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The Contribution of Willingness to Communicate to L2 Learners’ Depth of Vocabulary Knowledge: An Empirical Study

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posted on 2024-06-17, 17:38 authored by Kamal HeidariKamal Heidari
AbstractThe 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.

History

Preferred citation

Heidari, K. (2024). The Contribution of Willingness to Communicate to L2 Learners’ Depth of Vocabulary Knowledge: An Empirical Study. Journal of Psycholinguistic Research, 53(3), 35-. https://doi.org/10.1007/s10936-024-10062-z

Journal title

Journal of Psycholinguistic Research

Volume

53

Issue

3

Publication date

2024-06-01

Pagination

35

Publisher

Springer Science and Business Media LLC

Publication status

Published

Online publication date

2024-04-08

ISSN

0090-6905

eISSN

1573-6555

Article number

35

Language

en