L2 English vocabulary breadth and knowledge of derivational morphology: One or two constructs?

IF 2.2 1区文学 0 LANGUAGE & LINGUISTICS

Language Testing Pub Date : 2022-09-02 DOI:10.1177/02655322221114015

D. Leontjev, A. Huhta, A. Tolvanen

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引用次数: 1

Abstract

Derivational morphology (DM) and how it can be assessed have been investigated relatively rarely in language learning and testing research. The goal of this study is to add to the understanding of the nature of DM knowledge, exploring whether and how it is separable from vocabulary breadth. Eight L2 (second or foreign language) English DM knowledge measures and three measures of the size of the English vocabulary were administered to 120 learners. We conducted two confirmatory factor analyses, one with one underlying factor and the other treating vocabulary breadth and DM as separate. As neither model had a satisfactory fit without introducing a residual covariance to the two-factor model, we conducted an exploratory factor analysis, which suggested two separate DM factors in addition to vocabulary breadth. Regardless, the analysis demonstrated that the DM knowledge was separate from learners’ vocabulary breadth. However, learners’ vocabulary breadth factor still explained a substantial amount of variance in learners’ performance on DM measures. We discuss theoretical implications and implications for L2 assessment.

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二语英语词汇广度与派生形态知识：一个或两个构念？

衍生形态学（DM）及其评估方法在语言学习和测试研究中的研究相对较少。本研究的目的是增加对DM知识本质的理解，探索它是否以及如何与词汇广度分离。对120名学习者进行了8项L2（第二语言或外语）英语DM知识测量和3项英语词汇量测量。我们进行了两个验证性因素分析，一个是一个潜在因素，另一个是将词汇广度和DM单独处理。由于两个模型都没有令人满意的拟合，而没有在双因素模型中引入残差协方差，我们进行了探索性因素分析，除了词汇广度之外，还提出了两个独立的DM因素。无论如何，分析表明，DM知识与学习者的词汇广度是分开的。然而，学习者的词汇广度因素仍然解释了学习者在DM测量中表现的大量差异。我们讨论了二语评估的理论含义和启示。

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

Language Testing Multiple-

CiteScore

6.70

自引率

9.80%

发文量

期刊介绍： Language Testing is a fully peer reviewed international journal that publishes original research and review articles on language testing and assessment. It provides a forum for the exchange of ideas and information between people working in the fields of first and second language testing and assessment. This includes researchers and practitioners in EFL and ESL testing, and assessment in child language acquisition and language pathology. In addition, special attention is focused on issues of testing theory, experimental investigations, and the following up of practical implications.