Research on Second Language Vocabulary Acquisition: Current Status and Future Directions

Abstract

In this paper, I will review the current status of research on second language (L2) vocabulary acquisition and discuss potential directions for future research. Specifically, I will address issues related to: (1) the model-free nature of research, (2) the definition of vocabulary acquisition, and (3) the acquisition of single words vs. multi-word items. First, Meara (1997) argued that the literature on L2 vocabulary acquisition is “remarkably model-free” (p. 111), hindering our understanding of the vocabulary learning process. I will discuss what progress has been made in this area. Additionally, several studies have explored how findings from cognitive psychology (e.g., retrieval effect, distributed practice effect) apply to L2 vocabulary learning. I will examine the contributions and challenges of integrating cognitive psychology into L2 vocabulary research. Second, vocabulary knowledge encompasses at least two dimensions: vocabulary size (i.e., How many words do learners know?) and vocabulary depth (i.e., What knowledge do learners have about each word?). Most existing studies have operationalized vocabulary acquisition as initial form-meaning mapping, ignoring the depth of word knowledge. In the past two decades, however, attempts have been made to examine factors that influence the learning of vocabulary depth. Recent studies have also investigated both declarative and non-declarative vocabulary knowledge through measures such as priming and eye-tracking. Third, although early research primarily focused on the acquisition of single words, recent studies have underscored the significance of multi-word items (e.g.., idioms, collocations, phrasal verbs) in the acquisition, processing, and use of L2. This has prompted researchers to examine the acquisition of not only single words but also multi-word items. I will discuss the value and potential challenges of research on the acquisition of multi-word items.