| Abstract [eng] |
Vocabulary depth is a multidimensional construct. Understanding how it works would allow us to understand how mental processes work when acquiring vocabulary of a target language. It could also be applied in language teaching. Even though researchers of other languages have focused on vocabulary depth, such research of Lithuanian language has yet to be done. The purpose of this work is to study what are the vocabulary depth components of persons studying Lithuanian as a second language, to determine the vocabulary size of respondents and the relation it has with vocabulary depth as well as to establish how components of vocabulary depth change after a certain period of learning. Research material comprises completed tests of 9 respondents and follow-up tests, which were completed by 3 respondents after a certain learning period, and their statistical analysis. Statistical analysis was used to analyse differences between vocabulary depth components by performing nonparametric Kruskal-Wallis, Wilcoxon and Wilcoxon paired samples tests; nonparametric correlation test (Spearman method) was applied in order to find the relation between vocabulary depth and size as well as between production and reception knowledge. The completed follow-up tests were analysed by applying statistical data analysis. Research results revealed that vocabulary components are not equal in difficulty level: the form-meaning link recognition task was performed the best, respondents had a harder time recalling collocations while it was the most difficult to produce derivatives and different meanings of multiple meaning words. A tendency is observed that acquisition of vocabulary depth components occurs in a certain sequence: first, respondents learn to recognise form-meaning link, then continue to learn to produce collocations, and, finally – produce derivatives and different word meanings. Such sequence of learning vocabulary depth components substantiates the claim that uniform scale of vocabulary acquisition exists regardless of the first language of the person learning. It was also revealed that reception and production of vocabulary depth knowledge have statistically significant differences between them but are strongly correlated. The results strengthen the doubt on separation of reception and production knowledge and the (non)existence of such margin remains inconclusive. Correlation of vocabulary depth and size indicated that a connection exists between the two parameters of vocabulary, therefore, the theory that vocabulary depth is separate from vocabulary size is refuted. The results of the longitudinal research revealed that knowledge of vocabulary depth components of the subjects improved unevenly, which indicates that language teaching/learning process is discontinuous, where there can be observed both progress and regress as well as fossilization. The changes in vocabulary depth of the person learning also depend on the language level – a greater progress is observed in lower level, while smaller progress in higher level. The limitation of this work is the scope of respondents. However, the research performed could be useful to researchers and teachers interested in foreign language acquisition. |
