English Language & Literature Teaching (영어어문교육)
- Volume 11 Issue 4
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- Pages.21-47
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- 2005
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- 1226-2889(pISSN)
The Effects of Cognitive Style and Vocabulary Learning Strategies on Students' Achievements in Web-Based Learning
- Park, Jung-Hwan (Cheju National University) ;
- Lee, Gun-In (Wonkwang University) ;
- Kang, Myung-Seon (Pyongchon High School)
- Received : 20051000
- Accepted : 20051200
- Published : 2005.12.30
Abstract
The purpose of this study is to investigate the effectiveness of English vocabulary learning strategies such as definition-oriented/contextoriented/situated context-oriented vocabulary learning strategy according to the cognitive styles of learners and interaction effect on the achievement test score between the learners' cognitive style and vocabulary learning strategies. The results show that there is no significant difference in the achievement test scores between field-dependent learner group and field-independent learner group. And there is significant difference in the English vocabulary achievement test scores among three experimental treatment groups, definition-oriented, context-oriented, situated context-oriented vocabulary learning strategy groups. Finally, there is an interaction effect on the achievement test score between the learners' cognitive style and vocabulary learning strategies.