The Impact of the Language Learning Environment on Vocabulary Learning Strategies
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The purpose of the study was to investigate the impact of the target language learning environment on vocabulary learning strategies used by the Korean learners of English. To find the effects of the learning environment and language exposure on the use of strategy and the perception of strategy helpfulness, two groups of learners such as the Korean EFL learners and ESL learners were studied by questionnaire. The 400 subjects were recruited from the two cities: Incheon in Korea and Brisbane in Australia. They were asked to indicate the strategies which they used and regarded as effective. The strategies on the survey questionnaire consisted of 14 meaning discovery strategies and 30 consolidation strategies. The data were analyzed by comparing percentages of positive indications to each strategy between the two groups of participants. The results showed that the ESL students use more various strategies than the EFL students. The ESL learners undertook a balanced use of strategies in the number and range of strategies, in contrast to the EFL learners who used a much more limited range.
Abstract
The purpose of the study was to investigate the impact of the target language learning environment on vocabulary learning strategies used by the Korean learners of English. To find the effects of the learning environment and language exposure on the use of strategy and the perception of strategy helpfulness, two groups of learners such as the Korean EFL learners and ESL learners were studied by questionnaire. The 400 subjects were recruited from the two cities: Incheon in Korea and Brisbane in Australia. They were asked to indicate the strategies which they used and regarded as effective. The strategies on the survey questionnaire consisted of 14 meaning discovery strategies and 30 consolidation strategies. The data were analyzed by comparing percentages of positive indications to each strategy between the two groups of participants. The results showed that the ESL students use more various strategies than the EFL students. The ESL learners undertook a balanced use of strategies in the number and range of strategies, in contrast to the EFL learners who used a much more limited range.
참고문헌 (38)
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