How do we truly master a language’s vocabulary? This paper proposes a three-dimensional model to better understand lexical development and guide vocabulary acquisition research. This model emphasizes the multiple facets of lexical competence. The proposed dimensions include: (a) progression from partial to precise knowledge, (b) depth of understanding, and (c) the shift from receptive to productive use. It delves into how these dimensions interplay with the acquisition of word meaning. The study underscores the need to redefine lexical development as both item-learning and system-changing, highlighting the complexity of the semantization process. The discussion considers the adequacy of this three-dimensional description in reflecting the process of vocabulary development. Furthermore, it raises critical questions about the relationships between these dimensions: Is depth of knowledge necessary for precise comprehension? Are precise knowledge and depth prerequisites for productive word use? This exploration offers a framework for researchers to investigate these complex relationships further.
This paper's exploration of lexical competence aligns well with Studies in Second Language Acquisition, a journal focused on theoretical and empirical research into second language acquisition. The study contributes to the journal's scope by offering a nuanced model for understanding vocabulary development and its implications for language learning.
| Category | Category Repetition |
|---|---|
| Education: Theory and practice of education | 1 |