| Summary: | 碩士 === 國立清華大學 === 外國語文學系 === 93 === ABSTRACT
This study investigated young Taiwanese learners’ responses to vocabulary learning strategy instruction and use. For theses purposes a case study was conducted over a period of 12 weeks, in a private language school in Hsinchu, Taiwan. The participants were 6 young learners of English as a foreign language, aged between 9 and 13. The learners attended the language school daily, for a period of 1.5 hours. It was during this time that the case study was conducted.
The students were instructed in mnemonic and metacognitive learning strategies that could be applied in their vocabulary learning. In order to gauge the effects of the learning strategies on the students’ vocabulary learning, data were collected from multiple sources; namely the students’ portfolios, teacher student interviews, and parent student discussions. The data collected were then analyzed by following Patton’s (1990) guidelines for the analysis of qualitative data.
The results of the study suggested that learning strategy instruction and use affected learners’ vocabulary learning in the following ways: (i) that learners began to plan more productive tasks to aid their vocabulary learning, (ii) that the use of metacognitive strategies improved learners’ performances in vocabulary tests, (iii) that learners seemed to become more self- directed in their learning, and (iv) that whilst static vocabulary tests are a useful indicator of the vocabulary that students have learned at a given point in time, more dynamic methods of assessment are required to discover whether or not they are able to use what they have learned. Based on the findings of this study a syllabus for the implementation of vocabulary learning strategies was designed, and is included in Chapter 5 of this thesis.
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