Exploring the Complex Associations among Language Proficiency, Aptitude, Cognitive Style, Vocabulary Learning Strategies, and Vocabulary Knowledge

This study investigates the effect of vocabulary learning strategies on vocabulary knowledge, considering learners' proficiency levels, cognitive style, and language aptitude. A total of 84 Japanese learners completed a questionnaire on vocabulary learning strategies, a language aptitude test, a modified group embedded figures test, and a vocabulary knowledge test. The findings indicate that variations in vocabulary acquisition techniques are impacted by learners' proficiency levels, cognitive style, and language aptitudes. High-proficiency learners used indirect strategies more frequently, while low-proficiency learners' vocabulary knowledge was more strongly associated with direct strategies. Cognitive style had a negative effect on the use of indirect strategies, and field-dependence indirectly influenced vocabulary knowledge through indirect strategies in high-proficiency learners. Language aptitude had a positive effect on the use of direct strategies, which indirectly impacted vocabulary knowledge in low-proficiency learners. The study suggests that vocabulary learning strategies and knowledge are significantly influenced by learners' proficiency, cognitive style, and language aptitude. These findings highlight the importance of considering individual differences in shaping vocabulary learning strategies and their relationship to proficiency. To ensure effective vocabulary learning, it is crucial for educators to teach a variety of strategies accounting for learners' proficiency, cognitive style, and language aptitude.