The Role of Motivation and Vocabulary Learning Strategies in L2 Vocabulary Knowledge: A Structural Equation Modeling Analysis

Autor/inn/en	Lee, Jang Ho; Ahn, Joung Joo; Lee, Hansol
Titel	The Role of Motivation and Vocabulary Learning Strategies in L2 Vocabulary Knowledge: A Structural Equation Modeling Analysis
Quelle	In: Studies in Second Language Learning and Teaching, 12 (2022) 3, S.435-458 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lee, Jang Ho) ORCID (Ahn, Joung Joo) ORCID (Lee, Hansol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Learning Strategies; Learning Motivation; Second Language Learning; Second Language Instruction; Correlation; Vocabulary Development; Metacognition; Secondary School Students; English (Second Language); Foreign Countries; Teaching Methods; Student Attitudes; South Korea + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; Wortschatzarbeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Korea; Republik
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. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01