중학생의 영어 어휘학습전략, 자기조절능력, 어휘지식 간의 상호 관계 연구

Exploring the interrelationships among English vocabulary learning strategies, self-regulation abilities, and vocabulary knowledge in middle school students

This study aims to assess how vocabulary learning strategies (VLS) and self-regulation abilities affect the breadth and depth of students' vocabulary. Additionally, it examines the link between VLS and self-regulation skills. The study involved 458 middle school students from two schools in Sejong, South Korea. It utilized a three-part questionnaire: one part given to evaluate the students' vocabulary breadth and depth, another to understand their VLS preferences, and the last to gauge their self-regulating abilities. Analysis of the data revealed several key findings. Firstly, a notable association was observed between the students' use of VLS and the size of their vocabulary. Among the five VLS components, four showed significant correlations, the sole exception being the word list strategy. Secondly, there was a clear relationship between self regulatory capacity and vocabulary size. Again, four out of five self-regulation aspects were significantly linked to vocabulary size, with emotion regulation being the outlier. Finally, a significant relationship was detected between all aspects of VLS preferences and self-regulating capacities. This study underscores the importance of both VLS and self-regulation in vocabulary learning and acquisition.