| Author: | Zhou, Lijing |
| Title: | A study of vocabulary learning strategies used by medical English major students in mainland China |
| Degree: | M.A. |
| Year: | 2013 |
| Subject: | Vocabulary -- Study and teaching. Second language acquisition English language -- Study and teaching -- Foreign speakers. Hong Kong Polytechnic University -- Dissertations |
| Department: | Department of English |
| Pages: | 46, 7 pages |
| Language: | English |
| Abstract: | This study investigated English vocabulary learning of senior medical English major students in a medical university in mainland China. The aim was (1) to find out how often vocabulary learning strategies are used by medical English students (2) to investigate what are the strategies used most and least frequently by the learners (3) how does vocabulary learning strategy relate to medical English terminology test score (4) what is the difference of vocabulary learning strategy use between high level learners and low level learners? 49 third-year university students participated in the study. It adopted both quantitative and qualitative methods to elicit the data．The present questionnaire was adapted from Schmitt’s (1997) taxonomy of vocabulary learning strategies (see Appendix A). The questionnaire’s Chinese translation version (Yuhua, Wang, 2004) was revised by researcher and were used in the present study. The data collected were analyzed by using SPSS version 17.0 including descriptive statistics, and Pearson product-moment correlations. In addition，a semi-structured interview was done among 6 learners to further investigate the use of the vocabulary learning strategy so as to complement the quantitative results．The overall strategies use is in the middle level. The results are summarized as follows: 1) medical English major students use vocabulary learning strategies moderately. 2) learners employed cognitive strategies the most frequently, while they use social strategies the least frequently. 3) Students focus on the pronunciation and word formation of medical vocabularies. Verbal repetition, written repetition, taking notes in class strategies are commonly used. 3) the vocabulary learning strategy used was significantly correlated with vocabulary test score. 4) High level learners are capable of various strategies, they prefer word formation strategy, remember vocabularies through reading articles and practicing, they have consciousness to divide vocabulary into different types, adjusting their learning strategies according to the situation. In contrast, low level learners’ strategies are much simple, mechanical memory is the main method. The conclusion of the study indicates teaches should improve students’ awareness of using vocabulary learning strategies, multiple method especially word formation, context and practicing can be effective ways. |
| Rights: | All rights reserved |
| Access: | restricted access |
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| b26876176.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 602.64 kB | Adobe PDF | View/Open |
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