scholarly journals Investigation of Middle School Students’ Self-Regulation Skills and Vocabulary Learning Strategies in Foreign Language

2020 ◽  
Vol 6 (1) ◽  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Foreign Language ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Self Regulation ◽  
School Students ◽  
Vocabulary Learning Strategies

scholarly journals Vocabulary Test for Vocabulary Learning in Middle School

2021 ◽  
Vol 5 (8) ◽  
pp. 66-72
Author(s):  
Qilin Yan
Keyword(s):  
Middle School ◽  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Learning Ability ◽  
Basic Unit ◽  
Vocabulary Test ◽  
School Students ◽  
Vocabulary Learning Strategies

As one of the core aspects and basic unit in language, vocabulary plays a salient role in improving student’s language ability. Besides, vocabulary learning strategies play an obviously important part in the whole process of language learning. By examining the theories and approach to the vocabulary test, found by linguists locally and abroad, as well as vocabulary learning strategies, this research tries to systematically explicate several vocabulary tests in order to help English teachers design more creditable vocabulary tests to evaluate student’s vocabulary knowledge. At the same time, in hope that through this research, middle school students would be guided to use English vocabulary learning strategies more efficiently, thus enhancing their self-learning ability.

scholarly journals EFL vocabulary learning strategies among high school students

2021 ◽  
Vol 70 (1) ◽  
pp. 25-36
Author(s):  
Biljana Radić-Bojanić
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Grammar School ◽  
School Students ◽  
Compensatory Strategies ◽  
Memory Strategies ◽  
Vocabulary Learning Strategies

The paper examines how frequently high school students use EFL vocabulary learning strategies and whether contextual educational factors have any influence on strategy selection. The theoretical part discusses the importance of language learning strategies, which can facilitate the internalization, storage, retrieval, or use of the new language, factors that affect their usage and selection (e.g. nature of the task, students' motivation, foreign language proficiency, teacher's expectations, students' learning styles, students' gender), as well as the process of vocabulary acquisition. The empirical part presents the results of the analysis of a survey conducted among students from two high schools in Serbia, a vocational school and a grammar school. The aim of the research is to determine how frequently students use vocabulary learning strategies and if there are any statistically significant differences in strategy use between students from the two schools which are the consequence of different subjects and learning objectives. The results show that the majority of vocabulary learning strategies have medium use among high school students (seven out of nine memory strategies, seven out of nine cognitive strategies and two out of four compensatory strategies) and that there are certain inter-group differences (whereas students from the medical high school use memory strategies more frequently, students from the grammar school report higher use of cognitive and compensatory strategies). The results indicate that there are important cross-curricular links which point to the transfer of learning strategies from content subjects to English language classes.

Lexikální strategie ve výuce němčiny jako druhého cizího jazyka po angličtině

2019 ◽  
pp. 51-74
Author(s):  
Barbora Kousalová
Keyword(s):  
Czech Republic ◽  
Foreign Language ◽  
Learning Strategies ◽  
State Of The Art ◽  
Vocabulary Learning ◽  
Foreign Language Teaching ◽  
The State ◽  
The Czech Republic ◽  
Teaching Context ◽  
Vocabulary Learning Strategies

This paper describes the state of the art in the field of learning strategies with an emphasis on the foreign language teaching context. The contribution presents research from both the Czech Republic and abroad concerning the topic of vocabulary learning strategies in German as a second foreign language (L3) after English (L2).

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