scholarly journals Student's Strategy In Learning Vocabulary at English Department of STKIP PGRI

2019 ◽  
Vol 6 (1) ◽  
pp. 35
Author(s):  
Nanik Sulastri
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Research Result ◽  
Language Education ◽  
Sampling Technique ◽  
Vocabulary Learning Strategies

This research was conducted to: (1) To examine the vocabulary learning strategies (2) To find out  the most and the least vocabulary learning strategies that used by the (3) To analyze the factors affect the students in choosing the vocabulary learning strategy of English Language Education Program at STKIP PGRI Sumbar. The research applied a descriptive research; the population of this research   was   the   eighth-semester   students   in   academic   year 2017/2018. The samples of this research were 49 students chosen by using total sampling technique. The data were analyzed by using descriptive analysis and used Power score and estimate stage for Academic vocabulary. The research result showed that (1) the students’ vocabulary proficiency; it was classified as late gradation. It can be said that most of the students are in late gradation in percentage 60.71% and only less students who get early gradation. (2) the most learning strategy mostly used by the students was Consolidation learning strategies in learning vocabulary on percentage 40,81% students . (3) Some factors affect the choosing of vocabulary language learning strategies were found. It was found that the late gradation students chose Memory learning strategies as their strategy in learning vocabulary because of believe, motivation and learning experience. It can be concluded that the students’ learning strategy affected their proficiency in vocabulary.

Effectiveness of strategy instruction for vocabulary learning: a narrative review

2016 ◽  
Vol 5 (2) ◽  
pp. 47 ◽  
Author(s):  
Husain Abdulhay
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Instruction ◽  
Language Education ◽  
Language Teachers ◽  
Strategy Training ◽  
Vocabulary Learning Strategies

Nowadays, it is strongly irrefutable that vocabulary skills founds the stepping-stone to  language learning and should be at the epicenter of language education, in re to the fact that much cannot be implied without grammar; nothing can be imparted without vocabulary. Understanding the key notions of how vocabulary is acquired can help language teachers be able to dispense more realistic and effective vocabulary teaching. With this thought in mind, it is crucial to acquaint students with vocabulary learning strategies (VLS) so that they can do this more effectively. With the expansion of research on vocabulary learning strategy instruction, the question to be posed is whether training on strategies will culminate in improvement in language learners or not. Thus, based on the significance ascribed to teaching vocabulary learning strategies in the process of language learning, the present paper seeks to cull evidences and scour the effectiveness of teaching vocabulary learning strategies.  Keywords: Vocabulary, vocabulary learning, strategy training for vocabulary learning.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

scholarly journals INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

2020 ◽  
Vol 8 (2) ◽  
pp. 288-295
Author(s):  
Elnaz Zariholhosseini ◽  
Ehsan Namaziandost ◽  
Mehdi Nasri
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Learning ◽  
New Words ◽  
Novice Learners ◽  
Vocabulary Learning Strategies ◽  
Personal Use

Purpose of the study: This article report’s findings from a study on the differences and similarities between experienced and novice English language learners with regards to their personal use of VLS. Methodology: Closed questionnaire and semi-structure interviews were applied to collect the data. The questionnaire was distributed among 60 (30 experienced learners and 30 novice learners). In addition, 20 learners (10 experienced learners and 10 novice learners) were asked to answer the questions in the interview. Therefore, descriptive statistics, U Mann Whitney test, and independent-sample t-test were run to compare and analyzed the data. Main Findings: The finding showed that there were significant differences between experienced and novice learners’ thoughts towards vocabulary learning strategies and experienced learners used vocabulary learning strategies while learning new words in English language learning. Applications of this study: If the learners are taught how to use each strategy correctly, their understanding of the language can naturally be improved. Moreover, VLS is beneficial throughout the process of vocabulary learning which makes learners more independent and allows teachers to focus on other things as well. Novelty/Originality of this study: To the best of researchers’ knowledge, no study has been done on investigating Iranian experienced and novice English language learners` perceptions towards most useful vocabulary learning strategies (VLS).

scholarly journals Vocabulary Learning Strategies: The Case of English for Business and Financial Reporting

