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Abstract
The nature and size of vocabulary significantly determine quality in a given piece of writing. It therefore follows that an extensive vocabulary repertoire is a key factor to success in academic life. Most certainly, this explains the vast amount of scholarly attention that has been invested in this line of research. In this regard, a wide array of studies have provided evidence suggesting that human assessors of writing quality are substantially influenced by the range and sophistication of the vocabulary used by L2 learners. The studies that offered such evidence used different measurement tools to evaluate the nature and/or size of L2 learners’ vocabulary. However, very few studies have attempted to chart vocabulary knowledge across different college-level proficiency levels in narrative writing productions in the Moroccan context. To contribute to this debate, the present study aims to investigate university L2 learners’ vocabulary knowledge across three proficiency levels from two post-secondary institutions. More specifically, this cross-sectional study operationalized vocabulary knowledge in terms of diversity and sophistication in order to chart growth in the lexical repertoire of 90 participants. Data analysis showed that the participants displayed different levels of vocabulary knowledge. In terms of lexical diversity, second-year students’ vocabulary was as diverse as third-year students but it was not as sophisticated. Nonetheless, sophistication did not differentiate first- and second-year students but it did differentiate between second- and third-year students. Additionally, diversity and sophistication were both good markers of difference between first- and second-year students. The implications of the findings will be discussed.