An Empirical Study On The Relationship Between Lexical Knowledge And Lexical Proficiency

The relationship between lexical knowledge and lexical proficiency mainly reports a study on the correlation between L2 lexical knowledge and lexical proficiency. Its primary focus is on the relationship between L2 lexical knowledge and L2 lexical proficiency. Its secondary focus is on conceptualizing L2 receptive lexical knowledge and L2 productive lexical knowledge.In the study, two measurement models and one structure model are established. The first measurement model is of receptive lexical knowledge, which consists of receptive lexical size and depth of receptive lexical knowledge. The second measurement model is of productive lexical knowledge, which consists of productive lexical size and depth of productive lexical knowledge. One structure model aims at studying the relationship between lexical knowledge and lexical proficiency. These models are submitted to confirmation through the use of the LISREL program. Major findings are summarized as follows:(1) The strong correlation between receptive/productive lexical size and depth of receptive/productive lexical knowledge confirms the hypothesis that receptive/productive lexical size and depth of receptive/productive lexical knowledge are related to each other. As receptive/productive lexical size increases, depth of receptive/productive knowledge tends to increase too. The strong correlation also suggests that receptive/productive lexical size and depth of receptive/productive lexical can explain the concept—receptive/productive lexical knowledge. Receptive/ productive lexical size and depth of receptive/productive lexical knowledge are two different aspects of receptive/productive lexical knowledge—quantity and quality. Receptive/productive lexical size reflects the quantity of lexical use, i.e., how many words a learner can employ in communication. Depth of receptive/productive lexical knowledge reflects the quality of lexical use, i.e., how a learner uses different native-like words to achieve accurate and fluent communication.(2) Eight hypotheses are raised in the structure model, six of which prove effective. Among six hypotheses, the coefficient between productive lexical knowledge and productive lexical proficiency is r=.61, p<0.05, the strongest one among all coefficient, which meant that productive lexical knowledge can exert positive effects on productive lexical proficiency. Similarly, the coefficient between receptive lexical knowledge and receptive lexical proficiency is r=.57, p<0.01, which meant that receptive lexical knowledge can also exert positive effects on receptive lexical proficiency. The findings confirm the hypothesis that productive dimensions of lexical proficiency tend to be more closely related to language production, and receptive dimensions tend to more closely relate to language comprehension. However, the two dimensions of receptive lexical knowledge (i.e., receptive lexical size and depth of receptive lexical knowledge) as a whole do not correlate markedly with the productive lexical proficiency. In other words, productive lexical knowledge discriminates from receptive lexical proficiency. Two paths between receptive lexical knowledge and productive lexical proficient and between productive lexical knowledge and receptive lexical proficient are r=.37, p<0.01 and r=.39, p<0.01 respectively.Among six hypotheses, there is a high correlation between receptive lexical knowledge and productive lexical knowledge (r=.60, p<0.01). Some researchers (e.g., Paribakht & Wesche, 1997, 1999) believe that receptive and productive lexical knowledge are learned linearly and gradually appropriate productive knowledge. Other researchers (e.g., Lee, 2003, Meara, 1990) emphasize the obvious discontinuity between them. The present finding can serve as a footing on the relation between receptive and productive lexical knowledge. The other correlation between receptive lexical proficiency and productive lexica proficiency is r=.42, p<0.05. The result in the present study is found similar coefficient in previous study.This study has a number of implications in the study. Theoretically, this study clearly defines L2 lexical knowledge and L2 lexical proficiency, and clarifies the relationship between these two components and models the relationship between L2 lexical knowledge and lexical proficiency. Methodologically, each L2 lexical measure is defined clearly. The Structure Equation Model adopted in the study may be an insightful way to gauge L2 lexical knowledge and L2 lexical proficiency. Pedagogically, the present findings provide practical implications for L2 lexical teaching and L2 lexical learning.