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This study examines the lexical competence of third graders. Lexical competence is defined based on the psycholinguistic models of Levelt (1989) and Daller et al. (2010) as the procedural and implicit ability to crosslink lexical units using phonological, morphological, semantic, and syntactic internal relations (=“vocabulary depth”) as well as the ability to recall lexical units from the mental lexicon (=“fluency”). “Vocabulary breadth” as a declarative word knowledge builds the third component. The aim of the study is to empirically examine the interdependency between the three dimensions “vocabulary depth”, “vocabulary breadth”, and “fluency” and to derive hypotheses about possible acquisition stages of lexical competence. The sample consists of 64 students in the age range of 8;1 to 10;0. The results expose extreme differences for the vocabulary breadth of students with a mean difference of 5.5 years within a single grade. Also, a strong correlation between vocabulary depth and fluency was observed. Strong vocabulary learners have well-developed abilities to build semantic and syntactic connections between entries of the mental lexicon. Based on these results the conception of strategy-based vocabulary learning (cf. Alber 2014) is recommended.

zeitschrift für angewandte linguistik

Wortschatzumfang, Wortschatztiefe und Verarbeitungsgeschwindigkeit – Analyse der lexikalischen Kompetenz: Vocabulary Breadth, Vocabulary Depth, and Fluency – a theoretical framework and empirical evidence of lexical competence