The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis

• Authors: Jang Ho Lee , Joung Joo Ahn , Hansol Lee

Abstracts

EN

This study explores the complex relationships between language learning motivation, vocabulary learning strategies, and two components of second language vocabulary knowledge (i.e., vocabulary size and depth), within the framework of self-regulated learning. Responses to questionnaires were gathered from 185 secondary-level Korean adolescent learners of English as a foreign language, regarding their motivation and vocabulary learning strategy use; additionally, the results of their vocabulary size and depth tests were collected. We adopted structural equation modeling for analysis, with vocabulary learning strategies consisting of memory, cognitive, and metacognitive categories, and vocabulary knowledge consisting of vocabulary size and depth. The results showed that motivation directly predicted vocabulary learning strategies and vocabulary knowledge, and indirectly predicted vocabulary knowledge via vocabulary learning strategies. When further classified, intrinsic motivation was found to have a stronger influence on the use of vocabulary learning strategies and vocabulary knowledge than extrinsic motivation. We discuss the implications of increasing learners’ motivation and repertoire of strategies for improving vocabulary size and depth.

Keywords

EN

motivation; self-regulated learning; vocabulary depth; vocabulary learning strategies; vocabulary size

• Publisher: Uniwersytet im. Adama Mickiewicza w Poznaniu
• Journal: Studies in Second Language Learning and Teaching
• Year: 2022
• Volume: 12
• Issue: 3
• Pages: 435-458

