A Study of Vocabulary Learning Strategies and Vocabulary Size of First-Year English Major Students at Maejo University
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Abstract
The aims of this study were to study the vocabulary learning strategies used by students who are at different frequency word levels and to find a significant correlation between vocabulary learning strategies and vocabulary size. The participants were undergraduate English major students at Maejo University in the academic year 2019. Two instruments were used to collect data: the vocabulary size test designed by Nation (2012) and the vocabulary learning strategy questionnaire (VLSQ) designed by Schmitt (1997). For the qualitative data, the semi-structured interview method was chosen to obtain in-depth data from the students. The results revealed that the most preferable vocabulary learning strategy for the students was cognitive strategies while the least preferable strategy was metacognitive strategies. When considering the results of all 40 strategies, the most frequently used strategy was the students asking their classmates for the meaning of unknown vocabulary in the social strategies section. Also, the results showed that the students of different levels had diverse preferable vocabulary learning strategies. Lastly, the results of correlation analysis suggested that memory strategies correlated with the scores of the vocabulary size test at 0.10 while other strategies had no correlation.
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ต้นฉบับที่ได้รับการตีพิมพ์ในวารสารคณะศิลปศาสตร์ มหาวิทยาลัยแม่โจ้ ถือเป็นกรรมสิทธิ์ของมหาวิทยาลัยแม่โจ้ ห้ามนำข้อความทั้งหมดหรือบางส่วนไปพิมพ์ซ้ำ เว้นเสียแต่จะได้รับอนุญาตจากมหาวิทยาลัยฯ เป็นลายลักษณ์อักษรReferences
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