Strategy Use in Second Language Vocabulary Learning and Its Relationships With the Breadth and Depth of Vocabulary Knowledge: A Structural Equation Modeling Study.

ABSTRACT: This study investigated Chinese English-as-a-foreign-language (EFL) learners' use of vocabulary learning strategies (VLSs) and its relationship with vocabulary knowledge (VK), especially in relation to proficiency, gender, and discipline. Structural equation models were established following exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) procedures, and mediation analyses and multiple-group analyses, as well as analyses of variance, were conducted. Four hundred nineteen sophomores' strategy use frequency, Vocabulary Size Test (VST) scores (indicative of breadth of VK), Word Associates Test (WAT) scores (indicative of depth of VK), College English Test Band-4 scores, and gender and discipline categories were used as data. Proficiency significantly predicted Attenti

SUBMITTER: Fan N 

PROVIDER: S-EPMC7237738 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature