Thesis (M. A.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Vita. Includes bibliographical references. Available also from UMI company.

Thesis (M. Soc. Sc.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 28-33).

Thesis (M.A.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 43-47). Also available in print.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (M.S.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 13, 2006) Includes bibliographical references.

Thesis (M.S.)--Florida State University, 2006. / Advisor: K. Anders Ericsson, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed June 7, 2006). Document formatted into pages; contains vii, 125 pages. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed July 12, 2007). PDF text: vii, 213 p. : ill. UMI publication number: AAT 3252841. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Aug. 2, 2007). PDF text: viii, 86 p. : ill. UMI publication number: AAT 3257658. Includes bibliographical references. Also available in microfilm and microfiche formats.

The aim of this study was to contribute to the scarce amount of research on self-selected Spanish foreign language (FL) vocabulary learning strategies (VLS) by adult learners of Spanish in the United States and to investigate which type of learning strategies may result in higher vocabulary gains and why. This study investigated the relationships between the type of VLS university Spanish FL students at different levels of proficiency use, the amount of time they devote to the weekly study of Spanish outside the classroom, and their vocabulary size. In addition, the correlations between the VLS used by students with high and low vocabulary test scores and their vocabulary size were investigated. A total of 477 military cadets/students at the United States Air Force Academy enrolled in Spanish courses at the beginning, intermediate, and advanced language proficiency levels participated in this study. The data were analyzed through quantitative methods using two measuring instruments: a) a vocabulary learning questionnaire used to discover students’ VLS preferences, and b) a Spanish vocabulary tests used to estimate the participants’ Spanish vocabulary size. Analyses of the data suggest that a significant relationship exits between learning strategy use and vocabulary size among advanced, more experienced Spanish learners but not among beginning- or intermediate-level students. Findings suggest that novice or inexperienced Spanish FL learners may be ineffective at the management of their own vocabulary learning. Different patterns in VLS use were also identified between advanced students with high and low vocabulary test scores. Those with higher vocabulary test scores use significantly more social and metacognitive learning strategies, while those with lower vocabulary test scores resort to memorization and other less-cognitively-demanding strategies for learning Spanish vocabulary. Pedagogical implications and limitations are addressed. / text