A Study on the English Vocabulary Learning Strategies of Elementary School Students and Their Determinants

• Main Authors: Shu-Ping Lin, 林淑平
• Other Authors: Chun-Mei Chou
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/02946286826969979145

碩士 === 國立雲林科技大學 === 技術及職業教育研究所碩士班 === 101 === The purpose of this study was to explain the English vocabulary learning strategies of elementary school students and their determinants and establish a model. This study was based on the literature analysis to discuss the formation and influence of the English vocabulary learning strategies of elementary school students. Three intension factors of English vocabulary learning strategies were concluded, including personal background, English learning motivation, and learning styles. In addition, this study also employed quantitative approach to collect data from our respondents. The total number of the students was 1006 and the effective questionnaires were 968 copies. The researcher obtained subsequent results after statistical analysis as follow: (1) Students’ “Learning styles” had significant differences in students’ English learning experiences, English abilities, and parents’ involvement. (2) Students’ “English learning motivation” had significant differences in students’ English learning experiences, English abilities, and parents’ involvement. (3) Students’ “English vocabulary learning strategies” had significant differences in students’ English learning experiences, English abilities, and parents’ involvement. The score of “Memory strategies” was highest. (4) Students’ “English learning motivation” and “English vocabulary learning strategies” influenced by their “Learning styles”. (5) Students’ “English vocabulary learning strategies” influenced by their “English learning motivation”. (6) Both “Learning styles” and “English learning motivation” had a goodness of fit to the influential model and data of “English learning vocabulary strategies”.