Exploring the Effects of Metacognitive Strategies on Vocabulary Learning of Japanese Junior High School Students
1
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
Vocabulary learning strategies (VLS) play a crucial role in L2 vocabulary education. Although it is assumed that metacognitive VLS are effective, few studies have empirically investigated this assumption. This paper, therefore, conducted a study in order to establish a comprehensive taxonomy of metacognitive VLS and explored the relationship between the use of metacognitive VLS and vocabulary knowledge. A vocabulary size test and a VLS questionnaire were administered to 132 Japanese junior high school students. The data were analyzed using exploratory factor analysis and multiple regression analysis. The results showed a total of 20 metacognitive VLS and categorized them into six. Among the six metacognitive VLS, input seeking was a positive predictor of test scores at any frequency level, while spaced learning, guessing with confidence, and note making varied in effectiveness depending on word frequency. These results suggest it is important to encourage students to learn vocabulary outside the classroom, teach basic affix knowledge, and facilitate students in making vocabulary notebooks.
Abstract
Vocabulary learning strategies (VLS) play a crucial role in L2 vocabulary education. Although it is assumed that metacognitive VLS are effective, few studies have empirically investigated this assumption. This paper, therefore, conducted a study in order to establish a comprehensive taxonomy of metacognitive VLS and explored the relationship between the use of metacognitive VLS and vocabulary knowledge. A vocabulary size test and a VLS questionnaire were administered to 132 Japanese junior high school students. The data were analyzed using exploratory factor analysis and multiple regression analysis. The results showed a total of 20 metacognitive VLS and categorized them into six. Among the six metacognitive VLS, input seeking was a positive predictor of test scores at any frequency level, while spaced learning, guessing with confidence, and note making varied in effectiveness depending on word frequency. These results suggest it is important to encourage students to learn vocabulary outside the classroom, teach basic affix knowledge, and facilitate students in making vocabulary notebooks.
참고문헌 (42)
- Ahmed, M. O., "British studies in applied linguistics, Vol. 4.: Beyond words", pp.1989, British Association of Applied Linguistics
- Aizawa, K., "English lexicography in Japan", pp.108~119 (2006), Taishukan
- Aizawa, K., "Estimating word difficulty : The divergence from frequency levels", Annual Review of English Language Education in Japan, 18, pp.51~60 (2007)
- Aizawa, K., (2010), Taishukanshoten
- Atay, D., "Memory strategy instruction, contextual learning and ESP vocabulary recall", English for Specific Purposes, 26(1), pp.39~51 (2007)
- Brown, T. S., "A comparison of three learning strategies for ESL vocabulary acquisition", TESOL Quarterly, 25(4), pp.655~670 (1991)
- Cohen, A., "Strategies in learning and using a second language" (1998), Longman
- Craik, F. I. M., "Depth of processing and retention of words in episodic memory", Journal of Experimental Psychology : General, 104(3), pp.268~294 (1975)
- Daulton, F. E., "Japan’s built-in lexicon of English-based loanwords" (2008), Multilingual Matters
- Fan, M., "Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies : A study of Hong Kong learners", The Modern Language Journal, 87(2), pp.222~241 (2003)
- Fowle, C., "Vocabulary notebooks: Implementation and outcomes", ELT Journal, 56(4), pp.380~388 (2002)
- Gu, Y., "Vocabulary learning strategies and language learning outcomes", Language Learning, 46(4), pp.643~679 (1996)
- Kojic-Sabo, I., "Student’s approaches to vocabulary learning and their relationship to success", The Modern Language Journal, 83(2), pp.176~192 (1999)
- Laufer, B., "Vocabulary: Description, acquisition, and pedagogy", pp.140~155 (1997), Cambridge University Press
- Laufer, B., "Size and strength: Do we need both to measure vocabulary knowledge?", Language Testing, 21(2), pp.202~226 (2004)
- Lawson, M. J., "The vocabulary-learning strategies of foreign-language students", Language Learning, 46(1), pp.101~135 (1996)
- Lessard-Clouston, M., "ESL vocabulary learning in a TOEFL preparation class: A case study", The Canadian Modern Language Review, 53(1), pp.97~119 (1996)
- Maiguashca, R. U., "Teaching and learning vocabulary in a second language : Past, present, and future directions", The Canadian Modern Language Review, 50(1), pp.83~100 (1993)
- Meara, P., "Vocabulary acquisition : A neglected aspect of language learning", Language Teaching and Linguistics Abstracts, 13(4), pp.221~246 (1980)
- Meara, P., "Applied linguistics in society", pp.80~87 (1988), Centre for Information on Language Teaching and Research
- Atsushi Mizumoto, "On Questionnaire Use in Language Learning Strategies Research", Journal of Asia TEFL, 15(1), pp.184~192 (2018), 아시아테플
- Mizumoto, A., "Exploring the driving forces behind TOEIC scores : Focusing on vocabulary learning strategies, motivation, and study time", JACET Journal, 46, pp.17~32 (2008)
- Mochizuki, M., "An affix acquisition order for EFL learners : An exploratory study", System, 28(2), pp.291~304 (2000)
- Nation, I. S. P., "Learning vocabulary in another language" (2001), Cambridge University Press
- O’Malley, J., "Learning strategies in second language acquisition" (1990), Cambridge University Press
- O’Malley, J., "Learning strategies used by beginning and intermediate ESL students", Language Learning, 35(1), pp.21~46 (1985)
- Oxford, R. L., "Language learning strategies: What every teacher should know" (1990), Newbury House
- Oxford, R. L., "Employing a questionnaire to assess the use of language learning strategies", Applied Language Learning, 7(1), pp.25~45 (1996)
- Oxford, R. L., "Teaching and researching language learning strategies" (2011), Pearson Education
- Oxford, R. L., "Second language vocabulary learning among adults : State of the art in vocabulary instruction", System, 22(2), pp.231~243 (1994)
- Sagarra, N., "The key is in the keyword : L2 vocabulary learning methods with beginning learners of Spanish", The Modern Language Journal, 90(2), pp.228~243 (2006)
- Sanaoui, R., "Adult learner’s approaches to learning vocabulary in second languages", The Modern Language Journal, 79(1), pp.15~28 (1995)
- Sasao, Y., "The word part levels test", Language Teaching Research, 21(1), pp.12~30 (2017)
- Saville-Troike, M., "What really matters in second language learning for academic achievement?", TESOL Quarterly, 18(2) (1984)
- Schmitt, N., "Vocabulary:Description, acquisition, and pedagogy", pp.199~227 (1997), Cambridge University Press
- Schmitt, N., "Vocabulary in language teaching" (2000), Cambridge University Press
- Schmitt, N., "Vocabulary notebooks : Theoretical underpinnings and practical suggestions", ELT Journal, 49(2), pp.133~143 (1995)
- Schoonen, R., "Metacognitive and language-specific knowledge in native and foreign language reading comprehension : An empirical study among Dutch students in grades 6, 8 and 10", Language Learning, 48(1), pp.71~106 (1998)
- Uchida, O., (2007), Tokyo Shoseki
- van Hell, J. G., "Keyword mnemonics versus rote rehearsal : Learning concrete and abstract foreign words by experienced and inexperienced learners", Language Learning, 47(3), pp.507~546 (1997)
- Wang, L., "An empirical study of differences in the use of English vocabulary learning strategies", The Journal of Asia TEFL, 6(4), pp.151~192 (2009)
- Yamada, H., "Japanese EFL learners’ vocabulary learning strategies from the perspective of word frequency", JACET Journal, 49, pp.43~56 (2009)
