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Abstract：
The issues of depth vocabulary knowledge and Willingness to Communicate (henceforth, WTC) are among the most important issues in second language learning. The present study set out to empirically look into the contribution of WTC to depth of vocabulary knowledge in L2 learning. To this end, 88 English L2 learners, divided into two groups in terms of their WTC, were given two depth vocabulary tests. The Word Association Test (WAT) was first administered to make a comparison between the depth vocabulary knowledge of the two WTC groups. Then, to triangulate the results, the Word Part Levels Test (WPLT) was administered to check whether the obtained results confirmed those of WAT. Analyzing data through independent t-test and MANOVA indicated that learners with higher levels of WTC had deeper vocabulary knowledge than those with lower levels of WTC on the WAT. Further, the triangulation results evinced that although the two groups did not differ significantly on the form-section and meaning-section of the WPLT, they significantly differed on the use-section of the test. The relevant pedagogical implications of the study are discussed.
摘要：
深度词汇知识和沟通意愿问题(从今以后，WTC）是第二语言学习中最重要的问题之一。本研究旨在实证研究WTC对二语学习中词汇知识深度的贡献。为此,88名英语二语学习者，根据他们的WTC分为两组，进行了两次深度词汇测试。首先进行单词关联测试（WAT），以比较两个WTC组的深度词汇知识。然后，对结果进行三角测量，进行单词部分水平测试（WPLT），以检查获得的结果是否证实了WAT的结果。通过独立t检验和MANOVA分析数据表明，在WAT上，WTC水平较高的学习者比WTC水平较低的学习者具有更深的词汇知识。Further,三角测量结果表明，尽管两组在WPLT的形式部分和意义部分上没有显着差异，它们在测试的使用部分显着不同。讨论了该研究的相关教学意义。
