Vocabulary Studies in L1 and L2 Development: The Interface Between Theory and Practice

The field of vocabulary studies in first language (L1) and second language (L2) development has seen remarkable growth in recent years, with researchers and practitioners alike recognizing the critical role that lexical knowledge plays in language proficiency. This Special Issue brings together innovative research that explores the intricate relationship between vocabulary acquisition theory and practical applications in both L1 and L2 contexts.

Recent studies have highlighted the importance of vocabulary knowledge in language development and its impact on various aspects of language proficiency. Zhang and Zhang (2020) conducted a meta-analysis that found a strong correlation between vocabulary knowledge and reading comprehension, showing that vocabulary accounts for a significant portion of the variance in L2 reading comprehension. These findings underscore the critical role of vocabulary in language comprehension and production, emphasizing the need for continued research and a pedagogical focus on vocabulary acquisition.

Several other recent studies have further illuminated the complexities of vocabulary acquisition and its relationship to overall language proficiency. For instance, Elgort et al. (2018) investigated the effects of contextual diversity on incidental vocabulary learning, demonstrating that exposure to words in varied contexts enhances both form and meaning acquisition. Their findings have important implications for vocabulary instruction and materials design in L2 classrooms.

In another significant contribution to the field, Pellicer-Sánchez (2020) explored the role of multimodal input in vocabulary learning, showing that the combination of textual and pictorial information can significantly enhance word learning and retention. This research highlights the potential of multimedia resources in vocabulary instruction and opens up new avenues for integrating technology into language learning environments.

Additionally, Webb et al. (2020) examined the relationship between vocabulary knowledge and listening comprehension, revealing that vocabulary size is a strong predictor of L2 listening ability. Their study emphasizes the importance of developing a robust vocabulary base to support overall language proficiency, particularly in receptive skills.

The contributions to this Special Issue build upon the central themes from this diverse array of studies and showcase the breadth and depth of current vocabulary research, spanning topics from cognitive processes in word learning to innovative pedagogical approaches. The first paper in the Special Issue by Nation provides a comprehensive framework for understanding how vocabulary “sticks” in memory, outlining eight key principles that apply to both incidental and deliberate learning. These principles—focus, accuracy, repetition, time-on-task, elaboration, analysis, motivation, and self-efficacy—offer a clear view of what is needed for learning to occur from the viewpoint of attention. This theoretical foundation sets the stage for many of the empirical studies that follow and provides valuable insights for practitioners seeking to enhance vocabulary instruction.

This is followed up by Meara’s bibliometric analysis, which offers valuable insights into the evolving landscape of L2 vocabulary acquisition research, highlighting the enduring influence of seminal scholars while also pointing to emerging areas of focus. By examining author co-citations in publications from 2020, Meara identifies Paul Nation as the most significant influence, cited in 85% of the publication set, along with other important figures such as Laufer, Hulstijn, Schmitt, and Webb. This bird’s-eye view of the field helps to contextualize the more specific studies presented in subsequent articles and provides a historical perspective on the development of vocabulary research.

Several contributions examine vocabulary acquisition through the lens of multi-word units, reflecting a growing recognition that vocabulary knowledge extends beyond individual words to encompass larger linguistic chunks. Hougham et al. investigate the relationship between lexical bundles (LBs) and oral proficiency among L2 learners of varying proficiency levels at a UK university. The findings highlight the pedagogical potential of a nuanced approach to the strategic deployment of LBs, particularly bigram Mutual Information (MI) scores, to foster oral proficiency.

Asano et al. further explore the importance of lexical bundles in a different context, analyzing multi-word sequences in a one-million-word corpus of English-language medical research article abstracts. Their study reveals the importance of formulaic language in these domain-specific texts, revealing that the most frequent lexical bundles, such as “the primary endpoint was,” often occurred once per text and predominantly took part in realizing a specific move within the abstract structure. The researchers found that while the bundles were comprised of relatively accessible word items, they were often technical in nature and represent an important part of how research-related discourse is conducted in this highly specific context. This study offers valuable insights into the need for learners to familiarize themselves with discipline-specific bundles to understand conventions, such as guideline adherence and statistical procedures in academic writing in the medical field.

