1 Size and Depth of Vocabulary: What Does the Research Show? Norbert Schmitt.

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Size and Depth of Vocabulary: What Does the Research Show?

Norbert Schmitt

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History

• Two year review of vocabulary studies pertinent to size vs. depth

• Results reported at AAAL 2012• Manuscript submitted to Language

Learning• 3 reviewers gave plenty of feedback• Latest version: focus on conclusions

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Size and Depth

• Vocabulary has often been characterized in terms of size vs. depth of knowledge

• The distinction is widespread, but one depth is not easy to pin down

• One reviewer states that depth is “the wooliest, least definable, and least operationalisable construct in the entirety of cognitive science past or present”

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Size and Depth

• It is time to start thinking about this distinction more rigorously

• The various conceptualizations and measurements of depth make it difficult to start from a theoretical framework

• So start from an empirical perspective to inform the debate:

– Review all studies that have a measurement of size and at least one measurement of depth

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Vocabulary Size

• Size = the number of lexical items ‘known’

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Vocabulary Size


(to some criterion of mastery, i.e. depth)

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Vocabulary Size


(to some criterion of mastery, i.e. depth)

• Every size test is also a depth test in the

sense that a certain criterion of mastery

must be met

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Vocabulary Depth

• Depth / Quality = How well do you know those items?

• What can you do with those items?

• Very broad: can be conceptualized and operationalized in a variety of ways

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Size and Depth

• The relationship between size and depth depends on:

• How both are conceptualized

• How both are measured

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Conceptualizing Depth

• Receptive vs. Productive Knowledge

• Usually connected with the 4 skills

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Reading, Writing, Speaking, Listening

• Depth could be seen as how well word can be employed in the four skills

• Vocabulary size correlates with all four skills

• But little research which shows how well individual lexical items are employed in the skills

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What is Involved in Knowing a Word

Nation (2001) Form spoken

receptive/productive

written word parts

Meaning form and meaning

concept and referents

associations

Use grammatical functions

collocations

constraints on use (register, frequency …)

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Size and Depth

• Knowledge of all of the word knowledge aspects taken together can be conceptualized as a relatively comprehensive depth of knowledge

• But each aspect can be known to various degrees of mastery

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Degree of Knowledge

Schmitt, 2010a: 38

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Vocabulary Depth

• So, improving knowledge of any individual word knowledge aspect can be considered as adding to depth

• Not an all-or-nothing concept

• Anything that improves mastery can be considered additional depth

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Vocabulary Depth

Depth =

•Degree of mastery of the form-meaning link•Polysemous word meanings•Derivations (word family members)•Collocations

•Other word knowledge aspects but were not found in research in conjunction with a size measure

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Vocabulary Depth

• Depth in this conceptualization concerns individual lexical items

• Only a small number of items can ever be measured, so unclear how generalizable the depth measures can be

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Conceptualizing Size and Depth

Meara and Wolter, 2004: 89

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Lexical Organization

• Concerns lexicon as a whole rather than individual lexical items

• Depth could be seen as any of the word knowledge connections between items

• But how to measure it?• Word associations

– Difficult to interpret– Idiosyncratic to individuals– Good measure of organization?– WAF main measure, but ?

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Lexical Fluency

• Daller, Milton, and

Treffers-Daller (2007)

see fluency as a

separate dimension

• Can see fluency as depth (i.e. depth does not have to be knowledge, but can be seen as employability (skills, automaticity)

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Recognition and Recall of the Form-Meaning Link

• Laufer and Paribakht (1998) • VLT (form recognition)• PVLT (form recall)• Recall-recognition r=.89 (EFL: Israeli high school)

.72 (ESL: Canadian university)

PVLT ÷ VLT ratio EFL% ESL%

Combined 77 62

2,000 94 84 3,000 76 58 5,000 62 6310,000 46 44

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Depth of Form-Meaning Link

• As vocabulary size increases (and frequency level decreases), the recall/recognition gap increases

• Learners are more likely to have both form recognition and form recall mastery at the higher frequencies (i.e. smaller gap)

• Less likely to have form recall mastery at the lower frequency levels (i.e. form recognition mastery only)

• Form recall lags both form recognition and meaning recall

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Knowledge of Written vs. Spoken Word Forms

• van Zeeland (2013) used a meaning recall interview to measure the written and spoken vocabulary knowledge of advanced L2 learners

• Results showed a stronger correlation between written and spoken word knowledge than found by Milton and Hopkins (2006) (r = .85 vs. .68).

• The relationship between learners’ knowledge of written and spoken vocabulary furthermore remained constant as overall scores increased

• These results suggest that knowledge of vocabulary in the two modes may be more closely related than suggested by checklist test results (Milton and colleagues)

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Depth of Spoken-Written Mastery

• Some evidence that very small vocabularies might be mainly known phonologically

• Somewhat larger vocabulary sizes shift to being known predominately orthographically

? Advanced learners tend to have relatively

balanced spoken/written vocabularies, while

lower-level students are prone to the type of

imbalanced vocabularies found by Milton and

colleagues?

