习方式的理解。本研究调查了第二语言学习者的词汇知识,以探讨第二语言词汇成分的习得是否存在一致的顺序。本研究评估了 314 名来自两种不同第一语言背景(汉语和西班牙语)的 EFL 学习者对四种词汇知识成分(形式-意义、搭配、多义词和派生词)的书面形式/意义-回忆和书面形式/意义-识别知识。内隐和莫肯量表分析表明,词汇知识具有可靠的层次结构,在所有组成部分中,识别知识优先于记忆知识。在独立(使用 80% 准确率阈值)和集体(在 75% 和 80% 准确率阈值下)探索时,各学习者群体的量表保持不变。这一发现表明,无论学习者的母语是什么,英语语言学习者似乎都是按照一致的顺序逐步学习单词知识的。该研究提供了一个有经验支持的词汇知识习得框架,提高了我们目前对 L2 词汇发展的理解,并可指导 EFL 课堂词汇教学的进一步系统化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
7.20
自引率
4.30%
发文量
567
期刊介绍: ACS Applied Electronic Materials is an interdisciplinary journal publishing original research covering all aspects of electronic materials. The journal is devoted to reports of new and original experimental and theoretical research of an applied nature that integrate knowledge in the areas of materials science, engineering, optics, physics, and chemistry into important applications of electronic materials. Sample research topics that span the journal's scope are inorganic, organic, ionic and polymeric materials with properties that include conducting, semiconducting, superconducting, insulating, dielectric, magnetic, optoelectronic, piezoelectric, ferroelectric and thermoelectric. Indexed/​Abstracted: Web of Science SCIE Scopus CAS INSPEC Portico
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