scholarly journals Vocabulary learning strategies for Second or Foreign Language (SFL) Students of Missionary-run Colleges in Bangladesh

2021 ◽  
pp. 35-45
Author(s):  
Dr. Leonard Shankar Rozario
Keyword(s):  
Word Recognition ◽  
Foreign Language ◽  
Learning Strategies ◽  
Language Use ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Slow Process ◽  
Vocabulary Learning Strategies

One of the crucial challenges that learners face for processing second or foreign language (SFL) learning is learning vocabulary. Vocabulary is recognized as vital to language use in which insufficient vocabulary knowledge of the learners led to difficulties a SFL learning. Thus, in the case of learning the vocabulary in a SFL, students need to be educated with vocabulary learning strategies. Investigation for learning vocabulary and its connection to reading has become significant in the field of research in SFL acquisition. Since reading requires precise and spontaneous word recognition skills, learners need to be equipped with sufficient vocabulary knowledge to read fluently. Yet, for many SFL learners, reading is a 'suffocating slow process' (Anderson, 1991). One of the causes or often experienced by the students is that they don’t have enough vocabulary knowledge. As a result, they tend to surrender to understand the semantics of the text or skip reading the word, sentence and even the paragraph due to the unfamiliar words. These circumstances propose that some learners may not have enough skills to handle the unfamiliar words.

scholarly journals A STUDY ON VOCABULARY LEARNING STRATEGIES EMPLOYED BY THE THIRD-YEAR ENGLISH MAJORED STUDENTS AT TRA VINH UNIVERSITY

2020 ◽  
Vol 1 (35) ◽  
pp. 28-34
Author(s):  
Ngoc Thi Mong Trinh ◽  
Ngoc Boi Trinh
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
The Third ◽  
Vocabulary Learning Strategies

Vocabulary is very essential to language learners. If their vocabulary knowledge is insufficient, they will  encounter challenges in learning a foreign language. The purpose of this study is to investigate which vocabulary learning strategies were employed most by the third-year English majored students and if genders had an effect on the choice of vocabulary learning strategies. The participants are 40 English majored students at Tra Vinh University including 31 females and 09 males. The questionnaire is the instrument of this research which consists of five different categories: dictionary, guessing, memory, autonomy, and social strategies. The results show that autonomy and dictionary were preferred most by the participants whereas the least popular strategies were guessing and social ones. In addition, genders had no significant impacts on the choice of vocabulary learning strategies.

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.

Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention

2018 ◽  
pp. 427-448
Author(s):  
Emad A. Alghamdi
Keyword(s):  
Learning Strategies ◽  
Video Game ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Digital Gaming ◽  
Vocabulary Learning Strategies ◽  
Incidental Vocabulary ◽  
Efl Students ◽  
Test Picture

Given the crucial role of vocabulary knowledge in language development, the literature is replete with studies that explore the effects of various vocabulary learning strategies. This chapter taps into two areas of research on vocabulary learning, multimodal glossing and digital gaming, and reports on an experimental study whose aim was to investigate the effect of providing EFL students (n=162) with three gloss conditions (L1 test + picture, L2 text + picture, and picture-only) when they play a video game on their vocabulary acquisition and retention. The students took two vocabulary tests immediately after playing the game, and again two weeks later. The findings revealed that while all groups benefited from multimodal glossing, the L1 text + picture gloss group significantly performed better than the other two groups in the acquisition and retention of the targeted words. The chapter concludes by discussing the limitations of the current study and suggesting new directions for future research.

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).

Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention

2022 ◽  
pp. 580-601
Author(s):  
Emad A. Alghamdi
Keyword(s):  
Learning Strategies ◽  
Video Game ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Digital Gaming ◽  
Vocabulary Learning Strategies ◽  
Incidental Vocabulary ◽  
Efl Students ◽  
Test Picture

Given the crucial role of vocabulary knowledge in language development, the literature is replete with studies that explore the effects of various vocabulary learning strategies. This chapter taps into two areas of research on vocabulary learning, multimodal glossing and digital gaming, and reports on an experimental study whose aim was to investigate the effect of providing EFL students (n=162) with three gloss conditions (L1 test + picture, L2 text + picture, and picture-only) when they play a video game on their vocabulary acquisition and retention. The students took two vocabulary tests immediately after playing the game, and again two weeks later. The findings revealed that while all groups benefited from multimodal glossing, the L1 text + picture gloss group significantly performed better than the other two groups in the acquisition and retention of the targeted words. The chapter concludes by discussing the limitations of the current study and suggesting new directions for future research.

scholarly journals Foreign Language Vocabulary Learning Strategies in Malaysia

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
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Vocabulary Learning Strategies ◽  
Foreign Language Vocabulary Learning

scholarly journals Students’ Vocabulary Learning Strategies of Discovery and Consolidation in Malaysian Primary School English Language Classrooms