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Knowledge of Derivatives

• Correlations between size and derivation/suffix knowledge • Schmitt and Meara (1997) r

– recall of suffix derivation .27 and .35– Recognition of suffix derivation .37 and .41

• Kieffer and Lesaux (2008)– recall of derivation .53 and .46

• Kieffer and Lesaux (2012) – recall of derivation .50 -.57

• Noro (2002) – recall function of affix .42, .54, .69

• Mochizuki and Aizawa (2000)– recall function of affix .54 - .65

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Knowledge of Derivatives

• Milton (2009) reviews Mochizuki and Aizawa’s results and concludes:

• A vocabulary size of 3,000-5,000 families is necessary for affixes to be mastered

• But even at 5,000 families, some affixes may not be known well

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Depth of Derivative Knowledge

• Size is only modestly related to knowledge of affixes and derivatives

(system learned before items?)

• Milton suggests that a threshold might exist

(3,000-5,000 families?)

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Knowledge of Collocation

• Gyllstad (2007) high-proficiency Swedish ESL • VLT• 2 collocation tests

– COLLEX 5: a 3-option form recognition test– COLLMATCH 3: a yes/no collocation judgement

• Size - collocation (r=.90)

• 10,000 families >90% on both collocation tests • 5,000 families ≈ 85%• 3,000 families ≈ 70%

• With larger vocabulary sizes, it is possible to recognize collocations well

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Knowledge of Collocation

• Laufer and Waldman (2011) review the literature and conclude:

– receptive knowledge is related to general vocabulary knowledge

– productive knowledge of collocation lags behind knowledge of individual words

– the problem with collocations is not recognition, but in using them properly, i.e. productive mastery

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Lexical Fluency

• Laufer and Nation (2001) Israeli university

• VORST (computerized, timed, modified VLT)

• There was an increase in lexical access speed at a vocabulary size of around 5,000 word families

• The larger the vocabulary size, the faster the access speed

2,000 – speed (r = -.38) 3,000 – speed (r = -.40) 5,000 – speed (r = -.50)10,000 – speed (r = -.67)

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Depth of Automaticity

• The larger the vocabulary size, the faster the access speed

• The larger the vocabulary size (and the lower the frequency level) the stronger the relationship between size and fluency

• Hint of a threshold: there is an increase in lexical access speed at a vocabulary size of around 5,000 word families

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• Henriksen (2008) Danish high school

Grades 7 10 13

• VLT – association recognition .72 n.s. n.s. • VLT – association recall .85 .69 .55

• The relationship between size and association is stronger at lower grades than more advanced ones

• Since the students had increasing vocabulary sizes at all three grades, we can also interpret the results to show a stronger size-association relationship for smaller vocabulary sizes than larger ones

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• Greidanus, et al. (2004) • Advanced Dutch learners of French • Form recognition and form recall • New WAF (paradigmatic, syntagmatic, and analytic)

• Form recognition – association (r= .70)

• Form recall – association (r= .81)

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• Size – association correlations

.18 .36 .39 .43 .49 .51 .55 .61 .62 .69 .69

.70 .70 .72 .78 .81 .81 .82 .85 .85 .86 .89

• Overall, fairly strong correlations

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.18 .36 .39 .43 .49 .51 .55 .61 .62 .69 .69

.70 .70 .72 .78 .81 .81 .82 .85 .85 .86 .89

Association recall

Association recognition (WAF)

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.18 .36 .39 .43 .49 .51 .55 .61 .62 .69 .69

.70 .70 .72 .78 .81 .81 .82 .85 .85 .86 .89

Lower vocabulary size

Larger vocabulary size

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• 3 studies showed a trend for larger vocabulary sizes having stronger size – association correlations

• 2 studies showed a trend for larger vocabulary sizes having weaker size – association correlations

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• 3 studies showed a trend for larger vocabulary sizes having stronger size – association correlations

• 2 studies showed a trend for larger vocabulary sizes having weaker size – association correlations

• Does larger size relate to better lexical organization?

• Evidence seems mixed at this point

(Problems with measuring organization?)

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Tentative Conclusions

• Does greater vocabulary size relate to greater depth of vocabulary knowledge?

• Yes, generally

• But how strongly depends on what ‘depth’ is

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• How one views the size-depth relationship should depend on one’s purpose of use

• If one wishes to discuss the nature of vocabulary in general, particularly with practitioners, then the distinction is useful

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• If one’s purpose is to characterize vocabulary knowledge in more precise terms:– theorizing– designing and interpreting research– assessment

• Depth is probably too vague a term to be useful

• Need to state lexical aspect addressed and focus on that

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• Virtually all aspects of vocabulary knowledge seem interrelated

• This makes it difficult to discuss any particular conceptualization of depth in isolation

• This makes it difficult to conceptualize overall depth as anything but the combined interrelationships between word knowledge aspects

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• The most widely-used vocabulary tests are size tests, and they typically describe their results as the number of words ‘known’

• But they do not define what this actually entails

• Test developers need to explicitly state what correct answers on their tests entail, and what degree of depth they represent

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• There can be no clear conceptual distinction between size and depth

• Size by definition is the number of lexical items ‘known’ to some criterion level of mastery

• But the criterion will always be some measure of depth, and so the two will always be confounded

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Questions / Comments

Comments to help me understand

size/depth better?

?

Size? Depth?

www.norbertschmitt.co.uk

1 Size and Depth of Vocabulary: What Does the Research Show? Norbert Schmitt.

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