The Relationship Of Vocabulary Learning Strategy And Vocabulary Learning Result Of Intermediate South Korean And Japanese Students

This thesis is a study on the relationship of the Chinese vocabulary learning strategies and the learning result. The subjects were intermediate foreign students from Beijing Language University, and the instruments adopted included a questionnaire and a vocabulary test. Detailed analysis of the data has yielded the findings as follows: (1) The frequency of the three broad categories of VLS (Vocabulary Learning Strategies) is: cognitive strategy > metacognitive strategy> social strategy. The two three frequently used subcategories of VLS are dictionary > selective attention > inferencing. Memory and note-taking are the two least frequently used subcategories of VLS. (2) VLS are positively correlated with V-test scores. Metacognitive strategy and social strategy are positively correlated with V-test scores. In metacognitive strategy, self-management is very positively correlated with V-test scores. In cognitive strategy, memory and note-taking are positively correlated with V-test scores. (3) There are big differences between the using of VLS of HPS (high-proficiency students) and the LPS (low-proficiency students). HPS did better in the use of metacognitive strategies and cognitive strategies. Among cognitive strategies, there are big differences between the using of guessing and memory of HPS and LPS.