2021 ◽  
Vol 3 (3) ◽  
pp. 316-331
Author(s):  
Hélder Fanha Martins ◽  
Maria João Ferro
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Financial Reporting ◽  
English Language ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Individual Interviews ◽  
Vocabulary Learning Strategies ◽  
Lexical Competence

Among the essential challenges faced by students in foreign language learning processes is vocabulary learning. Lexical competence has been acknowledged as critical to the use of language in which the students’ inadequate knowledge of the vocabulary causes problems in learning a second language. Therefore, learners require being educated with vocabulary in learning strategies when learning a second language. Contemporary research has not scrutinised to the fullest the categories of strategies of vocabulary learning used by learners who are majoring in Accounting.  The main objective of this research was to understand how students use vocabulary learning strategies. For that, we adopted a qualitative approach, based on open-ended individual interviews with fifteen learners. The strategies that were concluded include the monolingual and bilingual dictionary use, usage of several media of English language, learning a word by specific texts, and application of new words in everyday conversation, interrelated to memory, strategies of metacognitive, and determination. These are common strategies and have keenly been used by students.

scholarly journals Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition

2020 ◽  
Vol 17 (1) ◽  
pp. 41-70
Author(s):  
Cemil Gökhan Karacan ◽  
Kenan Dikilitaş
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Bilingual Students ◽  
Vocabulary Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.

scholarly journals Questionnaire instrumentation for strategic vocabulary learning in the Swedish as a second language learning context

2019 ◽  
Vol 9 (2) ◽  
pp. 313-348
Author(s):  
Richard LaBontee
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Self Report ◽  
Learning Context ◽  
Data Set ◽  
Vocabulary Learning Strategies ◽  
Report Data ◽  
Self Report Data

This article reports on the final round of piloting for a questionnaire instrument created and designed with the intention of collecting self-report data on adult, beginner Swedish L2 learners’ use of vocabulary learning strategies. The Swedish Vocabulary Learning Strategy Survey (SVLSS) version 1.2 is distributed to 182 participants studying Swedish at institutes of higher learning in Sweden. The collected data set is subject to exploratory factor analysis to explore initial interpretations of the underlying constructs of the instrument, and analyzed for content validity and internal consistency. Readability and accessibility of the instrument is also addressed. Initial findings and interpretations are used to guide the development of a preliminary VLS taxonomy for the SVLSS, as well as suggest and perform revisions that will result in the SVLSS 2.0.

scholarly journals THE USE OF VOCABULARY LEARNING STRATEGIES AMONG ESL UNDERGRADUATES

2019 ◽  
Vol 2 (7) ◽  
pp. 66-79
Author(s):  
Siti Nursakina Baharudin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Survey Design ◽  
Vocabulary Learning ◽  
Descriptive Analysis ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
Wide Range

Students need to take control of their learning process by knowing when, where and how to use appropriate learning strategies for effective learning to take place. One of the language learning strategies learners need to take into consideration is vocabulary learning strategy (VLS) as vocabulary is one of the crucial elements that learners need to master in language learning. Vocabulary learning strategies if used effectively will help learners to master a wide range of vocabulary. This study aims to identify the types of VLS which are frequently used among ESL undergraduates according to learners’ gender. Forty ESL undergraduates from various disciplines at a local university were involved in this study and data were collected to achieve the main objective of the study. The survey design was employed, and data were analyzed quantitatively using descriptive analysis to measure the frequency and percentage to identify the most frequent use of VLS and whether it differs from the undergraduates’ gender. The findings of this study found that male undergraduates used VLS more than female undergraduates and memory and social strategy were the most frequently used by female undergraduates while male undergraduates used more of cognitive and metacognitive strategy. Therefore, the findings of the study are indeed beneficial for learners to know which VLS suits them and how they can acquire a vast amount of vocabulary during their second language learning process by applying those vocabulary strategies.

scholarly journals Is Attitude an Impediment to Achieving English Proficiency amongst the Final Year Students in the Northern Geopolitical Zone of Nigeria: A Comparative Study of Southern and Northern Geopolitical Zones

