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Assessing the Relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge |
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| รหัสดีโอไอ | |
| Creator | Feng Teng |
| Title | Assessing the Relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge |
| Publisher | สถาบันภาษา จุฬาลงกรณ์มหาวิทยาลัย |
| Publication Year | 2558 |
| Journal Title | PASAA : a journal of language teaching and learning |
| Journal Vol. | 49 |
| Page no. | 39_66 |
| Keyword | vocabulary learning depth of vocabulary knowledge,breadth of vocabulary knowledge,vocabulary development |
| ISSN | 2287-0024 |
| Abstract | This study is an attempt to explore thecorrelation between direct and indirect vocabularylearning strategies along with the depth and breadthof vocabulary knowledge. To this end, a sample of145 low proficiency students who learn English as aForeign Language (EFL) completed a questionnaireconcerning vocabulary learning strategy use.Vocabulary Levels Test (Schmitt et al., 2001) andWord Associates Test (Read, 1993; 2004) wereadministered to measure the breadth and depth oflexical repertoire respectively. The results indicatedthat (a) direct strategies were frequently used by EFLstudents (except for direct cognitive analyzingstrategy), and (b), indirect strategies were lessfrequently used strategies. Participants' scores instrategy use were correlated significantly andpositively with breadth and depth of vocabularyknowledge. However, indirect strategy use had ahigher level of correlation with two dimensions of vocabulary knowledge, implying that EFL studentswith a higher level of depth and breadth of lexicalrepertoire tended to use strategies that are moreindirect. This highlights the importance of indirectstrategies, e.g., self-planning, self-monitoring, andself-evaluating. These and other relevant pedagogicalimplications were discussed. |
