Vocabulary Learning Strategy Instruction in the EFL Secondary Classroom: An Exploratory Study

Autor/inn/en	Chiang, Kwun Man; Chang, Chih-Hao; Lee, Icy
Titel	Vocabulary Learning Strategy Instruction in the EFL Secondary Classroom: An Exploratory Study
Quelle	In: Language Awareness, 32 (2023) 1, S.94-113 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chang, Chih-Hao) ORCID (Lee, Icy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2021.1979566
Schlagwörter	Vocabulary Development; Second Language Learning; Second Language Instruction; Learning Strategies; Correlation; Instructional Effectiveness; Teaching Methods; Secondary School Students; Language Tests; Foreign Countries; English (Second Language); Predictor Variables; Hong Kong + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Korrelation; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Language test; Sprachtest; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Prädiktor; Hongkong
Abstract	This study investigated instruction in vocabulary consolidation strategies over eight months and vocabulary learning among a group of secondary students in Hong Kong. Two vocabulary tests and one vocabulary learning strategies (VLSs) questionnaire survey were administered near the end of the school year. The data were analysed using t-tests and correlation coefficients. The results show that the eight-month VLSs instruction was significantly correlated with students' vocabulary knowledge. It was also found that: (1) students favoured cognitive strategies and word analysis strategies to other VLSs; (2) more successful learners employed a wider variety of VLSs than less successful learners, with significant, positive correlations found between the repertoire of strategies and vocabulary performance; and (3) the strategies taught were effective for students' vocabulary learning and were significant predictors of more successful students. Students' responses from group discussions revealed their positive experiences with learning VLSs through explicit instruction, supporting the effectiveness of consolidation strategies. This study adds to the limited research literature on the role of VLSs instruction for EFL secondary learners. Strategies conducive to vocabulary learning and the implications of this study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01