Relationships between Vocabulary Learning Strategy Use and Vocabulary Acquisition : The Case of Intentional Learning with a Word Book for Japanese High School Students

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  • 語彙学習ストラテジー使用度と語彙習得との関係 : 高校生用単語帳による意図的学習の場合
  • ゴイ ガクシュウ ストラテジー シヨウド ト ゴイ シュウトク トノ カンケイ コウコウセイヨウ タンゴチョウ ニ ヨル イトテキ ガクシュウ ノ バアイ

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This study focuses on intentional vocabulary learning by Japanese EFL high school students using vocabulary books, and aims to examine the relationship between the use of Vocabulary Learning Strategies (VLS) and the attainment in vocabulary learning. Explanatory factor analysis showed that VLS were classified into five factors : organization, repetition and concentration, review, use of L1, and use of context The subjects were given the same vocabulary test twice, at the beginning and the end of the school year, and they were divided into four groups based on cluster analysis of the students' performance on the tests. The difference in use of each VLS between those four learner groups was compared, and it was found that only organization strategy had a significant positive effect on vocabulary retention.

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