This study aims to investigate the relationship between high school students’ use of vocabulary learning strategies and their motivation. Its main concern is with how the relationship varies between three student groups divided according to their vocabulary achievement. A survey was taken by a total of 275 students enrolled in a high school in Gyeonggi province. 232 students were selected to be studied. The students were divided into three groups - advanced, intermediate, and beginner levels - based on their performance in vocabulary tests. Their responses were analyzed through SPSS to produce both basic descriptive and inferential statistics. The results show the three groups differ regarding which strategies both extrinsic and intrinsic motivation had a significant impact on - these were memory and cognitive strategies for the advanced level group; decision, social, memory and metacognitive strategies for the intermediate level group, and none for the beginner level group. The results also show that the three groups differ regarding which strategies only extrinsic or intrinsic motivation had a significant impact on.

I. 서론
II. 이론적 배경
    1. 어휘학습전략
    2. 내적 동기와 외적 동기
    3. 어휘학습전략, 동기, 어휘 성취의 연관성에 대한 선행연구
    4. 후속 연구를 위한 고찰
III. 연구 방법
    1. 연구 대상
    2. 연구 도구
    3. 연구 절차
    4. 분석 방법
    5. 연구의 제한점
IV. 결과 및 논의
    1. 전체 연구 대상의 어휘학습전략 사용과 내적 및 외적 동기 사이의 관계
    2. 어휘 성취 수준별 집단의 어휘학습전략 사용과 내적 및 외적 동기 사이의 관계
V. 결론
참고문헌

• 최용숙(충북대학교) | Yongsuk Choi 제1 저자
• 유범(충북대학교) | Yoo, Beom 교신 저자