EFL Learners’ Vocabulary Learning in Terms of Gender and Vocabulary Knowledge

• 발행기관: 한국영어어문교육학회
• 저자명: Jeong-Won Lee
• 간행물 정보: 『영어어문교육』영어어문교육 제25권 제2호, 1~20쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2019.06.30

영문 초록

The study aims at investigating patterns of variation in EFL high school students’ vocabulary strategy use according to gender and vocabulary knowledge. For this study, 1,124 high school students participated, and they were asked to take a vocabulary test and respond to a questionnaire. The findings are as follows: 1) there was no significant gender differences in their vocabulary knowledge; 2) the learners showed different strategy use patterns depending upon their level of vocabulary knowledge; and 3) their vocabulary learning strategy use was significantly different between male and female learners in general that males were more successful strategy users than females. These findings suggest that the widely accepted belief of female dominance over their male counterparts in vocabulary learning and vocabulary learning strategy use is needed to be revisited, taking into account diverse factors in different learning contexts in order to obtain a clear, convincing solution to the issue in question.

목차

I. INTRODUCTION

II. LITERATURE REVIEW

III. METHOD

IV. RESULTS AND DISCUSSION

V. CONCLUSION

키워드

vocabulary learning strategy gender vocabulary knowledge