Japanese EFL Learners' Vocabulary Learning Strategies from the Perspective of Word Frequency
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概要
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It has been reported that vocabulary learning strategies (VLS) play a crucial role in L2 vocabulary education. It is assumed that effective VLS may vary depending on word frequency. However, few studies have empirically investigated this assumption. This paper, therefore, conducted a study in order to explore the relationship between VLS and word frequency. A vocabulary size test and a VLS questionnaire were administered to 162 first-year students at Kyoto University, Japan. The data were analyzed by factor analysis and multiple regression analysis. The results showed that among the eight VLS, guessing from word and dictionary for usage were positive predictors of test scores at any frequency levels, while guessing from context and dictionary for meaning were negative predictors of test scores at any frequency levels. Grouping was neither a positive nor negative predictor of test scores at any frequency levels. Contextual encoding, known words, and repetition in mind varied in effectiveness depending on word frequency. From these findings, pedagogical implications for EFL vocabulary education in Japan and a suggestion for future research are discussed.
- 社団法人大学英語教育学会の論文
- 2009-10-20