Understanding learners’ vocabulary profiles in L2 Chinese classrooms

Vocabulary knowledge is a multidimensional construct because it involves various levels of processing skills including partial knowledge, depth of knowledge, and receptive/productive knowledge (Henriksen, 1999). To date, a dearth of empirical studies has examined the role of multiple facets of vocabulary knowledge among L2 Chinese students and the impact of leaner characteristics and assessment modes upon their vocabulary knowledge. The present study aimed to explore L2 Chinese study-abroad students’ vocabulary profiles through multiple classroom assessments of vocabulary knowledge components including word-meaning knowledge, character knowledge, morphological awareness, and lexical inference. In addition, learner characteristics including home language background and instructional level were also explored to shed light on the multiple diversities of study-abroad students and the effects of these learner factors on vocabulary profiles. Using data from two study-abroad programs (N = 171), this study drew on multivariate analyses to examine how vocabulary assessments were clustered and how L2 vocabulary profiles were shaped in study-abroad classrooms. The findings demonstrated that all vocabulary measurements were loaded on one single factor, but lexical inference was the significant variable categorizing L2 Chinese students. Additionally, the learners’ vocabulary profiles were differentiated by instructional level instead of heritage background (heritage vs. non-heritage).