2018 ◽  
Vol 1 (1) ◽  
pp. 24
Author(s):  
Famogbiyele O. Taiwo
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
Sampling Technique ◽  
Language Teachers ◽  
High Level ◽  
Descriptive Survey ◽  
Effective Teaching And Learning

<p><em>This study investigated whether it is the learners’ attitudes in the northern geopolitical zone of Nigeria which impede them from achieving high level of proficiency in the study of English language as compared to that of their counterparts in the southern geopolitical zone.</em><em> Three research questions were </em><em>generated to guide the study. </em><em>28-item questionnaire adapted from Gardner’s (1985b) </em><em>Attitude Motivation Test Battery (AMTB) were used to elicit the data needed. The descriptive survey research design that was adopted for the study comprised of four-part Likert-type statements. 610 students (male and female) registered for SSCE examination were selected from 18 government-owned public secondary schools in the Northern and Southern geopolitical zones using stratified random sampling technique. The data collected were analyzed using simple mean scores and percentages. The result of the study showed that </em><em>students in the </em><em>Northern geopolitical zones,</em><em> in fact, have high positive attitude towards the learning of English but were not motivated to learn it and that </em><em>language anxiety had a pervasive impact on the language learning experience of the students. </em><em>The study recommends amongst others that, language teachers need to </em><em>evolve effective teaching and learning strategies</em><em> that generate the attitudes and motivation most conducive to the production of more successful learners of English language.</em><em></em></p>

scholarly journals The Correlation between University Students’ Vocabulary Learning Strategies and The Vocabulary Mastery Level

2021 ◽  
Vol 8 (2) ◽  
pp. 153-167
Author(s):  
Emelia Agustianti ◽  
Syofia Delfi ◽  
Dahnilsyah Dahnilsyah
Keyword(s):  
Learning Strategies ◽  
Quantitative Research ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Sampling Technique ◽  
Study Program ◽  
Vocabulary Learning Strategies ◽  
Mastery Level ◽  
Study Population ◽  
Second Year

This research was intended to find the correlation between the students’ vocabulary learning strategies and the vocabulary mastery level. The research design of this study was a quantitative research and the study population was the second year students of English study program FKIP Universitas Riau. 41 participants were selected from the second year students of English Study Program FKIP Universitas Riau using the cluster random sampling technique. The instruments of this study were vocabulary learning strategy questionnaire and vocabulary level test. The data showed that 53.7% of students was used the vocabulary learning strategy in learning new vocabularies and 31.7% students were high vocabulary level. Moreover, the result of the study indicated that there was a negative correlation between two variables. The value of correlation coefficient was 0.813. It was on scale 0.00 – 1.00. It meant that the correlation between the students’ vocabulary learning strategies and the vocabulary mastery level of the second year students were categorized as high correlation. This research would assist students to understand the correlation between used the strategy in learning new vocabularies in order to increase the level of vocabulary mastery.

scholarly journals A Meta-Analysis of Vocabulary Learning Strategies of EFL Learners

2017 ◽  
Vol 10 (5) ◽  
pp. 1
Author(s):  
Batoul Nematollahi ◽  
Fatemeh Behjat ◽  
Ali Asghar Kargar
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
Social Strategies ◽  
Lexical Knowledge ◽  
Vocabulary Learning Strategies ◽  
Successful Students

Vocabulary learning is one of the crucial matters in second language learning. There is a vast body of research in this field which has been done by famous researchers around the world, but still there is no specific solution for extending lexical knowledge in the best way. Therefore, we have conducted a meta-analysis on a body of 30 research projects to investigate the usefulness of different strategies of vocabulary learning. The results showed that the strategies which are used by students are as follows in order: determination, cognitive, memory, meta-cognitive, and social strategies. Besides, it seems that guessing from context and using the dictionary are among the strategies which are most favored by successful students. In addition, the relationship between context, treatment, and methodology by vocabulary learning strategy were studied. It was clear that learners of different contexts would prefer different strategies, and teachers used specific strategies according to their syllabus. For further research, it is suggested to select a larger body of studies. It is advised to make teachers aware of the importance of choosing an appropriate strategy of vocabulary learning for language learners to pave the way of improving lexical knowledge for them.

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