Comparing Multidimensional and Continuum Models of Vocabulary Acquisition: An Empirical Examination of the Vocabulary Knowledge Scale

Abstract

Second language vocabulary acquisition has been modeled both as multidimensional in nature and as a continuum wherein the learner's knowledge of a word develops along a cline from recognition through production. In order to empirically examine and compare these models, the authors assess the degree to which the Vocabulary Knowledge Scale (VKS; Paribakht & Wesche, 1993), which implicitly assumes a cline model of acquisition, conforms to a linear trait model under the Rasch Partial Credit Model, and determine the dimensionality of the individual tasks contained on the scale (selfreport, first language [L1] equivalent, and sentence) using DETECT. The authors find that, although the VKS functions adequately overall as a measurement model, Stages 3 (can give an adequate L1 equivalent) and 4 (can use with semantic appropriateness) are psychometrically indistinct, suggesting they should be collapsed into a single category of definitional knowledge. Analysis under DIMTEST and DETECT indicates that other forms of vocabulary knowledge measured by the VKS are weakly multidimensional, which has implications for continuum models of vocabulary acquisition.1. The word is not familiar at all. 2. The word is familiar but its meaning is not known. 3. A correct synonym or translation is given. 4. The word is used with semantic appropriateness in a sentence.

The Power of Graphic Organizers: Effects on Students’ Word-Learning and Achievement Emotions in Social Studies

“…Comparison between the treatment conditions in the VKS posttest revealed that both GOs and C(2)Q2 process led to significant gains on the development of vocabulary knowledge and enhanced contextual word knowledge. It was found that the GOs instruction assisted the students to be more successful on meaningful leaps of vocabulary knowledge and enhanced word meaning acquisition (Stewart et al, 2012) compared with the C(2)Q2. The comparison group used a variety of vocabulary instruction activities to learn new words.…”

“…The VKS format test has following four responding options/stages. The sample word in the VKS: Public opinion (Stage 1) I do not remember having seen this word before, (Stage 2) I have seen this word before, but I do not know what it means, (Stage 3) I have seen this word before, and I think it means… (synonym or translation), (Stage 4) I can use this word in a sentence… (If you do this selection, please also do "Stage 3") The Stages on the VKS format test present a framework that orient linguistic responds combining performance items and self-report related to vocabulary knowledge (Stewart et al, 2012). Paribakht and Wesche (1993) defined the stages on the VKS ranging from total unfamiliarity to the recognition of the target words or some ideas (i.e., synonym or translation) of the key words' meanings and, the ability to use the key words in a sentence.…”

“…However, if a student does not know the meaning of the target word, 2 points are deducted from the full score on the VKS. Stage (4) reveals the ability to use words by making sentences (sentential level) with grammatical accuracy and semantic appropriateness in a sentence (Stewart et al, 2012). This option is a level that assesses the participants' active vocabulary knowledge and encourages them to use productively the word in a sentence.…”

“…To eliminate biases (e.g., how the researcher wants the participant to behave) and major threats for the study, both the researcher and teacher administered the same period and same reading texts and were responsible for their own treatment conditions (Mitchell, & Jolley, 1992). Before the instructional treatment, both the experimental and control groups completed the pre-VKS format test (self-report of vocabulary knowledge, Stewart et al, 2012) and AEQ. Moreover, after the treatment, all the participants in both conditions were informed by the researcher about the treatment that the measures would not affect their course grades.…”

Effect of Fine-Grained Lexical Rating on L2 Learners’ Lexical Learning Gain

“…One assessment method emphasizing partial word knowledge in test format is the Vocabulary Knowledge Scale (VKS) (Bruton, 2009;Stewart, Batty, & Bovee, 2012;Wesche & Paribakht, 1996). The VKS is a generic instrument for measuring the depth or quality of vocabulary knowledge gain.…”