| This research study has been guided by the following orienting question: How do highly proficient adult non-native English speakers perceive their second vocabulary learning process?;All 20 participants obtained native-like scores on the vocabulary size test, ranging from 13,500 to 20,000 base words and the group average vocabulary profile met all 3 criteria for the native-like academic writing standard proposed by Morris and Cobb (2004). All participants demonstrated close-to-native English proficiency and were assessed to be a Canadian Language Benchmark (CLB) 10+ in reading and listening and most participants obtained at least a CLB 9 in writing and speaking.;The emergent theory of successful second language vocabulary acquisition suggests that the development of native-like L2 vocabulary and close-to native L2 proficiency in young adults is associated with a combination of situational factors, linguistic factors (L2 input), individual differences (socio-psychological, affective, and cognitive), and learner processes (strategies).;Adult NNS who acquire native-like L2 vocabulary knowledge and close-to-native L2 proficiency (CLB 10+) are exceptional individuals who take advantage of their inner means and outer resources, available in the L2 society. The two underlying forces that drive their success and activate a unique combination of situational factors, L2 input, individual differences, and learning strategies are awareness of inner and outer resources and willpower to consistently employ these resources in order to make language and vocabulary gains. Based on the categories that emerged, the study outlines a profile of exceptional L2 vocabulary learners.;In broad strokes, the objectives of this dissertation include assessing the vocabulary size and profile and the English proficiency of highly proficient adult non-native English speakers, and gaining insights into the factors to which they attribute their success in vocabulary acquisition. The sample consisted of 20 adult highly-proficient non-native speakers, who arrived in Canada after the age of 18 and who are academically or professionally successful. The data are drawn from several sources: a vocabulary size test, language proficiency assessments, informal interviews, questionnaires, and participants' samples of professional writing. Data from interviews and questionnaires were cross-analyzed or triangulated, following the principles of the grounded theory method. |
