A Study of Vocabulary Learning Strategies, Learning Achievements, and Cognitive Styles among the Junior High School Students in Taiwan

Abstract

This study investigates the use of vocabulary learning strategies among EFL junior high school students in Taiwan, finds the differences in vocabulary learning strategy use between high- and low-proficiency learners, and explores the relationship between the use of vocabulary learning strategies and cognitive styles. A vocabulary learning strategy questionnaire, vocabulary achievement test, and Hidden Figures Test were administered to 277 Grade 9 junior high school students. The results show that students do not often use vocabulary learning strategies. In addition, high-proficiency learners use vocabulary learning strategies more frequently than low-proficiency learners, especially for memory strategies, cognitive strategies and metacognitive strategies. moreover, the use of vocabulary is significantly correlated with the cognitive studies. The study suggests that teachers should help students understand various vocabulary learning strategies and their cognitive styles to improve and facilitate their learning.



Author Information
Alexandra Zakharova, National Taiwan university of Science and Technology, Taiwan

Paper Information
Conference: ACLL2013
Stream: Language Learning

This paper is part of the ACLL2013 Conference Proceedings (View)
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Posted by amp21