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:: Volume 15, Issue 1 (3-2012) ::
2012, 15(1): 97-122 Back to browse issues page
On the Relationship between Metacognitive Awareness and Two Aspects of Vocabulary Knowledge
Ali Roohani , Hajar Khalilian
Shahrekord Universityو Shahrekord
Abstract:   (7747 Views)
This study explores the relationship between metacognitive awareness and 2 aspects of vocabulary knowledge (i.e., declarative versus skill) in “more explicit” and “less explicit” language learning groups. Also, it investigates whether declarative aspect, operationalized in vocabulary size, and skill aspect, operationalized in the productive use of vocabulary, differ in the more explicit and less explicit language learning groups.  To these ends, 80 Iranian EFL learners, majoring in English Translation at Shahrekord and Esfahan Payam-e-Noor Universities were selected through Oxford Placement Test. Schraw’s (1994) Metacognitive Awareness Test was used to measure the participants’ degree of the explicit knowledge Nation’s (1990) Vocabulary Levels Test and Laufer and Nation’s (1999) Productive Vocabulary Levels Test were also used to measure their skill and declarative knowledge, respectively. Correlational statistics indicated a significant and positive correlation between metacognitive awareness and declarative knowledge, but a significant and negative correlation between metacognitive awareness and skill aspect of vocabulary.  Moreover, t tests indicated that the more explicit group was better in the declarative aspect whereas the less explicit one was better in the skill aspect of vocabulary knowledge. The findings shed light on the cognitive dimension of vocabulary learning.
Keywords: Vocabulary, Metacognitive awareness, Skill and declarative aspects
Full-Text [PDF 159 kb]   (3032 Downloads)    
Type of Study: Research |
Published: 2012/03/15
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Roohani A, Khalilian H. On the Relationship between Metacognitive Awareness and Two Aspects of Vocabulary Knowledge. Journal title 2012; 15 (1) :97-122
URL: http://ijal.khu.ac.ir/article-1-80-en.html


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Volume 15, Issue 1 (3-2012) Back to browse issues page
Iranian Journal of Applied Linguistics
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