The study investigates the influence of vocabulary learning strategies on Chinese vocabulary achievement among college students. It aims to identify which strategies most contribute to vocabulary acquisition and performance. The research draws on previous studies, particularly Oxford’s (1990) categorization of direct and indirect strategies, and Schmitt’s (1997) vocabulary-specific strategies, which include determination, social, memory, cognitive, and metacognitive strategies. These strategies are used to discover and retain word meanings, though their effectiveness may vary depending on learner demographics and contexts.
The methodology involved a survey based on Schmitt’s framework, examining determination, social interaction, memory, and metacognitive strategies. A multiple regression analysis was conducted to determine the statistical significance of these strategies on Chinese vocabulary performance.
Results showed that determination and memory strategies had a statistically significant impact on vocabulary achievement. Determination strategies, which involve using dictionaries or contextual clues to infer word meanings, and memory strategies, focusing on repetition and organization, were positively correlated with improved vocabulary scores. Memory strategies had a slightly stronger effect than determination strategies. However, social and metacognitive strategies did not significantly influence vocabulary achievement.
In conclusion, the study underscores the importance of determination and memory strategies in improving Chinese vocabulary learning. Structured and repetitive methods are critical for vocabulary acquisition, while collaborative or self-monitoring strategies may play a lesser role in direct vocabulary retention. These findings can guide learners and educators in optimizing vocabulary learning practices for Chinese language learners.