Research On Second Language Vocabulary Acquisition From A Cognitive Perspective

This research aims to explore an effective way of L2 vocabulary acquisition from a cognitive perspective. Although many studies have been conducted to investigate L2 lexical acquisition from various angles, most of these studies have stayed at a relatively superficial level by comparing different vocabulary teaching methods but have failed to probe into the cognitive modes involved in different instructional methods. Based on Skehan's (1998) Information Processing Model, the present study explores the respective roles of input and output processing in L2 vocabulary acquisition, compares the effectiveness of different cognitive modes on L2 word learning and retention, and constructs a cognitive mode which is most beneficial for L2 vocabulary acquisition.This dissertation consists of six chapters. Chapter 1 reviews the research background of L2 vocabulary acquisition, lists the problems in this research field, proposes the necessity and feasibility of interpreting L2 vocabulary acquisition from a cognitive perspective, and illustrates the theoretical significance of this research.Chapter 2 explores some theories and concepts related to L2 vocabulary acquisition. The first part of this chapter highlights the distinction between breadth and depth of word knowledge, and then introduces different definitions of depth of word knowledge, which are continuum-based, dimensional-based and mental-lexical-based depth of word knowledge. The corresponding assessing measures of three types of depth of word knowledge are also described in this part. The second part of this chapter briefly reviews theories on lexical competence and introduces three lexical competence frameworks proposed by different researchers.Chapter 3 is a review of some basic cognitive theories closely related to L2 vocabulary acquisition, such as levels of processing, input hypothesis, and output hypothesis. According to the Theory of Levels of Processing (Craik, 1972), memory is a dynamic activity of mind which may be affected by different levels or degrees of information processing. The more elaborated the information is processed, the better it will be stored in one's mind. The Theory of Levels of Processing presents a distinction between intentional and incidental word learning from a psychological perspective. It is suggested that successful vocabulary acquisition is not determined by whether a word is learned intentionally or not, but determined by the depth of encoding on the target word knowledge. Skehan's (1998) information processing model and other theories or models related to input and output processing are also reviewed in this chapter. In Skehan's (1998) information processing model, input and output processing are regarded as two important stages in the information processing flow. At the input processing stage, there co-exist two representational systems, the rule-based system and exemplar-based system. These two representational systems entail different cognitive modes which differ in their effectiveness in different learning contexts. The rule-based system relates to a deductive cognitive mode while the exemplar-based system involves an inductive cognitive mode. There has been a long-term debate on the relative effects of two cognitive modes on language learning. Ellis (1994) holds that the rule-based deductive mode is more beneficial than the inductive mode for promoting the input salience; while other researchers insist that inductive learning is more effective when second language acquisition and retention are concerned (Matthews et al., 1989). In the present research, it is hypothesized that the inductive mode is more efficient on input processing than the deductive mode. Output, another important factor in information processing model, is also addressed in this chapter. Roles of output lie in four aspects, which are consciousness-raising, restructuring, hypotheses-testing, and automatization.Based on the review of related theories and empirical studies, five questions are addressed in this study:1. Does inductive cognitive mode is more effective for input processing in L2 vocabulary acquisition than the deductive cognitive mode?2. What factors may have impact on input processing in L2 vocabulary acquisition?3. What roles does output play in L2 vocabulary acquisition?4. Does output processing have its limitations in promoting L2 vocabulary acquisition?5. Will the joint efforts of input and output processing have better effect on L2 vocabulary acquisition than the single effort of input or output processing?This research adopts a combination of two experiments to investigate the roles of input and output processing in L2 vocabulary acquisition. Chapter 4 gives a detailed account of experiment one which aims to explore the relative effectiveness of different input processing modes on L2 vocabulary acquisition. The experimental conditions, procedures, results and its discussions are all illustrated in this chapter.Experiment two probes into the roles of output processing in L2 vocabulary acquisition. Co-effects of input and output processing on L2 vocabulary acquisition are also explored through this experiment. Chapter 5 presents detailed information of experiment two, such as the experimental procedures, results and its discussions.The last chapter is a summary of the major findings in this research, which are as follows:1. Compared with incidental learning, intentional learning is more efficient in providing sufficient and diversified instances and promoting word exposure frequency in a short period. Through elaborated encoding on the diversified instances, learners can achieve a deeper understanding of target word knowledge which consists of multiple dimensions. In contrast, learners in incidental learning context distribute most their attention to extracting word meaning from the context, and often ignore other dimensions of word knowledge, such as a word's formal or functional features. Such word learning process, which solely focuses on one aspect of word knowledge, is far from being sufficient for word knowledge encoding and is ineffective for new word learning and retention.2. Compared with the rule-based deductive cognition mode, the exemplar-based inductive mode is more beneficial for L2 vocabulary acquisition. The inductive type learning context is more learner-centered and motivates learners to extract or generalize the target word knowledge from instances by themselves. It also proves to be more effective to promote learners'learning motivation and autonomy.3. Task demands, depth of elaboration or processing, and input presentation modes are three important factors which may impact the effectiveness of input processing in L2 vocabulary acquisition process.4. Output is of vital importance in enhancing L2 vocabulary acquisition. Roles of output in L2 vocabulary acquisition lie in increasing cognitive involvement load, enhancing word knowledge elaboration, facilitating hypothesis testing, and promoting respective-to-productive knowledge transition.5. Input and output processing are two important stages in L2 vocabulary acquisition process. The joint work of inductive type input processing and output can greatly enhance L2 word knowledge elaboration and internalization.The theoretical significance of this research is also addressed in Chapter 6. This dissertation adopts Skehan's (1998) information processing model as its research framework and theorizes L2 vocabulary acquisition from a cognitive perspective. It also probes into the cognitive modes which serve as the foundation of different teaching methods but are often ignored in L2 vocabulary acquisition research field. Based on Swain's (1985, 1995) Output Hypothesis, the present study investigates the specific roles and limitations of output in L2 vocabulary acquisition, enriches the existing theories related to the Output Hypothesis, and testifies the significance of Output Hypothesis in L2 vocabulary acquisition research field.Limitations and recommendations for further research are also discussed in Chapter 6. Firstly, the Vocabulary Knowledge Scale adopted in this research mainly focuses on tracking the development of word knowledge, and is far from enough to assess all aspects of word knowledge. Varied vocabulary assessing instruments are suggested to be adopted in further study. Secondly, questionnaires and interviews are suggested to be used in further research to quantify the correlation between'attention'and'input processing'.