Quest Journals Journal of Research in Humanities and Social Science Volume 10 ~ Issue 5 (2022) pp: 42-52 ISSN(Online):2321-9467 www.questjournals.org *Corresponding Author: Dr. Dhanyamol C T 42 | Page Research Paper Assessing the Dimensions of Vocabulary Knowledge in ESL Context: A Quantitative Study Dr. Dhanyamol C T (Assistant Professor, Department of English) (Thassim Beevi Abdul Kader College for Women, Kilakarai, Tamilnadu) ABSTRACT: Research on vocabulary acquisition is a topic currently drawing attention of the researchers. The present study investigated the vocabulary knowledge in English as a Second Language (ESL) context. Specifically using the quantitative analysis, the study assessed the dimensions of vocabulary knowledge of ninety-eight Second Language learners in English. For this purpose, three vocabulary knowledge tests were used as the main means of data collection. The results indicated a statistically significant difference in the breadth and depth vocabulary knowledge of the subjects. KEY WORDS: English as a Second Language Context, Second Language Acquisition, Vocabulary Levels Test, Productive Vocabulary Levels Test, Word Associate Test. Received 04 May, 2022; Revised 15 May, 2022; Accepted 17 May, 2022 © The author(s) 2022. Published with open access at www.questjournals.org I. INTRODUCTION Language learners, teachers and researchers agree that vocabulary acquisition is central to the Second Language Acquisition (SLA) since words are the primary carriers of meaning (Vermeer 217). As Wilkins states, “without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (111). Therefore, the essential component of language proficiency is vocabulary, which forms the foundation for how language learners listen, speak, read, and write. Considering the central role of vocabulary knowledge in Second Language Acquisition (hereafter SLA), it is necessary for the second language (L2) learners to master an adequate number of words to develop their lexical competence. For a long period of time, vocabulary teaching and learning was relegated to a secondary status as mastery of grammatical structures took the centre stage. Various research on vocabulary has demonstrated that it is necessary to include the vocabulary instruction in English Language Teaching (ELT) programmes. The challenge of learning a second or foreign language, according to language scholars and practitioners, resides in comprehending its vocabulary. However, little is known about how and what aspects of vocabulary knowledge contribute to the vocabulary knowledge of L2 learners, despite the importance of vocabulary knowledge. Unlike grammar, which is a set of rules with a finite number of variations, vocabulary is made up of a large number of terms with varying degrees of usefulness. As a result, one of the reasons for the enormity of vocabulary learning is its quantity. Furthermore, mastery of multiple properties of the word, as well as patterns it might make with other words, is also required for word knowledge. Therefore, the second intrinsic difficulty of vocabulary learning lies in quality. The present study investigated the vocabulary knowledge of some of the L2 learners in the English as a Second Language (ESL) context. The study specifically assessed the dimensions of vocabulary knowledge in the L2 acquisition of Post- intermediate and Advanced students in Assam University. 1.1 Vocabulary teaching in the Indian Context Vocabulary teaching in the Indian context has always been discussed with the kind of strategies and techniques the teachers and learners use to develop their vocabulary knowledge. The researcher had an informal discussion with five teachers working in schools from five different states in India i.e., Assam, Manipur, Kerala, Karnataka and Tamilnadu. They all stated that the oral work was totally ignored in their class rooms and the translation method was used as a technique to impart the lessons in the class rooms. It aids comprehension of the text's content but prevents learning the vocabulary of the language and other skills. As a result, the primary goal of teaching language is set aside, and the teaching of content and theme was prioritised. That is to say, the