The relationships of learning strategy instruction, autonomy, and motivation in L2 vocabulary learning

다국어 초록 (Multilingual Abstract)

Research on motivation and autonomy in language learning has suggested that learning contexts emphasizing autonomy will likely foster learners' motivation (Dickinson, 1995; Noels et al., 2001). To encourage autonomy, instructions on learning strategies have been presumed to facilitate autonomous learning and thus lead to high motivation (Dornyei, 2003, 2005). This study explored the effects of learning strategy instruction on learners' autonomy, motivation, and also the relationships between autonomy and motivation in L2 vocabulary learning. 44 adult learners of English participated in this study. One-semester vocabulary learning strategy instructions with an emphasis on autonomous learning were implemented in the experimental group. A questionnaire including learners' perception on motivation, autonomy, and usefulness of vocabulary learning strategies was administrated. The results support that there is a close relationship between intrinsic motivation and self-assessed ability to use L2 learning strategies. The learners in the experimental group assessed themselves as being more capable of applying various learning strategies than those in the control group. However, the learners seem to have fixed ideas concerning their own and their teachers' responsibilities. This calls into question the widespread assumption that strategy instruction necessarily increases learner autonomy in the sense of taking responsibility for the aspects of one's own learning.

목차 (Table of Contents)

• Abstract
• I. INTRODUCTION
• II. LITERATURE REVIEW
• III. METHOD
• IV. RESULTS AND DISCUSSION
• V. CONCLUSION
• REFERENCES
• APPENDIX