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Sharon Fung-Chien Kho ◽  
Joseph Ramanair ◽  
Ambigapathy Pandian
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
English Language ◽  
Social Cognitive ◽  
Vocabulary Learning ◽  
Metacognitive Strategies ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Vocabulary Learning Strategies ◽  
Cognitive Memory

A good grasp of vocabulary enables language learners to articulate, comprehend and communicate ideas and concepts effectively. For learners whose first language is not English, mastering vocabulary knowledge in terms of the breadth and depth is challenging and needs to start at a young age through the use of various strategies. The lack of English language vocabulary knowledge would demotivate learners and even result in abandoning efforts to learn the language. Therefore, it is important that learners know and are able to use five strategies, which include determination, social, cognitive, memory, and metacognitive strategies to learn vocabulary. Determination and social strategies are in the discovery category, while social cognitive, memory, and metacognitive strategies are in the consolidation category. This study aims to determine the vocabulary learning strategies used by 132 Year Five primary school English language students in two urban National Type Chinese schools in Sarawak. It investigated the strategies these learners used, how frequently they used them, and their reasons for preferring particular strategies. Data were collected from two classrooms at each school through the use of questionnaire and individual interview. Questionnaire results were analysed descriptively in terms of mean scores and standard deviation while interview responses were coded, categorised and analysed using thematic analysis. The findings suggest that while the students employed moderate use of all the five strategies, cognitive strategies which involved mechanical approaches were the most used while social strategies were not used by all students.

scholarly journals Vocabulary Learning Strategies Used by Medical Students: Croatian Perspective

2018 ◽  
Vol 7 (2) ◽  
pp. 44
Author(s):  
Jasmina Rogulj ◽  
Ivana Čizmić
Keyword(s):  
Medical Students ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Female Students ◽  
Vocabulary Knowledge ◽  
School Of Medicine ◽  
Vocabulary Learning Strategies ◽  
Language Knowledge ◽  
The Mean ◽  
The University

<p>In order to be able to fully develop their academic and professional competencies, medical doctors (MDs) need to be highly proficient in English, which, among other things, implies the acquisition of vocabulary as an essential part of language knowledge. The current study aims at exploring vocabulary learning strategies (VLS) employed by freshman and sophomore medical students at the University of Split School of Medicine, Croatia. In particular, it focuses on (a) most and least frequently used VLS; (b) relationship between VLS subscales and different types of vocabulary knowledge; (c) differences in the mean strategy use between male and female students, and among low-, middle- and high-scoring students. The instruments used in the research were adapted version of the VLS Questionnaire (Pavičić Takač, 2008, p.152) and a vocabulary test designed by the author. The results indicate that medical students use a core inventory of VLS, whereby showing preference for the category of self-initiated vocabulary learning (SI-IVL) strategies and some individual formal vocabulary learning (FVL) and spontaneous vocabulary learning (SVL) strategies. Although students were not in favour of FVL at the level of the category as a whole, the results showed that the more frequently they employed FVL strategies, the better they scored on vocabulary tasks measuring controlled-productive type of vocabulary knowledge. Correlations revealed that female students used SI-IVL and FVL strategies significantly more often than their male counterparts. Results also suggest that there are no statistically significant differences in the mean VLS use among low-, middle- and high-scoring students. In conclusion, the results of this study provide a preliminary insight into the VLS used by medical students and their effect on students' vocabulary learning outcomes as well as into differences by gender and vocabulary proficiency. Since findings have proved rather inconclusive, these research questions need to be further investigated.</p>

scholarly journals A descriptive study on ESL learners’ vocabulary knowledge through cognitive and metacognitive strategies

2020 ◽  
Vol 3 (2) ◽  
pp. 142
Author(s):  
Aravind B R ◽  
Rajasekaran V
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Metacognitive Strategies ◽  
Vocabulary Knowledge ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Vocabulary Learning Strategies ◽  
Esl Learners ◽  
Cognitive And Metacognitive Strategies

The present research was carried out to study the cognitive and metacognitive vocabulary learning strategies of 36 ESL learners’. Schmitt’s Vocabulary Learning Strategies questionnaire was used to conduct the study. The study revealed the subsequent array of cognitive and metacognitive strategies employed by ESL learners. Additionally, semi-structured interviews were also conducted with 10 ESL learners’ who completed the questionnaire to get more reliable information about learners’ strategies with vocabulary learning. The findings indicated that ‘Using English Language Media’, ‘Verbal repetition’, ‘Take notes in class’ were the most popular strategies, whereas ‘Skip or pass new word’ and ‘Put English labels on physical objects’ were least used. The results of this paper provide many implications for English language teaching. Detailed explanations of the participants’ cognitive and metacognitive strategies were given in the discussion.

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