Understanding the use of vocabulary learning strategies from socio-cultural perspectives: A comparative study of Japanese, Korean, and Taiwanese EFL learners.

摘要

The study investigated thirty Japanese, Korean, and Taiwanese students' use of vocabulary learning strategies, and then interpreted the data from socio-cultural perspectives. Using a vocabulary learning strategies questionnaire and interviews, the researcher discovered that mediating agents, especially teachers' attitude and teaching methods, demonstrated great influences on learners' beliefs and strategies use. Also, the traditional assessment system and English as Foreign Language (EFL) learning environment caused specific usage of vocabulary learning strategies and studying goals. Additionally, the study found that learner's self motivation was stronger while the influence of formal learning was less, which makes learners more autonomous in learning English vocabularies. The current inquiry showed that the socio-cultural perspective could facilitate a deeper understanding of language learners and strategy use. The results of this study suggested that more vocabulary teaching with communicative approach and various assessment methods are needed to the Asian EFL learners.