Assessing Young Learners' Strategic L2 Vocabulary in the Framework of Self-Regulation

Assessing Young Hungarian EFL Learners’ Vocabulary and Learning Strategies

“…The activities 'I infer the meaning of the new word from context when reading' and 'I infer the meaning of the new words from spoken English', also turned out to be often used by learners (M=2.86 and M=2.84, respectively). This is a finding that is in line with and is confirmed by what Hardi (2014) found when investigating Hungarian learners' vocabulary learning strategy use: Hungarian learners of a foreign language tend to infer the meanings of vocabulary from context. In Hungarian schools writing down items with the purpose of memorizing them is also a frequent strategy, as a result participants indicated they often used this strategy (M=2.87).…”

“…Her findings are comparable to those in this research since a frequency scale of four possible answers was used, similar to the one reported in this dissertation. Both strategies had a mean over the value of 3 and this finding corresponds to what Hardi (2014) found. Doró and Habók (2013), in their research with YLs, using Oxford's (1990) SILL questionnaire, also reported similar results.…”

“…This strategy has been applied for a long time and appears to be still used by the YLs. The use of these two strategies is in line with what Hardi (2014) found in her research with Hungarian YLs (n=50). According to her assertion, repeating words and seeking to remember the Hungarian equivalent of words is often used by YLs in Hungary.…”

“…The strategy of using a new word with the purpose of memorizing it had a mean value of 3.10 (SD=1.09). Metacognitive strategies and those strategies that require a heavy cognitive load are often used by successful language learners (Doró & Habók, 2013;Hardi, 2014). The statement 'I listen to English music in order to learn new words' was reported to be used also frequently (M=3.09, SD=1.13), which reflects Hardi's (2014) findings as well.…”

“…My finding is, in contrast to Doró and Habók (2013), confirmed by Lan (2006) who stipulated that memory strategies were most often used by Taiwanese YLs (age=11). As for metacognitive strategies, Hardi (2014), within the framework of self-regulation, found that they were used by YLs to a similar extent to other vocabulary learning strategies. This means that YLs of EFL have a tendency of using metacognition to learn words.…”