The Study of the Relationship Between Elementary School Students' Learning Styles and English Vocabulary Learning Strategies

• Main Authors: Yueh-Huan Lien, 連月環
• Other Authors: Yin-Wen Wang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/39449384949255884618

碩士 === 康寧大學 === 應用外語研究所 === 102 === This study aimed to investigate the relationship between elementary school students' learning styles and English vocabulary learning strategies. 519 elementary school students in Changhua County were randomly investigated. The data collected was analyzed by computing descriptive statistics, independent-samples t test, ANOVA and Pearson product-moment correlation. The results of the study indicated that the students showed major preferences for Group Style and Kinesthetic Learning Style. Female students tended to choose Auditory Style more than male students; senior students prefered to use Visual Style more than junior students. The students who learn English shorter tended to be Auditory Style. The students frequently used Social Strategy the most and used Memory Strategy the least. Students' gender had no significant effects on their use of vocabulary learning strategies. However, senior students used learning strategies more than junior students. The students with more English learning experience used learning strategies more frequently. All of the students' learning styles significantly correlated to their overall vocabulary learning strategy use. Based on the results, the researcher suggested that English teachers should acknowledge students’ learning preferences, respect the differences, and introduce multi-purpose teaching elements and activities. Meanwhile, teachers should encourage and instruct students to apply learning strategies in studying English vocabulary. With all of these implements for students, the ability of learning individually can be lifted up, and the effectiveness of studying English can be promoted.