Vocabulary Learning in Chinese as a Second Language: Exploring the Role of Self-Regulation in Facilitating Vocabulary Knowledge of Second Language Learners
Vocabulary knowledge comprises depth and breadth, which are regarded as important indicators of second language (L2) learning capability. Self-regulation is a key factor in promoting vocabulary knowledge. However, the role and contribution of depth and breadth in and to L2 learning, as well as the p...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-07-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.893900/full |
| _version_ | 1811291434620289024 |
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| author | Sida Zhu Cong Wang |
| author_facet | Sida Zhu Cong Wang |
| author_sort | Sida Zhu |
| collection | DOAJ |
| description | Vocabulary knowledge comprises depth and breadth, which are regarded as important indicators of second language (L2) learning capability. Self-regulation is a key factor in promoting vocabulary knowledge. However, the role and contribution of depth and breadth in and to L2 learning, as well as the predictive role of different factors of self-regulation in depth and breadth, remain unclear. Therefore, this study aims to identify the relationship between vocabulary knowledge and self-regulation by establishing a structural equation model based on exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using self-regulation and vocabulary knowledge (depth and breadth) questionnaires. A total of 215 Vietnamese university students participated in the research. The results show that Vietnamese university students generally obtain high scores in breadth, but their scores vary in depth, which indicates although most of them can accurately understand some aspects of Chinese word meaning, they are not able to command the form and usage of words. In addition, there is a negative correlation between self-regulation and vocabulary breadth, which demonstrates that high self-regulation, especially emotional control, can affect Vietnamese university students’ vocabulary learning. This study also proposes some suggestions for Chinese vocabulary teaching. |
| first_indexed | 2024-04-13T04:29:19Z |
| format | Article |
| id | doaj.art-31f7f0cbe97243eab883256a16281b48 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-13T04:29:19Z |
| publishDate | 2022-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-31f7f0cbe97243eab883256a16281b482022-12-22T03:02:22ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-07-011310.3389/fpsyg.2022.893900893900Vocabulary Learning in Chinese as a Second Language: Exploring the Role of Self-Regulation in Facilitating Vocabulary Knowledge of Second Language LearnersSida ZhuCong WangVocabulary knowledge comprises depth and breadth, which are regarded as important indicators of second language (L2) learning capability. Self-regulation is a key factor in promoting vocabulary knowledge. However, the role and contribution of depth and breadth in and to L2 learning, as well as the predictive role of different factors of self-regulation in depth and breadth, remain unclear. Therefore, this study aims to identify the relationship between vocabulary knowledge and self-regulation by establishing a structural equation model based on exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using self-regulation and vocabulary knowledge (depth and breadth) questionnaires. A total of 215 Vietnamese university students participated in the research. The results show that Vietnamese university students generally obtain high scores in breadth, but their scores vary in depth, which indicates although most of them can accurately understand some aspects of Chinese word meaning, they are not able to command the form and usage of words. In addition, there is a negative correlation between self-regulation and vocabulary breadth, which demonstrates that high self-regulation, especially emotional control, can affect Vietnamese university students’ vocabulary learning. This study also proposes some suggestions for Chinese vocabulary teaching.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.893900/fullvocabulary knowledgebreadth and depthself-regulationVietnamese university studentsChinese vocabulary |
| spellingShingle | Sida Zhu Cong Wang Vocabulary Learning in Chinese as a Second Language: Exploring the Role of Self-Regulation in Facilitating Vocabulary Knowledge of Second Language Learners Frontiers in Psychology vocabulary knowledge breadth and depth self-regulation Vietnamese university students Chinese vocabulary |
| title | Vocabulary Learning in Chinese as a Second Language: Exploring the Role of Self-Regulation in Facilitating Vocabulary Knowledge of Second Language Learners |
| title_full | Vocabulary Learning in Chinese as a Second Language: Exploring the Role of Self-Regulation in Facilitating Vocabulary Knowledge of Second Language Learners |
| title_fullStr | Vocabulary Learning in Chinese as a Second Language: Exploring the Role of Self-Regulation in Facilitating Vocabulary Knowledge of Second Language Learners |
| title_full_unstemmed | Vocabulary Learning in Chinese as a Second Language: Exploring the Role of Self-Regulation in Facilitating Vocabulary Knowledge of Second Language Learners |
| title_short | Vocabulary Learning in Chinese as a Second Language: Exploring the Role of Self-Regulation in Facilitating Vocabulary Knowledge of Second Language Learners |
| title_sort | vocabulary learning in chinese as a second language exploring the role of self regulation in facilitating vocabulary knowledge of second language learners |
| topic | vocabulary knowledge breadth and depth self-regulation Vietnamese university students Chinese vocabulary |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.893900/full |
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