Relationships of International Students' L2 Vocabulary, Receptive Skills, and Strategy Use: A Pathway College Context

Autor/inn/en	Aktar, Tasnima; Strong, Dina
Titel	Relationships of International Students' L2 Vocabulary, Receptive Skills, and Strategy Use: A Pathway College Context
Quelle	In: English Language Teaching, 12 (2019) 10, S.65-81 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Students; Measures (Individuals); Learning Strategies; Foreign Countries; Vocabulary Development; Reading Strategies; Listening Comprehension Tests; Student Attitudes; Correlation; Language Tests; Academic Language; Undergraduate Students; College Preparation; Teaching Methods; Receptive Language; Language of Instruction; United Kingdom; Strategy Inventory for Language Learning; International English Language Testing System + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Messdaten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Wortschatzarbeit; Reading strategy; Leselernstufe; Lesetechnik; Hörverstehensübung; Schülerverhalten; Korrelation; Language test; Sprachtest; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Rezeptive Kommunikationsfähigkeit; Teaching language; Unterrichtssprache; Großbritannien; Language tests; Englisch
Abstract	A considerable amount of studies has been done on the relationship of L2 vocabulary and reading/listening, strategy use and reading/listening, and vocabulary and strategy use in different contexts among different levels of learners; however, little has been known about the relationships among all these variables with the same cohort of learners and particularly with international students including Asian students in a UK pathway college context. Furthermore, existing research on these relationships is inconclusive. This paucity and inconclusiveness invoke this attempt to understand the relationships of all these variables among pre-sessional international students. Quantitative data were collected from 31 Pre-Undergraduate (PU) and Pre-Masters (PM) international students via Strategy Inventory of Language Learning (SILL; Oxford, 1990), IELTS-style reading and listening tests, and an academic vocabulary test designed from Quizlet for class test. Results showed that there was no significant relation of vocabulary with reading and listening among the whole cohort of students and the PU group; however, there was a significant relationship between reading and listening among the whole cohort and the PU group. Among the PM group only, significant relationship was seen between vocabulary and reading. Social strategy category and some individual strategies were significantly correlated with reading among the whole cohort, and the significant correlation of social strategy category and reading was also true for the PM group. While memory strategies were significantly, positively correlated with vocabulary among the PM group, affective strategies were negatively correlated vocabulary among the PU group. Independent sample t-test revealed significant difference between the PM and PU groups on their vocabulary knowledge. Although the pattern of the relationships revealed was not always clear among these diverse international students, the findings could inform teaching L2 receptive skills with regards to vocabulary and strategies, with a view to facilitate learning of English as an L2 in a target language context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01