scholarly journals Understanding the Selection of Vocabulary Learning Strategies: The Impact of the Language Teaching Approach

2019 ◽  
Vol 17 ◽  
pp. 75
Author(s):  
Irene Castellano Risco
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Vocabulary Learning ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Vocabulary Learning Strategies ◽  
The Impact ◽  
Instructional Programme ◽  
Selection Of

This paper presents a study on how the selection of vocabulary learning strategies is affected by the kind of instructional programme followed. A total of one hundred thirty-eight secondary-school learners – seventy-two CLIL (Content and Language Integrated Learning) and fifty-six mainstream EFL (English as a Foreign Language) learners – took part in the study. They were asked to respond a vocabulary learning strategies questionnaire. The data were examined looking into how the use of strategies differed when comparing CLIL and EFL learners. Results permitted to develop two clear learner profiles that were compared. These findings will be discussed in relation to their possible implications for vocabulary development.

scholarly journals The relationship between the anxiety level of Iranian elementary EFL learners and their vocabulary learning strategies

2021 ◽  
Vol 11 (4) ◽  
pp. 161-175
Author(s):  
Ghasem Tayyebi
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Vocabulary Learning ◽  
Anxiety Level ◽  
Placement Test ◽  
Foreign Language Learners ◽  
Vocabulary Learning Strategies ◽  
The Relationship ◽  
Learning English

The current study aimed at examining the relationship between anxiety level of Iranian elementary English as a foreign language learners and the strategies that they adopt for learning English vocabulary. To this end, based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 participants through availability sampling. To determine the strategies that the participants employ for learning English vocabulary, Schmitt’s taxonomy of vocabulary learning (VL) strategies questionnaire was administered. Also, the Spearman correlation was run to determine the correlation between various levels of anxiety and different VL strategies. The findings of the current study indicated that the effects of anxiety can adversely affect a person’s use of VL strategies. Likewise, when there is an increase in anxiety, VL strategy use decreases to a significant extent. Keywords: Vocabulary learning, strategies, foreign language, classroom, anxiety scale.

scholarly journals Vocabulary Learning Strategies (VLSs) Employed by Learners of English as a Foreign Language (EFL)

2019 ◽  
Vol 12 (5) ◽  
pp. 177
Author(s):  
Prashneel Ravisan Goundar
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Learning ◽  
Future Research ◽  
Discussion Section ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Vocabulary Learning Strategies

Learning a new language entails various challenges, one of these is grasping the vocabulary of the language. A significant way to tackle the problem is to motivate students to become independent learners during the progression of second language (L2) vocabulary learning. Thus, this study intended to explore the use of different vocabulary learning strategies among adult English as foreign language learners and investigated the various vocabulary learning strategies and found the benefits and drawbacks associated with each strategy. It was able to select the most frequently and least frequently used VLSs by learners who have completed the language program and those who are continuing the course. Further, it found effective strategies that could be used in teaching vocabulary to students. The research used a quantitative method approach with 53 participants who were EFL learners took part in the questionnaire survey. The results of the present study reveal the common strategies that foreign language learners use in vocabulary learning. The VLSs from this study will not only benefit students of the English language but can easily to be used by learners of other second languages globally. Finally, the paper discusses different strategies at length, gives valuable recommendations in the discussion section and concludes with implications for future research.

scholarly journals STRATEGIE UCZENIA SIĘ SŁOWNICTWA – OBCOKRAJOWCY VS. UŻYTKOWNICY JĘZYKA ODZIEDZICZONEGO

Neofilolog ◽  
2018 ◽  
pp. 95-108
Author(s):  
Anna Seretny
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Heritage Language ◽  
Institutional Setting ◽  
Heritage Language Learners ◽  
Foreign Language Learners ◽  
Vocabulary Learning Strategies ◽  
Class Level ◽  
Polish Language

In an average Polish language intermediate class (level B1/B2) there are two types of learners; namely, heritage language learners (HLLs) and foreign language learners (FLLs). HLLs are of Polish origin and have gained partial knowledge of the language in a natural environment, unlike FLLs who have learnt Polish in a formal institutional setting and have no Polish roots whatsoever.Teachers of Polish as a foreign/second language claim (in anecdotal evidence), that HLLs speak more fluently, particularly when talking about everyday topics, and that their production sounds more native like, as it is more formulaic. HLLs are, however, perceived as poorer vocabulary learners than FLLs. The aim of the research described in this article was to find out if this phenomenon can be ascribed to the different number and/or type of vocabulary learning strategies used by learners from the two groups.

scholarly journals Vocabulary Learning Strategies by JFL Good Learners in the Digital Era

IZUMI ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 156-170
Author(s):  
Eka Marthanty Indah Lestari ◽  
Dewi Puspitasari
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Dominant Strategy ◽  
Language Learner ◽  
Japanese Language ◽  
Structured Interviews ◽  
Foreign Language Learners

