I realised I only knew the word partly': Student beliefs about vocabulary knowledge and learning in different grades and proficiency levels

I realised I only knew the word partly': Student beliefs about vocabulary knowledge and learning in different grades and proficiency levels

• Chung, Edsoulla Hong Kong Metropolitan University
• Fung, Daniel The Education University of Hong Kong

Language Learning Journal, 51(3), 279-297, 2023

Routledge

2023

• G 課程與教學:個別教學範疇
  • GB 英文
    • GBD 閱讀理解之教學方法效果、字彙教學

Learner Beliefs Vocabulary Learning English as a Second Language Grade-level Difference Language Proficiency

• Hong Kong

• 1997.7 onwards

• 中學教育

Given the significant role vocabulary plays in second language acquisition, how to help learners acquire vocabulary has always been a concern for educators. Despite the general consensus that beliefs influence learners' behaviour, limited research effort has been devoted to the exploration of English as a second language (ESL) learners' beliefs about vocabulary knowledge and learning in the secondary education context and how their beliefs are affected by such factors as grades and proficiency levels. This paper reports on a convergent mixed-methods study that addresses the research gap with the use of a questionnaire administered to 556 ESL students in a Hong Kong secondary school. Results revealed that while students in general perceived vocabulary learning as important, their beliefs about vocabulary knowledge and learning were found to be related to their grade and proficiency levels. Open-ended responses provided further insights into learners' beliefs qualitatively about the difficulties faced by learners and their perceptions of the effective ways to tackle these difficulties. Overall, this paper broadens the understanding of L2 learners' beliefs about vocabulary knowledge and learning. It complements existing literature on L2 vocabulary learning and sheds light on issues related to vocabulary learning and teaching. Copyright © 2023 Routledge.

• 英文

期刊論文

• 09571736

• 10.1080/09571736.2021.2023204

https://bibliography.lib.eduhk.hk/tc/bibs/fe3677bd

2024-04-09