From analytic to synthetic? Kantian perspectives on definition-oriented and context-oriented lexical learning regarding lexical competence, self-efficacy, and motivation

Abstract

This study, based on Kant’s distinction between analytic and synthetic judgments, examines the effects of definition-oriented and context-oriented lexical learning on foreign language learners’ vocabulary skills, self-efficacy, and motivation, offering interpretations of these teaching differences. While analytic judgments refer to statements whose predicate is contained within the concept of the subject, synthetic judgments stand for statements whose predicate involves elements that do not originally belong to the concept of the subject. These two judgments elicit two distinctive processing orientations related to lexical learning. Analytic judgments elicit conceptual clarification associated with definition-oriented lexical learning, whereas synthetic judgments elicit meaningful cognitive extension associated with context-oriented lexical learning. A quasi-experimental design was used with 160 non-English-major undergraduates who participated in either definition-oriented or context-oriented vocabulary learning groups over six weeks. While vocabulary pretests and posttests measure lexical skills, post-intervention surveys assess learners’ affective states. Results from the one-way ANCOVA indicate that, after accounting for pretest scores, the context-oriented group significantly outperforms the definition-oriented group on the posttest. The Mann-Whitney U test also reveals higher levels of self-efficacy and motivation in the context-oriented group. Pearson’s correlation indicates positive links among lexical skills, self-efficacy, and motivation in both groups. These findings suggest that context-oriented lexical learning, which integrates vocabulary clarification into meaningful communication, is more effective at improving both performance and emotional aspects of vocabulary development. This research aims to extend Kant’s analytic/synthetic distinction to language teaching and to offer a philosophically grounded framework for understanding different modes of lexical learning.