2 Towards a DST perspective on L2 vocabulary development 19
2. Towards a DST perspective on L2 vocabulary development This chapter describes and justifies the DST perspective that has been applied to the present study against a critical review of empirical find- ings on L2 vocabulary acquisition. I will first explore several models of L2 vocabulary acquisition, followed by an extensive review of the empirical research on the macro- and micro-level L2 vocabulary de- velopment. By identifying the discrepancies between existing models and empirical findings, I go on to explain how some current theoreti- cal advancements in the field of SLA, namely, the DST perspective on second language development (SLD) and L2 Motivational Self Sys- tem, can contribute to L2 vocabulary development research. 2.1 A theoretical review of L2 vocabulary development This section focuses on theoretical accounts for L2 vocabulary devel- opment. I will first elucidate and operationalize the multi-faceted nature of L2 vocabulary knowledge. Aitchison’s (2003) theory of children’s L1 semantic development, the Incidental Vocabulary Learning Hypoth- esis and the Involvement Load Hypothesis will be introduced. Of par- ticular relevance to the present study, the Three-stage Model of L2 Lex- ical Development will be elaborated on at the end of the section. 2.1.1 A two-layered approach to L2 vocabulary knowledge What does it mean to know a word? A simple question as it appears, a number of L2 vocabulary acquisition researchers attempted to seek to answer it from different but inherently overlapping ways (Chapelle 1994, 1998; Henriksen 1999; Nation 1990, 2001; Schmitt/McCarthy 20 1997a). Chapelle (1994, 1998), for example,...
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