The study tends to explore vocabulary learning beliefs and strategies employed by students in Chinese universities. The correlations between beliefs/strategies and students’ vocabulary size are also addressed to show the impact of the different vocabulary learning strategies on students’ vocabulary size in China. A questionnaire and a vocabulary test were administered to 105 students from two universities. The questionnaire is adapted from Gu and Hu [1] and the vocabulary levels test is selected from Nation’s [2] vocabulary levels test (the university word list level) to evaluate students’ vocabulary size. With SPSS, statistical descriptions and pearson correlation are undertaken to process the data collected. The analyses of the data reveal that students in Chinese universities are interested in learning vocabulary. They report adopting a number of learning strategies in their vocabulary learning processes. They appear to use metacognitive strategies more often when they learn vocabulary, especially self-initiation. At cognitive level, they are both inclined to adopt dictionary use, guessing, note-taking and activation strategies very often, while encoding and rehearsal are less used. Their vocabulary size has a strong relation with their strategy use at cognitive level, a moderate relation at overall and metacognitive level and no relation with their learning beliefs. The study suggests that teachers should encourage students to hold a positive belief on vocabulary learning and to employ both metacognitive and cognitive strategies in learning vocabulary. Students should pay as much attention to cognitive strategies as to metacognitive strategies.
| Published in | Communication and Linguistics Studies (Volume 5, Issue 4) |
| DOI | 10.11648/j.cls.20190504.12 |
| Page(s) | 80-85 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2020. Published by Science Publishing Group |
Vocabulary Learning Beliefs, Vocabulary Learning Strategies, Vocabulary Size
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APA Style
Tian Tian. (2020). The Use of Vocabulary Learning Strategies in Relation to Vocabulary Size of Students in Chinese Universities. Communication and Linguistics Studies, 5(4), 80-85. https://doi.org/10.11648/j.cls.20190504.12
ACS Style
Tian Tian. The Use of Vocabulary Learning Strategies in Relation to Vocabulary Size of Students in Chinese Universities. Commun. Linguist. Stud. 2020, 5(4), 80-85. doi: 10.11648/j.cls.20190504.12
AMA Style
Tian Tian. The Use of Vocabulary Learning Strategies in Relation to Vocabulary Size of Students in Chinese Universities. Commun Linguist Stud. 2020;5(4):80-85. doi: 10.11648/j.cls.20190504.12
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Download@article{10.11648/j.cls.20190504.12,
author = {Tian Tian},
title = {The Use of Vocabulary Learning Strategies in Relation to Vocabulary Size of Students in Chinese Universities},
journal = {Communication and Linguistics Studies},
volume = {5},
number = {4},
pages = {80-85},
doi = {10.11648/j.cls.20190504.12},
url = {https://doi.org/10.11648/j.cls.20190504.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cls.20190504.12},
abstract = {The study tends to explore vocabulary learning beliefs and strategies employed by students in Chinese universities. The correlations between beliefs/strategies and students’ vocabulary size are also addressed to show the impact of the different vocabulary learning strategies on students’ vocabulary size in China. A questionnaire and a vocabulary test were administered to 105 students from two universities. The questionnaire is adapted from Gu and Hu [1] and the vocabulary levels test is selected from Nation’s [2] vocabulary levels test (the university word list level) to evaluate students’ vocabulary size. With SPSS, statistical descriptions and pearson correlation are undertaken to process the data collected. The analyses of the data reveal that students in Chinese universities are interested in learning vocabulary. They report adopting a number of learning strategies in their vocabulary learning processes. They appear to use metacognitive strategies more often when they learn vocabulary, especially self-initiation. At cognitive level, they are both inclined to adopt dictionary use, guessing, note-taking and activation strategies very often, while encoding and rehearsal are less used. Their vocabulary size has a strong relation with their strategy use at cognitive level, a moderate relation at overall and metacognitive level and no relation with their learning beliefs. The study suggests that teachers should encourage students to hold a positive belief on vocabulary learning and to employ both metacognitive and cognitive strategies in learning vocabulary. Students should pay as much attention to cognitive strategies as to metacognitive strategies.},
year = {2020}
}
TY - JOUR T1 - The Use of Vocabulary Learning Strategies in Relation to Vocabulary Size of Students in Chinese Universities AU - Tian Tian Y1 - 2020/01/08 PY - 2020 N1 - https://doi.org/10.11648/j.cls.20190504.12 DO - 10.11648/j.cls.20190504.12 T2 - Communication and Linguistics Studies JF - Communication and Linguistics Studies JO - Communication and Linguistics Studies SP - 80 EP - 85 PB - Science Publishing Group SN - 2380-2529 UR - https://doi.org/10.11648/j.cls.20190504.12 AB - The study tends to explore vocabulary learning beliefs and strategies employed by students in Chinese universities. The correlations between beliefs/strategies and students’ vocabulary size are also addressed to show the impact of the different vocabulary learning strategies on students’ vocabulary size in China. A questionnaire and a vocabulary test were administered to 105 students from two universities. The questionnaire is adapted from Gu and Hu [1] and the vocabulary levels test is selected from Nation’s [2] vocabulary levels test (the university word list level) to evaluate students’ vocabulary size. With SPSS, statistical descriptions and pearson correlation are undertaken to process the data collected. The analyses of the data reveal that students in Chinese universities are interested in learning vocabulary. They report adopting a number of learning strategies in their vocabulary learning processes. They appear to use metacognitive strategies more often when they learn vocabulary, especially self-initiation. At cognitive level, they are both inclined to adopt dictionary use, guessing, note-taking and activation strategies very often, while encoding and rehearsal are less used. Their vocabulary size has a strong relation with their strategy use at cognitive level, a moderate relation at overall and metacognitive level and no relation with their learning beliefs. The study suggests that teachers should encourage students to hold a positive belief on vocabulary learning and to employ both metacognitive and cognitive strategies in learning vocabulary. Students should pay as much attention to cognitive strategies as to metacognitive strategies. VL - 5 IS - 4 ER -
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