Dimensions of Vocabulary Acquisition in Secondary English Language Learners
Author(s):
Pauly, Heather M.
Format:
Thesis
Degree granted:
Ph.D.
Publisher:
Ann Arbor : Cardinal Stritch University, 2015.
Pages:
216
Language:
English
Abstract:
This dissertation includes two manuscripts. Both manuscripts attend to the same exploratory research study, which investigated the qualities of Hmong- and Spanish-speaking participants’ vocabulary knowledge. The study examined depth of word knowledge by probing for multiple aspects of understanding that go beyond definitional knowledge. The study addressed one research question: What dimensions of word knowledge are present in the oral discourse of high school-aged English language learners? Participants were seven 9th through 12th grade students from one small, urban, Midwestern, city. Participants were either native Hmong or native Spanish speakers, with measured English proficiency between Levels 2 through 5. The high school students began with a verbal protocol training task, then participated in verbal protocols using structured vocabulary activities containing words taken from an academic vocabulary database. I coded and compared responses by native language and proficiency level. Results suggested that vocabulary knowledge is multidimensional and individualized, making it difficult to identify consistent patterns. The first manuscript is written for researchers. The manuscript describes the study’s background, theoretical framework, design, data collection and analysis, results, discussion, limitations, and significance. The second manuscript is written for teachers, reading specialists, administrators, and other practitioners. This manuscript provides information about the background of the study and the results, but primarily focuses on the study’s application to classroom instruction. This dissertation contributes to the extensive body of research on vocabulary acquisition, particularly by examining depth of word knowledge. The study’s primary contribution is its focus on the intersection between depth of word knowledge and vocabulary acquisition in English language learners. It continues previous research, extending the investigation into vocabulary acquisition at the secondary level with speakers of Hmong and Spanish. Also, practical recommendations for the application of multidimensional vocabulary knowledge are suggested for teachers of high school-aged English language learners.