The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis

IF 3.7 1区文学 Q1 LINGUISTICS Studies in Second Language Learning and Teaching Pub Date : 2022-09-27 DOI:10.14746/ssllt.2022.12.3.5

Jang Ho Lee, Joung Joo Ahn, Hansol Lee

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引用次数: 1

Abstract

This study explores the complex relationships between language learning motivation, vocabulary learning strategies, and two components of second language vocabulary knowledge (i.e., vocabulary size and depth), within the framework of self-regulated learning. Responses to questionnaires were gathered from 185 secondary-level Korean adolescent learners of English as a foreign language, regarding their motivation and vocabulary learning strategy use; additionally, the results of their vocabulary size and depth tests were collected. We adopted structural equation modeling for analysis, with vocabulary learning strategies consisting of memory, cognitive, and metacognitive categories, and vocabulary knowledge consisting of vocabulary size and depth. The results showed that motivation directly predicted vocabulary learning strategies and vocabulary knowledge, and indirectly predicted vocabulary knowledge via vocabulary learning strategies. When further classified, intrinsic motivation was found to have a stronger influence on the use of vocabulary learning strategies and vocabulary knowledge than extrinsic motivation. We discuss the implications of increasing learners’ motivation and repertoire of strategies for improving vocabulary size and depth.

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动机和词汇学习策略在二语词汇知识中的作用:结构方程模型分析

本研究在自我调节学习的框架下探讨了语言学习动机、词汇学习策略和二语词汇知识的两个组成部分(即词汇量和深度)之间的复杂关系。对185名韩国中学阶段青少年英语学习者的学习动机和词汇学习策略使用情况进行问卷调查;此外，还收集了他们的词汇量和深度测试结果。我们采用结构方程模型进行分析，词汇学习策略包括记忆类、认知类和元认知类，词汇知识包括词汇量和深度。结果表明，动机直接预测词汇学习策略和词汇知识，并通过词汇学习策略间接预测词汇知识。进一步分类发现，内在动机比外在动机对词汇学习策略和词汇知识使用的影响更大。我们讨论了提高学习者的学习动机和学习策略对提高词汇量和深度的影响。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.