Dates

published

2022

Contributors

author

Jang Ho Lee

• Chung-Ang University, Republic of Korea, Seoul

• https://orcid.org/0000000327673881

author

Joung Joo Ahn

• Cyber University of Korea, Republic of Korea, Seoul

• https://orcid.org/0000000189238098

author

Hansol Lee

• Korea Military Academy, Republic of Korea, Seoul

• https://orcid.org/0000000269127128

References

• Alamer, A. (2022). Basic psychological needs, motivational orientations, effort, and vocabulary knowledge: A comprehensive model. Studies in Second Language Acquisition, 44(1), 164-184. https://doi.org/10.1017/S027226312100005X
• Barcroft, J. (2009). Strategies and performance in intentional L2 vocabulary learning. Language Awareness, 18(1), 74-89. https://doi.org/10.1080/09658410802557535
• Bećirović, S., Brdarević-Čeljo, A., & Polz, E. (2021). Exploring the relationship be-tween language learning strategies, academic achievement, grade level, and gender. Journal of Language and Education, 7(2), 93-106. https://doi.org/10.17323/jle.2021.10771
• Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005-2014: Understanding a publication surge and a changing landscape. System, 55, 145-157. https://doi.org/10.1016/j.system.2015.10.006
• Cáceres-Lorenzo, M. (2015). Teenagers learning Chinese as a foreign language in a European Confucius Institute: The relationship between language learner strategies and successful learning factors. Language Awareness, 24(3), 255-272. https://doi.org/10.1080/09658416.2015.1075544
• Canga Alonso, A., & Fontecha, A. F. (2014). Motivation and L2 receptive vocabulary knowledge of Spanish EFL students at the official school of languages. Miscelánea: A Journal of English and American Studies, 49, 13-28. Retrieved from https://www.miscelaneajournal.net/index.php/misc/article/view/152
• Csizér, K. (2019). The L2 motivational self system. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), Palgrave Macmillan handbook of motivation for language learning (pp. 71-93). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-28380-3_4
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.
• Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
• Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Multilingual Matters.
• Dörnyei, Z. (2019). From integrative motivation to directed motivational cur-rents: The evolution of the understanding of L2 motivation over three decades. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), Palgrave Macmillan handbook of motivation for language learning (pp. 39-69). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-28380-3_3
• Dörnyei, Z. (2020). Innovations and challenges in language learning motivation. Routledge.
• Fan, N. (2020). Strategy use in second language vocabulary learning and its relation-ships with the breadth and depth of vocabulary knowledge: A structural equation modeling study. Frontiers in Psychology, 11, 752. https://doi.org/10.3389/fpsyg.2020.00752
• Fontecha, A. F., & Gallego, M. T. (2012). The role of motivation and age in vocabulary knowledge. Vigo International Journal of Applied Linguistics, 9, 39-62. https://revistas.uvigo.es/index.php/vial/article/view/49
• Gardner, R. C. (1985). Social psychology and second language learning: The role of attitude and motivation. Edward Arnold.
• Gardner, R. C. (2010). Motivation and second language acquisition: The socioeducational model. Peter Lang.
• Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643-679. https://doi.org/10.1111/j.1467-1770.1996.tb01355.x
• Hayamizu, T. (1997). Between intrinsic and extrinsic motivation: Examination of reasons for academic study based on the theory of internalization. Japanese Psychological Research, 39(2), 98-108. https://doi.org/10.1111/1468-5884.00043
• Jang, M.-G., & Kim, T.-Y. (2014). A study of the relationship between English learning motivation, metacognitive strategy, and self-directed learning ability. Modern Studies in English Language & Literature, 58(3), 189-216.
• Jin, S., & Lee, H. (2022). Willingness to communicate and its high-evidence factors: A meta-analytic structural equation modeling approach. Journal of Language and Social Psychology. https://doi.org/10.1177/0261927X221092098
• Kline, R. B. (2012). Assumptions in structural equation modeling. In R. H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 111-125). Guilford Press.
• Kojic‐Sabo, I., & Lightbown, P. M. (1999). Students’ approaches to vocabulary learning and their relationship to success. Modern Language Journal, 83(2), 176-192. https://doi.org/10.1111/0026-7902.00014
• Laufer, B. (2009). Second language vocabulary acquisition from language input and from form-focused activities: Research timeline. Language Teaching, 42(3), 341-354. https://doi.org/10.1017/S0261444809005771
• Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1-26. https://doi.org/10.1093/applin/22.1.1
• Lee, H., Jung, G., & Lee, J. H. (2022). Simple view of second language reading: A me-ta-analytic structural equation modeling approach. Scientific Studies of Reading. Advance Online Publication. https://doi.org/10.1080/10888438.2022.2087526
• Lee, H., Warschauer, M., & Lee, J. H. (2019). The effects of corpus use on second language vocabulary learning: A multilevel meta-analysis. Applied Linguistics, 40(5), 721-753. https://doi.org/10.1093/applin/amy012
