Approaches to vocabulary learning and their relationship to success
Approaches to vocabulary learning and their relationship to success
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词汇学习方法及其与成功的关系
DOI：
10.1111/0026-7902.00014
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发表时间：
1999
期刊：
影响因子：
--
通讯作者：
Izabela Kojic
中科院分区：
文献类型：
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作者：
Izabela Kojic
学生的词汇学习方法在两个不同的学习环境中进行了调查;一个是英语作为第二语言（ESL），另一个是英语作为外语（EFL）。在一定程度上基于Sanaoui（1992）的研究，对47名ESL学生和43名EFL学生进行了问卷调查。学习者被要求指出，除其他事项外，他们通常花在词汇学习上的时间，他们从事独立语言学习的程度，他们经常进行的词汇学习活动的类型，他们做笔记和复习的频率和精细程度，以及他们使用词典的频率和精细程度。聚类分析，一种用于在人群中找到相对同质的亚群的技术，确定了8种不同的学生词汇学习方法。还进行了分析，以确定战略的使用和成绩水平之间可能存在的关系。学生的表现进行了两次测试，是/否测试评估知识的学术词汇，和完形填空测试评估整体英语水平，比较了8个集群。（摘要由UMI缩短。）
Students' vocabulary learning approaches were surveyed in two distinct learning environments; one where English was studied as a second language (ESL), and another where it was a foreign language (EFL). A questionnaire, based to some extent on Sanaoui's (1992) work, was administered to 47 ESL and 43 EFL students. Learners were asked to indicate, among other things, the amount of time they usually spent on vocabulary learning, the extent to which they engaged in independent language study, the type of vocabulary learning activity they did on a regular basis, the frequency and elaborateness of their note-taking and reviewing efforts, as well as the frequency and elaborateness with which they used dictionaries. Cluster analysis, a technique used for finding relatively homogeneous subgroups in a population, identified 8 different profiles of student approaches to lexical learning. Analyses were also conducted to determine a possible relationship between strategy use and achievement level. Students' performance on two tests, a Yes/No test assessing knowledge of academic vocabulary, and a cloze test assessing overall English proficiency, were compared for the 8 clusters. (Abstract shortened by UMI.)