International Chinese students' strategic vocabulary learning : agency and context
During the past thirty years, a large body of second language research has targeted vocabulary learning strategies (VLSs) from a cognitive perspective and most of this research tends to treat them as de-contextualised phenomena. In order to develop and broaden the scope of the current VLS research, I explore strategic vocabulary learning from both cognitive and sociocultural approaches and focus on its dynamic, complex and contextually situated nature. The present study, based on a multiple-case study design, investigates the processes of strategic vocabulary learning of six Chinese students who were from a pre-university course in three British universities, using three data collection methods: classroom observations, interviews and VOCABlog (including photovoice and diaries). The analysis of these six student cases shows that they managed their strategic vocabulary learning in relation to their particular settings, milieus and the British culture; they tended to select and deploy a number of strategies rather than individual strategies to improve their learning, and various types of strategy combinations were found; they appeared to operate their strategic vocabulary learning as a dynamic system and this
Wang, Isobel Kai-Hui
LB Theory and practice of education
International Chinese students' strategic vocabulary learning : agency and context. During the past thirty years, a large body of second language research has targeted vocabulary learning strategies (VLSs) from a cognitive perspective and most of this research tends to treat them as de-contextualised phenomena. In order to develop and broaden the scope of the current VLS research, I explore strategic vocabulary learning from both cognitive and sociocultural approaches and focus on its dynamic, complex and contextually situated nature. The present study, based on a multiple-case study design, investigates the processes of strategic vocabulary learning of six Chinese students who were from a pre-university course in three British universities, using three data collection methods: classroom observations, interviews and VOCABlog (including photovoice and diaries). The analysis of these six student cases shows that they managed their strategic vocabulary learning in relation to their particular settings, milieus and the British culture; they tended to select and deploy a number of strategies rather than individual strategies to improve their learning, and various types of strategy combinations were found; they appeared to operate their strategic vocabulary learning as a dynamic system and this
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