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پایان نامه کارشناسی ارشد رشته آموزش زبان انگلیسی
The Relationship among EFL Learners' Self-esteem, Motivation, and Choice of Vocabulary Learning Strategies
TABLE OF CONTENTS
ABSTRACT iv
ACKNOWLEDGMENTS v
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES x
CHAPTER I: BACKGROUND AND PURPOSE 1
1.1 Introduction 2
1.2 Statement of the Problem 6
1.3 Statement of the Research Questions 7
1.4 Statement of the Research Hypotheses 8
1.5 Definition of Key Terms 8
1.5.1 Motivation 9
1.5.2 Self-esteem 10
1.5.3 Vocabulary Learning Strategies 10
1.6 Significance of the Study 11
1.7 Limitation, Delimitations, and Assumption 12
1.7.1 Limitation 12
1.7.2 Delimitations 13
1.7.3 Assumption 14
CHAPTER II: REVIEW OF THE RELATED LITERATURE 15
2.1 Vocabulary Learning Strategies 16
2.1.1 Classifications of Vocabulary Learning Strategies 17
2.1.1.1 Vocabulary Learning Strategies Classification by Gu and Johnson (1996) 18
2.1.1.2 Vocabulary Learning Strategies Classification by Lawson and Hogben (1996) 19
2.1.1.3 Vocabulary Learning Strategies Classification by Schmitt (1997) 21
2.1.1.4 Vocabulary Learning Strategies Classification by Nation (2001) 25
2.1.2 The Importance of Vocabulary Learning Strategies 28
2.1.3 Vocabulary Learning Strategies Training 29
2.2 Motivation 30
2.2.1 Theories of Motivation 31
2.2.2 Instrumental and Integrative Motivation 32
2.2.3 Intrinsic and Extrinsic Motivation 33
2.2.4 The Significance of Motivation in Learning 35
2.3 Self-esteem 37
2.3.1 Self-esteem, Self-concept, and Self confidence 39
2.3.2 Types of Self-esteem 40
2.3.3 High Self-esteem and Low Self-esteem 42
2.3.4 The Significance of Self-esteem in Learning 43
CHAPTER III: METHOD 48
3.1 Introduction 49
3.2 Participants 49
3.3 Instrumentation 50
3.3.1 Vocabulary Learning Strategies Questionnaire 50
3.3.2 Motivation Questionnaire 55
3.3.3 Self-esteem Questionnaire 57
3.4 Procedure 58
3.5 Design..... 60
3.6 Statistical Analyses 60
CHAPTER IV: RESULTS AND DISCUSSION 62
4.1 Introduction 63
4.2 Testing Assumptions 63
4.3 Testing the Null Hypotheses 66
4.3.1 Testing the First Null Hypothesis 66
4.3.2 Testing the Second Null Hypothesis 70
4.3.3 Testing the Third Null Hypothesis 66
4.4 Reliability Indices 82
4.5 Discussion 82
CHAPTER V: CONCLUSION AND PEDAGOGICAL IMPLICATIONS 84
5.1 Introduction 85
5.2 Procedure and Summary of the Findings 85
5.3 Conclusion 88
5.4 Pedagogical Implications 90
5.4.1 Implications for EFL Teachers 90
5.4.2 Implications for EFL Learners 91
5.4.3 Implications for EFL Syllabus Designers 91
5.5 Suggestions for Further Research 92
REFERENCES 93
APPENDICES 104
Appendix A: Schmitt's Vocabulary Learning Strategies Questionnaire 105
Appendix B: Gardner's AMTB (Attitudes/ Motivation Test Battery) Questionnaire 111
Appendix C: Coopersmith Self-esteem Inventory 115
LIST OF TABLES
Table 2.1: Gu and Johnson's Taxonomy of Vocabulary Learning Strategies (1996) 19
Table 2.2: Schmitt's Taxonomy of Vocabulary Learning Strategies (1997) 23
Table 3.1: Schmitt's Taxonomy of Vocabulary Learning Strategies (1997) 51
Table 4.1: Descriptive Statistics; Vocabulary Learning Strategies 64
Table 4.2: Descriptive Statistics; Motivation 64
Table 4.3: Descriptive Statistics; Self-esteem 65
Table 4.4: Testing Normality Assumptions; Vocabulary Learning Strategies,
Self-esteem, and Motivation 65
Table 4.5: Pearson Correlation; Self-esteem and Vocabulary Learning Strategies 66
Table 4.6: Pearson Correlations; Self-esteem and Vocabulary Learning Strategies 67
Table 4.7: Spearman Correlation; Motivation and Vocabulary Learning Strategies 71
Table 4.8: Spearman Correlation; Motivation and Vocabulary Learning Strategies 73
Table 4.9: Model Summary, Regression Analysis; Predicting Vocabulary Learning Strategies by Using Self-esteem 79
Table 4.10: ANOVA Test of Significance of Regression Model; Predicting Vocabulary Learning Strategies by Using Components of Motivation and Self-esteem 80
Table 4.11: Regression Coefficients 80
Table 4.12: Cook's Distance 81
Table 4.13: Reliability Indices 82
Table 5.1: Summary of Correlation; Vocabulary Learning Strategies, Self-esteem,
and Motivation 89
LIST OF FIGURES
Figure 4.1: Testing Linearity Assumption; Self-esteem and Vocabulary Learning Strategies 70
Figure 4.2: Testing Linearity Assumption; Motivation and Vocabulary Learning Strategies 78
Figure 4.3: Plot of Studentized Residuals; Predicting Vocabulary Learning Strategies by Using Self-esteem 81
CHAPTER I
BACKGROUND AND PURPOSE
1.1 Introduction
Vocabulary is regarded as one of the most important aspects in the area of teaching and learning a second or foreign language. Richards and Renandya (2002) define vocabulary as "a core component of language proficiency" which "provides much of the basis for how well learners speak, listen, read, and write" (p. 255). Vermeer (1992) points out that "knowing words is the key to understanding and being understood. … The bulk of learning new language consists of learning new words" (p. 147).
