The Vocabulary Learning Strategies of Undergraduate Taiwanese English Majors Enrolled in a Business English Course: A Case Study

• Main Author: 吳曉琪
• Other Authors: Nathan B. Jones
• Format: Others
• Language: en_US
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/ukgfp9

碩士 === 國立清華大學 === 外國語文學系 === 92 === The study intended to unveil the business vocabulary learning strategies employed by 19 university participants who majored in English and who majored in Economics in the local context of Taiwan. Three principal instruments (1) the ESL/EFL version of the SILL, (2) metacognitive journals, and (3) a written survey were administered in this study. The data were analyzed by following the procedures of the Constant Comparative Method The identified business vocabulary learning strategies were categorized into six sections—Memory, Cognitive, Compensation, Metacognitive, Affective, and Social strategies. The findings of the study suggested that (1) participants varied their strategies to master the business vocabulary and concepts and were willing to explore more strategies for comprehension; (2) teachers who instruct Business English courses can incorporate metacognitive journals into the course because this instrument can help students think, plan, monitor, and assess their own learning process; (3) as most students tend to use more direct strategies, which directly deal with the target language itself, teachers can help their students develop strategies from direct ones to indirect ones, which can help them learn the management of learning; (4) teachers instructing the course of Business English can teach students learning strategies so that they can have more opportunities to contact different learning methods and learn how to study more effectively and efficiently at the same time.