This Special Issue also addresses the critical question of how vocabulary knowledge relates to broader language proficiency measures. Li et al. explore the correlations between aural and written vocabulary mastery and CEFR levels in an English-medium instruction (EMI) institutions. Their study of 40 undergraduate students at a Macau EMI university found positive correlations between students’ CEFR levels and their mastery of both receptive aural and written vocabulary levels. These findings suggest the potential inclusion of both aural and written vocabulary levels as additional indicators for ensuring student academic success in EMI institutions, with implications for student admissions, classroom teaching, and the provision of additional English courses.

Brooks et al. examine the vocabulary demands of textbooks used in international schools, highlighting the gap between English as an additional language (EAL) learners’ lexical knowledge and the vocabulary required for academic success. Their study of participants from two international schools in Japan revealed that EAL learners consistently scored lower than their first-language English (FLE) and proficient L2 (PL2) peers, with fewer than 25% of EAL learners mastering the Academic Word List before Grade 12. This analysis underscores the need for better vocabulary scaffolding and support for EAL learners in the international school context.

Several innovative approaches to vocabulary instruction and assessment are presented in this Special Issue. Madarbakus-Ring et al. evaluate the use of TED Talks in English for Academic Purposes (EAP) textbooks and offer recommendations for supplementing these materials to better support vocabulary development. Their investigation of 12 TED Talks included in the commercial textbook Keynote 2 revealed inadequate vocabulary practice, limited academic vocabulary exposure, and a lack of item repetition for learners. The study suggests the inclusion of supplementary materials and the need for a more principled process for selecting appropriate listening activities. Their research highlights the importance of providing educators with the guidance necessary to support their learners’ varying vocabulary knowledge.

Fraser et al. describe the creation and implementation of a specialized medical English word list (MEWL), along with a digital tool for personalized vocabulary learning. Their research shows how specialized word lists can be integrated into learning materials and digital tools to maximize opportunities for acquisition in the context of English for specific purposes. The MEWL, developed through needs analysis at a Japanese university’s medical school, is complemented by a list of word parts and provides a framework that can be used to help students to acquire complex medical terms. The researchers also describe the development of Hi-Lex, a vocabulary learning tool that analyzes texts against word lists and allows learners to create personalized word lists, along with providing them with the support necessary to understand how these words are used in context.

The collection also ventures into interdisciplinary territory, with Daller et al. exploring the role of vocabulary size in partner selection among bilingual couples. Their novel approach shows how vocabulary research can intersect with fields such as psychology, sociology, and economics. Their study of Turkish-English bilingual couples after over 15 years of marriage found that vocabulary scores correlate highly between partners. Importantly, their results show that both L1 and L2 vocabulary knowledge play crucial roles in partner selection, suggesting that shared conceptual knowledge across languages may influence attraction and compatibility. The researchers argue that vocabulary knowledge, acquired through lengthy and costly education, serves as an asset in the “biological market” of partner selection.

While this Special Issue makes significant contributions to our understanding of vocabulary acquisition and instruction, some limitations should be noted. Most studies focus on English as the target language, and further research is needed to explore vocabulary development in other L2 contexts. Longitudinal studies examining vocabulary growth over extended periods are also underrepresented, leaving questions about long-term retention and development unanswered. The interplay between vocabulary knowledge and other language skills, such as grammar and pragmatics, also warrants further investigation.

While these are limitations of the current Special Issue, they also provide promise for the future, with several promising directions for vocabulary research emerging. There is a need for more studies that bridge the gap between L1 and L2 vocabulary acquisition, exploring how insights from one domain can inform the other. The role of technology in vocabulary learning and assessment warrants further investigation, particularly considering recent advances in artificial intelligence and natural language processing. The potential of corpus-informed vocabulary instruction and the development of more sophisticated measures of productive vocabulary knowledge are also areas ripe for exploration.

As global mobility increases, research on vocabulary development in multilingual contexts will become increasingly important. Studies that examine the interaction between multiple languages in an individual’s lexicon and how this affects vocabulary learning and use could provide valuable insights for language educators and policymakers. Investigating the role of vocabulary in academic and professional success across different disciplines and cultural contexts could help to inform curriculum design and language support programs.

In conclusion, this Special Issue reflects the dynamic and multifaceted nature of contemporary vocabulary studies. By bringing together diverse perspectives and methodologies, it not only advances our theoretical understanding of lexical acquisition but also provides valuable insights for language teachers and curriculum designers. As the field continues to evolve, the interface between theory and practice will remain crucial in shaping effective approaches to vocabulary development in both L1 and L2 contexts.