scholarly journals Vocabulary Learning Strategies and Foreign Language Acquisition at Private Schools

2021 ◽  
Vol 6 (3) ◽  
pp. 163-173
Author(s):  
Bayad Jamal Ali ◽  
Govand Anwar
Author(s):  
Barbora Kousalová

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).


2016 ◽  
Vol 07 (03) ◽  
pp. 428-434
Author(s):  
Zaid Arafat Mohd Noor ◽  
Nik Mohd Rahimi Nik Yusoff ◽  
Irma Martiny Md. Yasim ◽  
Mohd Yusri Kamarudin

2021 ◽  
Vol 11 (4) ◽  
pp. 161-175
Author(s):  
Ghasem Tayyebi

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.


Author(s):  
Chiara Romagnoli ◽  
Sergio Conti

Abstract Vocabulary plays a crucial role in foreign language learning, and vocabulary mastery proves to be challenging at different competence levels. Compared to other areas of research into Chinese as a foreign language, vocabulary acquisition and vocabulary teaching have rarely been investigated. The aim of this study is to investigate the relationship between vocabulary learning strategies and vocabulary size and to verify whether vocabulary size is positively correlated to proficiency level. A total of 95 Italian undergraduate Chinese learners, from elementary to intermediate levels, participated in this study. The participants were first given a vocabulary learning questionnaire and then a vocabulary size test. Statistical and qualitative analyses of the data revealed two trends: a poor variety of vocabulary learning strategies and a positive correlation between vocabulary size and proficiency level.


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