Language Learning Motivation, Dictionary Using Strategies, And Vocabulary Learning

This study investigates seventy Chinese non-English major freshmen' English language learning motivation, vocabulary mastery level and their introspective reflections of how they made dictionary strategic choice and deployed their strategies while they were carrying out a text-based reading task followed by a sentence-making production writing task. Its purpose is to explore the complex nature of dictionary use and illustrate how dictionaries are used to complete tasks which require receptive skills (reading in this case) and tasks which require productive skills (writing in this case). An immediate retrospective questionnaire was used immediately after the tasks to ask learners to reflect on what they had done with dictionaries when they were working on the tasks. Besides, in order to investigate how this particular domain of language learning strategy relate to language learning motivation in the domain of learning English as a foreign language (EFL) I also administered an instrument of motivation test battery (Gardner, 1985) to the subjects and related their motivation scores to certain dictionary using strategies they employed. What is more, a general vocabulary test was also administered to the subjects with the purpose of finding out their vocabulary mastery level and how certain dictionary using strategies affected language learning outcomes.This study relied on statistical methods. Vocabulary test scores of the subjects employing different strategies were compared by means of t-test, ANOVA, and correlational analysis. So were the motivation scores.The findings are as follows:1. It was common that language learners had difficulties in using dictionaries. They failed to use their dictionaries successfully in one or more ways.2. The strategies that the number of kinds of information checked in an entry and the frequency of using dictionaries were found to be closely related with language learning motivation.3. There were certain dictionary using strategies that exerted positive influence on vocabulary acquisition.