A metacognitive study: the effects of strategy training on learners’ vocabulary development

摘要

The purpose of this study is to determine whether teaching vocabulary learning strategies to learners explicitly helps them improve their vocabulary knowledge. One hundred pre-intermediate preparatory class students were chosen randomly to participate in the study. The control and the experimental group were administered the pre-questionnaire and pre-proficiency test before the treatment. The analysis of the data obtained from those suggested that two groups do not have a statistical difference in terms of vocabulary proficiency (p = .407) and use of vocabulary learning strategies. The treatment, consisting of two-hour lessons a week about vocabulary learning strategies, took eight weeks. The subjects were given the post-questionnaire and the post-proficiency test and the results suggested that the control and the experimental groups had a statistical difference (p = .023) after the treatment process.