영어 어휘 학습 전략과 영어 어휘 성취 사이의 구조 관계 분석

A study on the structural relationships between English vocabulary learning strategies and English vocabulary accomplishment

This study analyzed the structural relationships between English vocabulary learning strategies and English vocabulary accomplishment as well as the effects of background knowledge on these relationships using 240 university students learning English as a foreign language in Korea. The study participants consisted of 142 English majors and 98 non-English majors. English vocabulary accomplishments were measured by vocabulary levels test developed by Nation and colleagues. Results of a series of multiple regression analyses showed that only two (i.e., determination and deep processing strategy) out of a total of six vocabulary learning strategies entered in the regression model explained a significant proportion of the variances associated with students' English vocabulary accomplishment. The present study also verified that students' background knowledge worked as a confounding variable moderating the relationships between vocabulary learning strategies and vocabulary accomplishment. A subsequent path analysis utilizing LISREL program showed that determination and deep processing strategy made a direct impact on students' English vocabulary accomplishment, whereas social, memorization, cognitive and metacognitive strategies indirectly influenced students' English vocabulary accomplishment through determination strategy and/or deep processing strategy. Theoretical as well as pedagogical implications are provided.