Beyond word learning

Abstract

Research on second language (L2) vocabulary acquisition typically involves experimental and control conditions in which learners are exposed to unfamiliar words, either intentionally or incidentally. Their retention of these to-be-learned items is subsequently assessed. A variety of test formats have been employed in previous studies, including L2 word recognition, multiple-choice tests (e.g., matching L2 words with their first language [L1] equivalents or vice versa), and word translation tests (L2 to L1 or L1 to L2). But what exactly do these tests measure? What are the theoretical foundations for using these formats? This chapter critically examines the relationship between learning and assessment in previous L2 vocabulary acquisition research. It also introduces a promising theoretical framework and assessment approach grounded in psychology: the distinction between lexical configuration and lexical engagement, along with the prime lexicality effect observed through the masked form-priming paradigm.