期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2015
卷号：4
期号：3
页码：21-30
DOI：10.7575/aiac.ijalel.v.4n.3p.21
出版社：Australian International Academic Centre PTY. LTD.
摘要：Based on the findings of previous studies which highlight the role of vocabulary knowledge in English as a Foreign Language/English as a Second Language (EFL/ESL) learners’ learning process, this study investigated the relationship among EFL learners’ Critical Thinking (CT), Autonomy (AU), and choice of Vocabulary Learning Strategies (VLS). To fulfill the purpose of this study, 100 male and female undergraduate EFL learners, between the ages of 18 and 25 (M age = 21) were randomly selected. These participants, who were receiving formal instruction by means of English as the main language along with learners’ first language, were asked to complete three questionnaires, estimating their CT, AU, and VLS. Analyzing the collected data by Pearson’s product-moment correlation coefficient revealed significant relationships between participants' AU and CT, CT and VLS, and AU and VLS. Furthermore, a linear regression through the stepwise method revealed that between CT and AU, AU is the best predictor of VLS. The findings of this provide EFL teachers, EFL learners, and syllabus designers with insights into the nature of VLS and the way it can be promoted through other internal factors.
其他摘要：Based on the findings of previous studies which highlight the role of vocabulary knowledge in English as a Foreign Language/English as a Second Language (EFL/ESL) learners’ learning process, this study investigated the relationship among EFL learners’ Critical Thinking (CT), Autonomy (AU), and choice of Vocabulary Learning Strategies (VLS). To fulfill the purpose of this study, 100 male and female undergraduate EFL learners, between the ages of 18 and 25 (M age = 21) were randomly selected. These participants, who were receiving formal instruction by means of English as the main language along with learners’ first language, were asked to complete three questionnaires, estimating their CT, AU, and VLS. Analyzing the collected data by Pearson’s product-moment correlation coefficient revealed significant relationships between participants' AU and CT, CT and VLS, and AU and VLS. Furthermore, a linear regression through the stepwise method revealed that between CT and AU, AU is the best predictor of VLS. The findings of this provide EFL teachers, EFL learners, and syllabus designers with insights into the nature of VLS and the way it can be promoted through other internal factors.
