Department of Linguistics and Applied Language Studies, Victoria University, Wellington, New Zealand.
J Psycholinguist Res. 2024 Apr 8;53(3):35. doi: 10.1007/s10936-024-10062-z.
The issues of depth vocabulary knowledge and Willingness to Communicate (henceforth, WTC) are among the most important issues in second language learning. The present study set out to empirically look into the contribution of WTC to depth of vocabulary knowledge in L2 learning. To this end, 88 English L2 learners, divided into two groups in terms of their WTC, were given two depth vocabulary tests. The Word Association Test (WAT) was first administered to make a comparison between the depth vocabulary knowledge of the two WTC groups. Then, to triangulate the results, the Word Part Levels Test (WPLT) was administered to check whether the obtained results confirmed those of WAT. Analyzing data through independent t-test and MANOVA indicated that learners with higher levels of WTC had deeper vocabulary knowledge than those with lower levels of WTC on the WAT. Further, the triangulation results evinced that although the two groups did not differ significantly on the form-section and meaning-section of the WPLT, they significantly differed on the use-section of the test. The relevant pedagogical implications of the study are discussed.
深度词汇知识和意愿沟通（以下简称 WTC）问题是第二语言学习中最重要的问题之一。本研究旨在实证研究 WTC 对第二语言学习中深度词汇知识的贡献。为此，88 名英语第二语言学习者根据 WTC 分为两组，接受了两项深度词汇测试。首先进行词汇联想测试（WAT），以比较两个 WTC 组的深度词汇知识。然后，为了进行三角测量，进行词汇部分水平测试（WPLT），以检查所获得的结果是否与 WAT 的结果一致。通过独立 t 检验和 MANOVA 分析数据表明，在 WAT 上，WTC 水平较高的学习者比 WTC 水平较低的学习者具有更深的词汇知识。此外，三角测量结果表明，尽管两组在 WPLT 的形式部分和意义部分没有显著差异，但在测试的使用部分存在显著差异。讨论了该研究的相关教学意义。
