Examining the Roles of Aptitude, Motivation, Strategy Use, Language Processing Experience, and Gender in the Development of the Breadth and Depth of EFL Learners’ Vocabulary Knowledge

Sunjung Lee

doi:10.1177/2158244020977883

Abstract

This study examined the simultaneous effects of L2 individual difference (ID) variables (aptitude, motivation, strategy use, language processing experience, and gender) on English as a foreign language (EFL) breadth and depth of L2 vocabulary knowledge of 492 Korean university–level learners. Independent variable measures included the (a) Korean version of the Modern Language Aptitude Test, (b) L2 Attitude/Motivation Battery, (c) L2 Vocabulary Learning Strategies Survey, and (d) L2 Language Processing Experience Survey. The dependent variables (i.e., vocabulary breadth and depth) were assessed via the Vocabulary Levels Test and Word Associates Test, respectively. Employing multigroup structural equation modeling (SEM), results revealed positive significant effects of (a) aptitude on vocabulary breadth and depth, (b) motivation on strategy use, and (c) motivation on both dependent variables, however mediated by a significant direct effect of language processing experience on the dependent variables. There were no effects obtained for L2 strategy use nor for participant gender in the model.

Highlights

Vocabulary knowledge is critical to second language (L2) and literacy development (Nation, 2001)
The present study addresses the following questions: 1. What is the nature of the combined contributions of L2 aptitude, L2 motivation, strategy use, and language processing experience on L2 vocabulary breadth and depth development?
24 strategy use; no effects were obtained between strategy use and L2 vocabulary knowledge; and (d) participant gender did not influence the interrelationships among the individual difference (ID) variables with respect to L2 vocabulary knowledge

Summary

Introduction

Vocabulary knowledge is critical to second language (L2) and literacy development (Nation, 2001). Over the years L2 research has investigated myriad factors affecting L2 vocabulary acquisition. Considering aptitude, motivation, and learning strategies, research demonstrates that aptitude and motivation play a key role in second language acquisition (SLA; e.g., Dörnyei, 2005) and vocabulary growth (e.g., Dahlen & CaldwellHarris, 2013; Fontecha & Gallego, 2012; Lee, 2017). Participant gender has been identified as a relevant factor in SLA and L2 vocabulary development (Dörnyei & Csizér, 2002; Lee & Pulido, 2017). This study expands on prior research by investigating the simultaneous contributions of the variables that have been identified as relevant to L2 vocabulary growth

Methods

Results

Discussion

Conclusion