| 概要 |
It is impossible for teachers to expand learners’ vocabularies sufficiently through classes. Hence, language learners have to add to their vocabularies themselves. Proficient learners use a variety of... vocabulary learning strategies. Several studies have been conducted on the strategies employed by Chinese Japanese learners （Nakanishi 2008 ; Wang 2007 ; Yu 2010）. This study investigates the vocabulary learning strategies used by Chinese Japanese-as-a-Second-Language （JSL） learners and the relationship between vocabulary learning strategies and receptive vocabulary size. Gu and Johnson’s Vocabulary Learning Questionnaire （VLQ; Gu and Johnson 1996） and a vocabulary test that was similar in format to the Nation’s Vocabulary Levels Test（VLT; Nation 1990） were used to collect data. Descriptive analyses of vocabulary learning strategies indicated that participants frequently used context and activation strategies such as contextual guessing and meaning-oriented note taking. Conversely, the use of images, vocabulary lists, and word structure to memorize vocabulary was not frequently practiced, which demonstrated that participants did not value memorizing words. In addition, correlation and multiple regression analyses were conducted to measure the relationship between vocabulary learning strategies and receptive vocabulary size. A correlation was detected between self-initiation strategies, contextual guessing, and receptive vocabulary size.（r = . 74, p < . 01; r = . 56, p < . 05）. Multiple regression analyses revealed that only self-initiation strategies significantly explained the variation in receptive vocabulary size, which was 52 % （R^2 = . 52 , p < . 01）. This study shows that learners who take initiative to learn vocabulary can improve their vocabulary size.続きを見る
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