Classification of L2 Vocabulary Learning Strategies: Evidence from Exploratory and Confirmatory Factor Analyses

Autor/inn/en	Zhang, Bo; Li, Changyu
Titel	Classification of L2 Vocabulary Learning Strategies: Evidence from Exploratory and Confirmatory Factor Analyses
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 42 (2011) 2, S.141-154 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688211405180
Schlagwörter	Learning Strategies; Second Language Learning; Classification; Social Influences; Vocabulary Development; Factor Analysis; English (Second Language); Foreign Countries; Cognitive Processes; Memory; Undergraduate Students; Questionnaires; China + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zweitsprachenerwerb; Classification system; Klassifikation; Klassifikationssystem; Sozialer Einfluss; Wortschatzarbeit; Faktorenanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Cognitive process; Kognitiver Prozess; Gedächtnis; Fragebogen
Abstract	This research presents a classification theory for the L2 vocabulary learning strategies. Based on the exploratory and confirmatory factor analyses of strategies that adult Chinese English learners used, this theory identifies six categories, four of which are related to the cognitive process in lexical acquisition and the other two are metacognitive and affective factors. Compared to other theories on language learning strategies, the uniqueness of this theory lies in that the cognitive factors correspond to the essential steps learners take in acquiring new words. This research does not support that a memory factor or a social factor exists independently in vocabulary learning strategies. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10