Lexical challenges: the impact of complex vocabulary on l2 learners’ proficiency

Abstract

This study explores the influence of complex vocabulary on language acquisition for second language (L2) learners. Vocabulary development is at the center of L2 learning and teaching. While much research emphasises vocabulary size, significant studies address the effects of complex vocabulary, such as idioms, multiple-meaning words, and complex form words. Addressing the difficulty of comprehension due to complex vocabulary is key to shaping pedagogical practice and curriculum. A mixed-methods approach was used for data collection. The study engaged sixty intermediate level English language learners across two different institutes. Quantitative data came from the vocabulary tests and the proficiency tests administered to the learners. Qualitative data were collected through the interviews and classroom observations. The vocabulary items in the tests were disaggregated according to frequency of usage across different genres and tasks. Strong associations emerged between complex vocabulary, and learner difficulty in reading and speaking, particularly due to rare words and idioms. The learners who received direct teaching of complex vocabulary demonstrated increases in their language acquisition. The data from class progressions recorded that those learners that were highest in their complex vocabulary tests performed the best in their language tests overall, (r = 0.68, p <0.01). The interviews and observations suggested guided learning facilitated personal autonomy in learning about complex vocabulary and reduced the fear of complex words leading to increased confidence to speak.