Vocabulary is an integral aspect when learning a foreign language. The issue discussed in this research includes learning new vocabularies by Japanese language learners who are competent and the relevance of vocabulary-learning strategy by Oxford (1990) to foreign language learners' current condition. This research aims to elaborate on the relevant vocabulary-learning strategy for foreign learners of the Japanese language. The research methodology is qualitative, with semi-structured interviews by adopting the questionnaire by Saengpakdeejit (2014). The vocabulary-learning strategy is classified based on the taxonomy of vocabulary learning strategy by Oxford (1990), Schmitt (1997), and Churches (2009). The result shows that Japanese language learners who are competent apply the vocabulary learning strategy, as Oxford (1990) stated. The dominant strategy used by the participants is a cognitive strategy, which allows new vocabularies to be stored in the participant's memory. Furthermore, information related to new vocabularies needs to be stored in the participant's memory using vocabularies. Besides, a competent Japanese language learner can use the learning resources, printed materials, and digital application to improve the vocabularies.

scholarly journals The Impact of Pre-task Instruction and Task Rehearsal on Fluency, Accuracy and Complexity of Iranian EFL Learners’ Writing

2019 ◽  
Vol 10 (2) ◽  
pp. 281
Author(s):  
Ghorbanali Salehi Aref ◽  
Ahmad Mojavezi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Task Instruction ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
The Impact ◽  
Positive Effect ◽  
And Task

The purpose of this study was to examine the impact of pre-task instruction and task rehearsal, on fluency, accuracy, and complexity of Iranian EFL learners’ writing. To achieve this, Forty-five foreign language learners with little access to the l2 outside the classroom participated in this study. They were both male (44%) and female (56%). Measures of fluency, accuracy, and complexity were utilized to measure students’ writing. Data were analyzed using MANOVA and ANOVA. The results of the study revealed that pre-task instruction and task rehearsal have positive effect on the learners’ writing. The result of the study and their pedagogical implications were discussed.

A Comparison of Vocabulary Learning Strategies among Elementary Iranian EFL Learners

2016 ◽  
Vol 7 (3) ◽  
pp. 511 ◽  
Author(s):  
Shohreh Kashani ◽  
Sajad Shafiee
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Term Retention ◽  
Vocabulary Learning Strategies ◽  
Long Term Retention ◽  
The Difference

A multitude of factors are involved in learning a second language, among which knowing ample vocabulary plays a crucial role. Despite many efforts for vocabulary learning, one of the first problems of foreign language learners, especially Iranian EFL learners, is how to commit lots of foreign words to memory. The present study aimed to compare three vocabulary learning strategies (flashcard strategy, sentence writing method, and vocabulary notebook strategy) with the traditional way of vocabulary learning (repetition) among Iranian elementary EFL learners to find out which one was the most efficient approach to vocabulary learning and best increased long-term retention of meaning. To do this end, four groups (three experimental groups and one control group) were chosen to take part in the experiment. The groups were all homogenized in the wake of administering a vocabulary pretest, and then each of the experimental groups was exposed to its pertinent treatment. After the completion of the experiment, and in the light of a vocabulary posttest, the results showed that there existed differences among the four strategies in terms of vocabulary learning and retention. In terms of vocabulary learning, the difference among the four groups was significant, but the difference on posttest which examined the long-term retention of the new vocabularies was not statistically significant. The study revealed that flash card strategy was the best strategy for vocabulary learning process among elementary level learners.

scholarly journals The Use and Evaluation of Vocabulary Learning Strategies among Sudanese EFL Learners

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Fatima Salaheldeen Ahmed Hamza ◽  
Mohamad Subakir Mohd Yasin ◽  
Ashinida Aladdin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Depth Of Processing ◽  
Efl Learners ◽  
New Words ◽  
Processing Theory ◽  
Vocabulary Learning Strategies

The learning of new vocabulary as a part of English for Foreign Language (EFL) teaching and learning has not been investigated thoroughly because its effectiveness has been questioned by various researchers in the past. However, in recent years, various studies have shown that proper strategies in acquiring new words could be one of the keys to effective language learning among EFL learners. This study investigates how Sudanese EFL learners at Khartoum University, Sudan use and evaluate vocabulary learning strategies (VLSs). The three selected categories of vocabulary learning strategies - metacognitive, discovery, and consolidation - were chosen according to taxonomies proposed by Al-Fuhaid (2004), Schmitt (1997) and Nation (2001). These VLSs were then evaluated using Han’s Information Processing Theory and Craik and Lockhart’s Depth of Processing Theory (1972) to meet the two objectives of this study. The first objective was to examine the most frequently used VLSs employing a set questionnaire designed to elicit the necessary data. The second objective was to evaluate the usefulness of each of these VLSs by conducting in-depth interviews with the respondents. The results showed that metacognitive strategies were the most frequently used VLS among the three. In-depth interview data revealed that respondents evaluated all three VLS positively and considered them very useful in acquiring as well as understanding words. These findings suggest that language learners in Sudan should be taught vocabulary enhancing techniques while language instructors should use and teach these VLS to learners explicitly.

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