Rethinking the role of context and definition in second language vocabulary acquisition (SLVA): An assimilation via a cognitive model of concept formation

Abstract

The motivational base of this study lies in the real-life problem faced by many L2 learners: How can learners achieve target-like lexical competence? It does not take much to demonstrate that knowing a dictionary definition alone is not enough, but how learning from context actually leads to accuracy of production has remained unclear. The present article addresses this issue by proposing a cognitive model that illustrates the role of context and definition as well as L1 translation in the acquisition of conceptual knowledge. Drawing on studies of L1 acquisition, particularly the usage-based theory of language acquisition, this paper discusses in depth how L2 acquisition differs from L1 acquisition in various aspects.Meanwhile, it accounts for the development of accuracy by adopting a gap-filling-oriented acquisition view. In summary, by providing a systematic account for how various components contribute to the acquisition of a word, the proposed model offers a solution to several important debates in SLVA besides giving new insights into a range of pedagogical and learning issues.

Language learning difficulties of selected foreign students in National University, Philippines

“…A cognitive model which considers the importance of context has been the subject of Ang (2013). As Ang (2013, p.46) puts it: Context plays a vital role in acquisition, in the sense that the amount of contextual information is crucial to the quality of instantiation performed.…”

The Effect of Semantic Clustering on the Acquisition of Quantitative and Qualitative Knowledge of Vocabulary

“…Therefore, vocabulary knowledge (or lexical competence) is a part and parcel of L2 language proficiency (Hairrell, Rupley, & Simmons, 2011). Moreover, the first years of child language acquisition is mainly centered upon lexical development (Ang, 2014). Likewise, the acquisition of new vocabulary is an ongoing task for EFL learners for years (Nation, 2013).…”

A comparative investigation into effects of L1 lexicalization and cultural loadedness on incidental vocabulary acquisition and retention

“…In this regard, vocabulary knowledge (or lexical competence) is widely recognized by many vocabulary acquisition researchers as a fundamental component of language acquisition and communicative competence (Hairrell, Rupley, & Simmons, 2011;Nation, 2013;Ang, 2014). Knowledge of vocabulary is also closely associated with the four traditional languages skills of reading, writing, listening and speaking (Brown, Waring, & Donkaewbua, 2008;Crossley, Salsbury, & McNamara, 2011;Mehrpour & Rahimi, 2010;Karami & Salahshoor, 2014).…”