Assessing the dimensionality of three hypothesized sub-skills of L2 vocabulary proficiency

概要

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There have been increasing calls to view vocabulary knowledge as multidimensional, involving various measures of "depth" in addition to size. However, no consensus has been reached regarding the nature of "depth", and whether or not L2 vocabulary knowledge is multidimensional remains undetermined. A quantitative model could be of value in determining if such characterizations have practical value in pedagogy. The feasibility of such a model is explored by conducting exploratory and confirmatory factor analyses on three theorized sub-skills of vocabulary proficiency: spoken forms, polysemy, and contextual comprehension. An EFA indicated a 3-factor solution was supportable, and under CFA the best fit was to a bi-factor model, in which all items load on a general factor of vocabulary knowledge, and groups of items testing sub-skills additionally load on unique factors. The findings suggest that though correlated to a higher-order factor of general vocabulary knowledge, the theorized constructs represent distinct sub-skills, confirming that characterizations of L2 vocabulary as multidimensional are empirically supportable. Implications for pedagogy are discussed.
社団法人大学英語教育学会の論文
2013-03-30