A Study Of The Structural Model Of Motivated Vocabulary Learning Process

This study adopting the structural equation modeling approach (SEM), based on the process-oriented motivation learning theory proposed by D(o|¨)rnyei (2005), integrates motivation and vocabulary learning knowledge with six latent variables and hypothesizes a structural model in order to explore the motivated L2 vocabulary learning process. According to D(o|¨)rnyei (2005), six latent variables are assumed: the initial appraisal of vocabulary learning experience, self-regulating capacity of vocabulary learning, strategic vocabulary learning involvement, and mastery of vocabulary learning tactics, vocabulary knowledge, and postappraisal of the effectiveness of vocabulary learning tactics. Motivation, as the determination factors of successful L2 learning, has aroused lots of attention. However, it has been noted that neither the theoretical nor the empirical literature of motivation has so far shed enough light on the field of L2 vocabulary learning (Laufer & Hulstijin, 2001). Not even a clear and authentic model for reference.In this study, the writer randomly selects 108 (N=108) non-English-major freshmen from Liaoning normal university as the participants. Questionnaire is used to collect the data. Structural equation modeling (SEM) is employed and AMOS 7.0 system is used to analyze the data. First, in the pilot study, Principal axis factoring analysis is used to identify the validity of the questionnaire by examining whether the indicators can significantly point to the latent variables. Then, Model fit is adopted to determine the model fit indexes of the hypothesized model to see whether the estimated population covariance matrix can fit the sample covariance matrix. At last, Path analysis is employed to examine the strength of the causal relationship between indicators and latent variables and among the six variables. According to the data, we revise the model, and check again; finally we get the last revised model which fit the sample data suitable.The revised model shows that the vocabulary learning process is systematic and cyclic. In the analysis process, the data indicates that in the motivated L2 vocabulary learning process, initial motivation and self-regulation both have significant parts to play; mastery of individual strategies and metacognitive control of vocabulary learning tactics is necessary for efficient learning. We hope the revised structural model of motivated vocabulary learning can contribute to both the theoretical study and autonomous learning instruction. At last, the author explores more questions and supply suggestion for the future study.