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Abstract This study explores the overall nature of the vocabulary knowledge construct by examining the relationships and order of acquisition of multiple word knowledge components. A total of 144 Spanish learners of English were tested on their recognition and recall knowledge of four word knowledge components: the form–meaning link, derivatives, multiple meanings, and collocations. All word knowledge components were strongly intercorrelated, and implicational scaling analyses showed that there is a consistent pattern of acquisition for these components, with recognition knowledge being acquired before recall knowledge across all the different components. Structural equation modelling (SEM) revealed that all components (both recognition and recall) contribute significantly to the global vocabulary construct. However, SEM also suggested that the recognition and recall masteries of any particular word knowledge component must be seen as separate constructs. Overall, findings suggest that the distinction between recognition and recall knowledge is fundamental to the conceptualization of the development of vocabulary knowledge.
González‐Fernández et al. (Wed,) studied this question.