The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis

This study explores the complex relationships between language learning mo-tivation, vocabulary learning strategies, and two components of second lan-guage vocabulary knowledge (i.e., vocabulary size and depth), within the framework of self-regulated learning. Responses to questionnaires were gath-ered from 185 secondary-level Korean adolescent learners of English as a for-eign language, regarding their motivation and vocabulary learning strategy use; additionally, the results of their vocabulary size and depth tests were col-lected. We adopted structural equation modeling for analysis, with vocabulary learning strategies consisting of memory, cognitive, and metacognitive catego-ries, and vocabulary knowledge consisting of vocabulary size and depth. The re-sults showed that motivation directly predicted vocabulary learning strategies and vocabulary knowledge, and indirectly predicted vocabulary knowledge via vocabulary learning strategies. When further classified, intrinsic motiva-tion was found to have a stronger influence on the use of vocabulary learning strategies and vocabulary knowledge than extrinsic motivation. We discuss the implications of increasing learners' motivation and repertoire of strategies for improving vocabulary size and depth.