Examining the dimensionality of vocabulary in English as a second language in Chinese children.

Abstract

This study compared a unidimensional model of vocabulary and a two-factor model comprising vocabulary breadth and depth in a second language (L2). A total of 167 Chinese Grade 4 and 5 primary school children (Meanage = 9.96 years old) learning English as an L2 participated in this study, and they were tested on four English vocabulary tests. Our results of confirmatory factor analyses indicate that vocabulary breadth and depth were not two distinct dimensions, and the unidimensional model was supported. Theoretical and practical implications were discussed.