In the field of second language vocabulary learning, numerous studies had been done
to investigate language learners’ use of vocabulary learning strategies, as well as
relationships between the use of vocabulary learning strategies and other individual
variables (e.g., personality, intelligence, major, learning style, etc.). To fill the gap in the
literature reviewed, the present study examined the use of vocabulary learning strategies
reported by 95 Chinese undergraduate engineering students, and relationships between
the use of vocabulary learning strategies and three key variables, i.e., language
proficiency, vocabulary size, and gender.
Results of this study indicated: 1) With a reported frequency of overall vocabulary
learning strategies use of medium, Chinese undergraduate engineering students use
determination strategies most frequently, while social strategies the least. 2) There is a
negative relationship between the use of overall vocabulary learning strategies reported
by Chinese undergraduate engineering students and their language proficiency. In terms
of the use of the five categories of vocabulary learning strategies, determination,
cognitive, and metacognitive strategies are positively correlated to Chinese undergraduate
engineering students’ language proficiency. While social and memory strategies are
negatively correlated. On the level of individual vocabulary learning strategies, ten
individual vocabulary learning strategies are significantly correlated with language
proficiency. 3) Chinese undergraduate engineering students’ use of overall vocabulary
learning strategies and vocabulary size are positively correlated. In terms of the use of the
five categories of vocabulary learning strategies, social strategies is negatively correlated
with vocabulary size while the remaining four categories are positively correlated. On the
level of individual vocabulary learning strategies, significant correlations are identified
between the use of three individual vocabulary learning strategies and vocabulary size. 4)
No significant difference is found between male and female Chinese undergraduate
engineering students on uses of overall vocabulary learning strategies, although male
Chinese undergraduate engineering students employ overall vocabulary learning
strategies more frequently than females. When analyzing the use of the five categories of
vocabulary learning strategies, male students employ social, memory, and cognitive
strategies more frequently than female students while female students employ
determination and metacognitive strategies more frequently. In terms of the gender
differences on the use of individual vocabulary learning strategies, female students
employ two individual vocabulary learning strategies more frequently than male students
at significant levels.
Findings of the present study illustrate Chinese undergraduate engineering students’
reported use of vocabulary learning strategies, as well as correlations between the use of
vocabulary learning strategies and language proficiency, vocabulary size, and gender. It
is recommended that English language teachers in China spending more time on
vocabulary learning strategies training and taking advantages of the individual
vocabulary learning strategies that can contribute to students’ language learning. / Graduate / kellycai0913@gmail.com
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/5850 |
| Date | 09 January 2015 |
| Creators | Cai, Mengyue |
| Contributors | Huang, Li-Shih |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web, http://creativecommons.org/licenses/by-nc-sa/2.5/ca/ |
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