Role of individual differences in incidental L2 vocabulary acquisition through listening to stories: metacognitive awareness and motivation
被引:8
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作者:
Shin, Hye Won
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机构:
Korea Univ, Dept English Language Educ, Seoul Campus, Seoul, South KoreaJangdong Elementary Sch, 112,Dalgubeol Daero 304 Gil, Daegu 42687, South Korea
Shin, Hye Won
[2
]
Sok, Sarah
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机构:
Univ Calif Irvine, Irvine, CA USAJangdong Elementary Sch, 112,Dalgubeol Daero 304 Gil, Daegu 42687, South Korea
Sok, Sarah
[3
]
Do, Juhyun
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机构:
Jangdong Elementary Sch, 112,Dalgubeol Daero 304 Gil, Daegu 42687, South KoreaJangdong Elementary Sch, 112,Dalgubeol Daero 304 Gil, Daegu 42687, South Korea
Do, Juhyun
[1
]
机构:
[1] Jangdong Elementary Sch, 112,Dalgubeol Daero 304 Gil, Daegu 42687, South Korea
[2] Korea Univ, Dept English Language Educ, Seoul Campus, Seoul, South Korea
incidental vocabulary learning;
individual differences;
intrinsic motivation;
metacognitive awareness;
second language listening;
second language vocabulary acquisition;
LEXICAL COVERAGE;
LANGUAGE;
COMPREHENSION;
ENGLISH;
QUESTIONNAIRE;
REPETITION;
VARIABLES;
LEARNERS;
L1;
D O I:
10.1515/iral-2021-0212
中图分类号:
G40 [教育学];
学科分类号:
040101 ;
120403 ;
摘要:
This study examined the moderating role of two individual difference factors, metacognitive awareness of listening and motivation, in young second language (L2) learners' incidental vocabulary acquisition from listening to stories. Participants were 66 fifth-grade English as a Foreign Language learners in South Korea who were randomly assigned to one of two groups: listening to stories or control. A vocabulary meaning recognition test was administered as a pretest, posttest, and delayed posttest. Self-reported questionnaires were employed to assess participants' metacognitive awareness and motivation. Metacognitive awareness of listening, or more specifically, mental translation strategies, were shown to moderate the effects of treatment such that L2 learners who indicated greater awareness of translation strategies learned more vocabulary from listening to stories than L2 learners who had less awareness of these strategies. Motivation also moderated the effects of treatment such that L2 learners who had higher intrinsic motivation to learn English were able to acquire more vocabulary through listening to stories than learners who were less motivated.
机构:
Hong Kong Polytech Univ, English Language Ctr, Hung Hom, Hong Kong, Peoples R ChinaHong Kong Polytech Univ, English Language Ctr, Hung Hom, Hong Kong, Peoples R China
机构:
Sivas Cumhuriyet Univ, Foreign Language Educ Dept, Yabanci Diller Egitimi Bolumu, TR-58140 Sivas, TurkeySivas Cumhuriyet Univ, Foreign Language Educ Dept, Yabanci Diller Egitimi Bolumu, TR-58140 Sivas, Turkey
Cekic, Ahmet
Bakla, Arif
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机构:
Sivas Cumhuriyet Univ, Foreign Language Educ Dept, Yabanci Diller Egitimi Bolumu, TR-58140 Sivas, TurkeySivas Cumhuriyet Univ, Foreign Language Educ Dept, Yabanci Diller Egitimi Bolumu, TR-58140 Sivas, Turkey