The Relationship between the Depth of Vocabulary Knowledge and Chinese MA Students' Use of Vocabulary Learning Strategy and L2 Contact in a Study-Abroad Context

Autor/in	Liu, Xiaofei F.
Titel	The Relationship between the Depth of Vocabulary Knowledge and Chinese MA Students' Use of Vocabulary Learning Strategy and L2 Contact in a Study-Abroad Context
Quelle	In: Journal of Pan-Pacific Association of Applied Linguistics, 22 (2018) 2, S.27-52 (26 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1345-8353
Schlagwörter	Second Language Learning; Second Language Instruction; Vocabulary Development; Factor Analysis; Language Tests; Correlation; Graduate Students; Learning Strategies; Study Abroad; Student Attitudes; English (Second Language); Foreign Countries; Asians; Predictor Variables; Advanced Students; Dictionaries; Test Results; Associative Learning; Masters Programs; United Kingdom (London) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Faktorenanalyse; Language test; Sprachtest; Korrelation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studies abroad; Auslandsstudium; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Prädiktor; Fortgeschrittener; Dictionary; Wörterbuch; Magister course; Magisterstudiengang
Abstract	The purpose of the study was to investigate the relationship between Chinese MA students' depth of vocabulary knowledge, their use of L2 vocabulary learning strategy (VLS), and the types of L2 contact they encountered while studying abroad. 165 Chinese MA students from a British university participated in the study by filling out the questionnaire which comprised a measure of L2 contact (Freed, Dewey, Segalowitz, & Halter, 2004), a survey of vocabulary learning strategy (Gu, 2005), and a vocabulary test based on the Word Associates Format (WAF) (Read, 2000) used for measuring their vocabulary knowledge depth. Exploratory factor analysis yielded five types of VLS and five types of L2 contact. Results of stepwise regression analysis indicated that strategies related to contextual guessing and using a dictionary as well as L2 contact variables of reading and interacting in English were positive predictors of vocabulary knowledge depth. However, Pearson's correlation coefficients revealed no relationship between the vocabulary test results and the variables of either VLS or L2 contact. Implications of the findings suggested how advanced Chinese ESL learners could maximize their lexical gains by using VLS and engaging L2 contact while studying abroad. (As Provided).
Anmerkungen	Pan-Pacific Association of Applied Linguistics. Cheongji National University of Education. Main Bldg #506, 2065 Cheongnam-ro, Cheongju-si, Chungcheongbuk-do 28690, Korea. e-mail: paaljournal@gmail.com; Web site: http://paal.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01