It is a fact that "No matter how well a student learns grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wider range of meanings, communication in an L2 just cannot happen in any meaningful way" (McCarthy, 1990, p. viii). Similarly, Chastain (1988) emphasized on the students' inability to say what they want to say in communication without the adequate vocabulary knowledge. McCarthy (2001, as cited in Fan, 2003) explained that "vocabulary forms the biggest part of the meaning of any language, and vocabulary is the biggest problem for most learners" (p. 222). Language learners identify the vocabulary acquisition as a great source of problem which makes them encounter considerable difficulty even when they upgrade from an initial stage of acquiring a second language to a much more advanced level (Meara, 1980). Regarding the importance of vocabulary acquisition and its complexity due to the potential lexicon size, investigating factors related to vocabulary learning might be vital.
Vocabulary learning process is triggered by various factors including not only explicit and implicit techniques or individual and group based activities but also motivation and learning strategies (Coady, 1997; Nation & Newton, 1997). According to Richards and Renandya (2002), "Without an extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less than their potential" (p. 255). Therefore, utilization of learning strategies seems to be very important in vocabulary learning process.
Many researchers who study a second language (Ellis 1994; Nunan 1999; Oxford 1990; Stern 1983) view language learning strategies as an important element that plays a large role in understanding the process behind learning a second language. O'Malley and Chamot (1990) view learning strategies as "the special thoughts or behaviors that individuals use to help them comprehend, learn or retain new information" (p. 1). According to Oxford (1990), they are "specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations" (p. 8).
Vocabulary learning strategies (VLSs) are considered as a subset of language learning strategies (Carter & McCarthy, 1988; Nation, 2001; Oxford, 1990; Schmitt, 1997). In the words of Cameron (2001), VLSs are "actions that learners take to help themselves understand and remember vocabulary" (p. 92). Using appropriate learning strategies, including strategies for vocabulary learning enable individuals to "take responsibility to their own learning by enhancing their autonomy, independence and self-direction" (Oxford & Nyikos, 1989, p. 291). Consequently, awareness of different VLSs and the ability to apply them appropriately can help individuals to decide how to deal with learning the new vocabularies by themselves. Nation (2001) believes that a large amount of vocabulary could be acquired with the help of VLSs, and these strategies prove useful for students of different language levels. But learning strategies seems not to be enough to improve student achievement. They should be motivated toward applying strategies (Paris, Lipson, & Wixson, 1983).
The importance of motivation as a key to learning has always been emphasized by many researchers (Brown, 2007; Cohen & Dornyei, 2002; Griffiths, 2013). According to Armstrong (1995), motivation is the internal power that drives individuals to act in order to satisfy their desire. Furthermore, Gass and Selinker (2008) believe "it makes sense that individuals who are motivated will learn another language faster and to a greater degree. And, quite clearly, some degree of motivation is involved in initial decisions to learn another language and to maintain learning" (p. 426). Thus, motivation seems to be one of the main factors that influence the success of foreign language learners.
The significance of self-esteem in relation to its influence on the academic level is predominate that self-esteem levels are said to enhance or exacerbate students learning behaviours (James & Nightingale, 2005).
Regarding the relationship between self-esteem and motivation, the researches show that students with positive levels of self-esteem proved to be more motivated in their learning whereas those with negative self-esteem levels showed less motivation (Crocker, 2006; Cunningham, Wang, & Bishop, 2006).
Self-esteem refers to "the evaluation which individuals make and customarily maintain with regard to themselves; it expresses an attitude of approval or disapproval, and indicates the extent to which individuals believe themselves to be capable, significant, successful and worthy" (Coopersmith, 1967, as cited in Brown, 2007, pp. 154-155). Also, Heatherton and Wyland (2003) believe that having high self-esteem enables those who possess it to have a good feeling about themselves, to have the ability to cope effectively with challenges and negative feedback and to have a social world in which they believe that people value and respect them. Students with high self-esteem actually performed better in foreign language (Brown, 2007).
