A Preliminary Study on Grammar Learning Strategies and the Relationship with Grammar and Vocabulary Learning
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The aim of this study is (1) to examine the underlying constructs of grammar learning strategies identified by Korean EFL learners and (2) to investigate the relationship between grammar strategy and grammar/vocabulary attainment of Korean English learners divided by English proficiency levels. The quantitative method was employed, using factor analysis and a series of ANOVA analysis based on the data collected through a strategy use survey, a grammaticality judgement test and a vocabulary levels test. It involved 65 participants that took a TOEIC class at a university as part of regular course requirements for a semester. The research finding showed that the underlying three factors of the instrument were not identical with the factors produced by Korean EFL learners. Instead, the five factors were emerged from the current study. The results of a series of ANOVA exhibited that there partially existed statistical differences among the proficiency levels in terms of Factor 3 (Noticing & awareness raising) for the grammaticality judgement test with Factor 4 (self-directed grammar learning) showing significance for the vocabulary levels test. The high proficiency level learners more often utilized various types of GLS while low level learners were shown to use less GLS. Some considerations and directions for further research are suggested
Abstract
The aim of this study is (1) to examine the underlying constructs of grammar learning strategies identified by Korean EFL learners and (2) to investigate the relationship between grammar strategy and grammar/vocabulary attainment of Korean English learners divided by English proficiency levels. The quantitative method was employed, using factor analysis and a series of ANOVA analysis based on the data collected through a strategy use survey, a grammaticality judgement test and a vocabulary levels test. It involved 65 participants that took a TOEIC class at a university as part of regular course requirements for a semester. The research finding showed that the underlying three factors of the instrument were not identical with the factors produced by Korean EFL learners. Instead, the five factors were emerged from the current study. The results of a series of ANOVA exhibited that there partially existed statistical differences among the proficiency levels in terms of Factor 3 (Noticing & awareness raising) for the grammaticality judgement test with Factor 4 (self-directed grammar learning) showing significance for the vocabulary levels test. The high proficiency level learners more often utilized various types of GLS while low level learners were shown to use less GLS. Some considerations and directions for further research are suggested
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