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Title: Vocabulary learning strategies used by L1 English speakers learning Chinese as a foreign language
Author: Yang, Yu
Awarding Body: King's College London
Current Institution: King's College London (University of London)
Date of Award: 2017
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This study is an investigation into the vocabulary learning strategies (VLS) and the influencing factors behind the strategy use by L1 English adults in learning Chinese as a foreign language (CFL). A qualitative case study approach was adopted drawing on a wide range of data including interviews, learner diaries, think-aloud activities, observations, and learning products, collected from eight participants, three of whom were investigated in depth. A comprehensive list of VLS was identified, and these were systematically categorised into six vocabulary learning sub-tasks. The descriptive data further showed different ways of implementing VLS, especially strategies involving multiple steps, such as dictionary use, and some active ways of using strategies that might be traditionally perceived as passive, such as repetition. Having discussed specific issues for using strategies in CFL learning, the study extended some of its findings to inform language and vocabulary learning generally. The study also explored how various factors such as learners’ personality traits, learning styles, interests, language environment, immediate study context, proficiency level, the specific nature of learning Chinese, and learners’ self-regulation can influence strategy uses. It further examined the self-regulation factor between highly strategic and less strategic learners, and identified two meta-strategy chains that are particularly relevant to effective strategy use. The self-assessing and diagnosing chain involves the use of monitoring, evaluating, reflecting and causal attribution strategies, and the macro-level planning chain involves the use of selecting and orchestrating strategies. The study pinpointed some key steps for better implementation of the two self-regulative chains. Based on these findings, this study has furthered the understandings of two types of learners, namely, fine brush and free hand learners in Chinese vocabulary learning. Recommendations for CFL pedagogy have been put forward and materials developed that can be used to facilitate learners to become better self-regulated in vocabulary learning.
Supervisor: Jones, Jane Yelka ; Andon, Nicholas John Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available