• Lee, H., Warschauer, M., & Lee, J. H. (2020). Toward the establishment of a data‐driven learning model: Role of learner factors in corpus‐based second language vocabulary learning. Modern Language Journal, 104(2), 345-362. https://doi.org/10.1111/modl.12634
• Lee, S. (2017). Modeling individual differences in breadth and depth of L2 vocabulary knowledge development: A SEM approach. Modern English Education, 18(3), 1-24. https://doi.org/10.18095/meeso.2017.18.3.01
• Lee, S. (2020). Examining the roles of aptitude, motivation, strategy use, language processing experience, and gender in the development of the breadth and depth of EFL learners’ vocabulary knowledge. SAGE Open, 10(4), 1-15. https://doi.org/10.1177/2158244020977883
• Lou, N. M., & Noels, K. A. (2019). Language mindsets, meaning-making, and motivation. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Pal-grave handbook of motivation for language learning (pp. 537-559). Pal-grave Macmillan. https://doi.org/10.1007/978-3-030-28380-3_26
• Macaro, E. (2001). Learning strategies in second and foreign language class-rooms. Continuum.
• Matsumoto, H., Nakayama, A., & Hiromori, T. (2013). Exploring the development of individual difference profiles in L2 reading. System, 41(4), 994-1005. https://doi.org/10.1016/j.system.2013.09.008
• Ministry of Education. (2015). The 2015 national English curriculum. Retrieved from https://www.moe.go.kr/boardCnts/view.do?boardID=141&boardSeq=60747&lev=0&searchType=null&statusYN=W&page=20&s=moe&m=040401&opType=N
• Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
• Nation, I. S. P., & Beglar, D. (2007a). A vocabulary size test. The Language Teacher, 31(7), 9-13.
• Nation, I. S. P., & Beglar, D. (2007b). Vocabulary size tests. Retrieved from http:// www.victoria.ac.nz/lals/about/staff/publications/paul-nation/Vocab-size-test-Korean.pdf
• Noels, K., Clément, R., & Pelletier, L. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. The Canadian Modern Language Review, 57(3), 424-442. https://doi.org/10.3138/cmlr.57.3.424
• O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
• Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle.
• Papi, M. (2018). Motivation as quality: Regulatory fit effects on incidental vocabulary learning. Studies in Second Language Acquisition, 40(4), 707-730. https://doi.org/10.1017/S027226311700033X
• Park, J.-E. (2001). Korean EFL learners’ vocabulary learning strategies. English Teaching, 56(4), 3-30.
• Park, J. H., & Kim. S. (2012). A study on the relationship between high school students’ English vocabulary learning strategies and vocabulary proficiency. Studies in Modern Grammar, 68, 195-219.
• Read, J. (1993). The development of a new measure of L2 vocabulary knowledge. Language Testing, 10(3), 355-371. https://doi.org/10.1177/026553229301000308
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford.
• Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 199-227). Cambridge University Press.
• Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363. https://doi.org/10.1177/1362168808089921
• Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913-951. https://doi.org/10.1111/lang.12077
• Sugita McEown, M., Noels, K. A., & Chaffee, K. E. (2014). At the interface be-tween the socioeducational model, self-determination theory, and the L2 motivational system models. In K. Czisér & M. Magid (Eds.), The impact of self-concept on second language acquisition (pp. 19-50). Multilingual Matters.
• Tseng, W-T., & Schmitt, N. (2008). Towards a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357-400. https://doi.org/10.1111/j.1467-9922.2008.00444.x
• Ushioda, E. (2019). Researching L2 motivation: Past, present and future. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 661-682). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-28380-3_32
• Woo, H.-J. (2007). The effects of Korean middle school students’ English learning motivation and listening strategy use on English listening proficiency: Based on self-determination theory. Ewha Collection of Treatises of Education, 17, 171-194.
• Wu, X. (2003). Intrinsic motivation and young language learners: The impact of the classroom environment. System, 31(4), 501-517. https://doi.org/10.1016/j.system.2003.04.001
• Yamamori, K., Isoda, T., Hiromori, T., & Oxford, R. L. (2003). Using cluster analysis to uncover L2 learner differences in strategy use, will to learn, and achievement over time. International Review of Applied Linguistics in Language Teaching, 41(4), 381-409. https://doi.org/10.1515/iral.2003.017
• Yu, B. (2019). The predicting roles of approaches to learning, L2 learning motivation, L2 learning strategies and L2 proficiency for learning outcomes: A comparison between Mainland and Hong Kong Chinese students. Educational Studies, 45(4), 520-532. https://doi.org/10.1080/03055698.2018.1509775
• Zhang, X., & Lu, X. (2015). The relationship between vocabulary learning strategies and breadth and depth of vocabulary knowledge. Modern Language Journal, 99(4), 740-753. https://doi.org/10.1111/modl.12277
• Zhang, Y., Lin, C. H., Zhang, D., & Choi, Y. (2017). Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study. British Journal of Educational Psychology, 87(1), 57-74. https://doi.org/10.1111/bjep.12135
• Zheng, Y. (2012). Exploring long-term productive vocabulary development in an EFL context: The role of motivation. System, 40(1), 104-119. https://doi.org/10.1016/j.system.2012.01.007
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2

Identifiers

DOI

10.14746/ssllt.2022.12.3.5

Biblioteka Nauki

2143627