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.
Alexandra Zakharova, National Taiwan university of Science and Technology, Taiwan
Stream: Language Learning
This paper is part of the ACLL2013 Conference Proceedings (View)
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