Factors affecting foreign language learners’ receptive and productive word knowledge in English, French, German, and Spanish

Abstract This study investigates the effect of first language (L1) and second language (L2) frequency, cognateness, concreteness, and word length on language learners’ receptive and productive word knowledge in English, French, German, and Spanish. A group of Dutch-speaking non-language students ( N = 529) completed a meaning recognition test and a form recall test in English, French, German or Spanish. Meaning recognition in English was influenced by L1 frequency and concreteness. In French and German, it was affected by L2 frequency and cognateness, and in Spanish by L2 frequency. Regarding form recall, L2 frequency was the only significant predictor across all four languages. Our findings suggest that factors affecting word knowledge may depend on the type of knowledge tested and/or the context in which a language is learned.