Sun Ting, Nam Hyunjeong
Jiujiang University, 551 Qianjin Dong Lu, Lian Xi Qu, Jiujiang, 332005, Jiangxi, People's Republic of China.
British and American Studies, Dong-A University, Bumin Campus, 225 Gudeok-ro, Seo-gu, Busan, South Korea.
J Psycholinguist Res. 2023 Dec;52(6):2473-2498. doi: 10.1007/s10936-023-10009-w. Epub 2023 Sep 1.
The study investigated variation in the depth of vocabulary knowledge of L2 learners at the same vocabulary breadth and the learner-related factors affecting it. Two hundred and thirty-one EFL learners at high and low levels of vocabulary breadth (according to Vocabulary Level Tests) participated in the study. The study tested Vocabulary depth (Word Associates Test and Derivative Word Form Test) and learner-related factors (LLAMA Aptitude Test, Attitude/Motivation Test Battery, Vocabulary Learning Strategies Survey, and Learning Style Inventory). Based on the findings using a paired t-test and Pearson correlations in SPSS and Structural Equation Modelling in AMOS, the study confirmed that (1) learners at the same level of vocabulary breadth (particularly low level) possessed variation in the depth of their vocabulary knowledge (such as meaning-based vs. form-based and receptive vs. productive knowledge) and (2) among the learner-related factors, learners' language aptitude and motivation had a significant impact on vocabulary depth. Based on the results, the study made some pedagogical suggestions.
该研究调查了具有相同词汇广度的二语学习者词汇知识深度的差异以及影响该差异的学习者相关因素。二百三十一名处于高、低词汇广度水平（根据词汇水平测试）的英语外语学习者参与了这项研究。该研究测试了词汇深度（单词联想测试和派生词形式测试）以及学习者相关因素（LLAMA能力倾向测试、态度/动机测试量表、词汇学习策略调查和学习风格量表）。基于在SPSS中使用配对t检验和皮尔逊相关性以及在AMOS中使用结构方程模型的研究结果，该研究证实：（1）处于相同词汇广度水平的学习者（尤其是低水平学习者）在词汇知识深度方面存在差异（例如基于意义与基于形式以及接受性与产出性知识）；（2）在学习者相关因素中，学习者的语言能力和动机对词汇深度有显著影响。基于这些结果，该研究提出了一些教学建议。
