Assessing the Relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge
Year: 2015
Type: article
Study design: Observational Study
Abstract: This study is an attempt to explore the correlation between direct and indirect vocabulary learning strategies along with the depth and breadth of vocabulary knowledge. To this end, a sample of 145 low proficiency students who learn English as a Foreign Language (EFL) completed a questionnaire concerning vocabulary learning strategy use. Vocabulary Levels Test (Schmitt et al., 2001) and Word Associates Test (Read, 1993; 2004) were administered to measure the breadth and depth of lexical repertoire respectively. The results indicated that (a) direct strategies were frequently used by EFL students (except for direct cognitive analyzing strategy), and (b), indirect strategies were less frequently used strategies. Participants' scores in strategy use were correlated significantly and positively with breadth and depth of vocabulary knowledge. However, indirect strategy use had a higher level of correlation with two dimensions of vocabulary knowledge, implying that EFL students with a higher level of depth and breadth of lexical repertoire tended to use strategies that are more indirect. This highlights the importance of indirect strategies, e.g., self-planning, self-monitoring, and self-evaluating. These and other relevant pedagogical implications were discussed.
Source: PASAA
Author: Feng Teng
Institution: Nanning University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2252458756