The Effect of Learning Environments on Thai Speakers’ English L2 Vocabulary Depth


อ.ดร.สรุจ ศุภศิรประภา




Second language (L2) vocabulary depth, or how
well learners know an L2 word (e.g., Meara, 1996), is a
dimension of vocabulary knowledge that assists in L2
comprehension and production (e.g. Li & Kirby, 2014;
Qian, 2002). The current study investigated the effects of
two types of English L2 learning environments—formal
English classrooms in Thailand and English exposure in
an English-speaking country—on adult Thai speakers’
(N=29) English vocabulary depth. Participants completed
the Word Associates Test (Read, 1998), which measured
the depth of their receptive vocabulary knowledge, and an
elicitation task which required them to supply English
collocations in a given context. Regression results based
on both measures suggested that participants’ previous
length of English education in Thailand did not
significantly predict their English vocabulary depth, but
their length of stay in the US, which followed their English
education in Thailand, significantly predicted the depth.
The findings were in line with the theoretical proposals
(e.g., Ellis, 2013) and previous empirical results (e.g.,
Parkinson, 2015) suggesting the superiority of an L2
immersion environment over an environment where an L2 is a foreign language in promoting the depth dimension of
L2 word knowledge. Based on the results, pedagogical
implications are discussed.

(2562). The Effect of Learning Environments on Thai Speakers’ English L2 Vocabulary Depth. PASAA, 40(1), 101-132.