Vocabulary Strategies That Work

Abstract This mixed-methods study investigated the English medical vocabulary strategies, needs, and difficulties of Taiwanese medical school students via an open- and closed-ended questionnaire (n = 17), a test measuring vocabulary size (n = 17), student interviews (n = 5), and teacher interviews (n = 3). Students reported using some vocabulary strategies more than others. A statistically significant negative relationship between students’ English vocabulary size and their use of word cards for vocabulary learning was also revealed. Through analysis of the interview data gathered from the medical students and their English teachers, five vocabulary learning difficulties faced by the medical students were uncovered: (1) nonexistent intentional English vocabulary learning, (2) stagnant specialized medical English vocabulary acquisition, (3) lack of sufficient contextualized academic English writing practice with newly encountered specialized medical vocabulary; (4) lack of teacher feedback on the students’ vocabulary use; and (5) lack of pedagogical communication among faculty. The pedagogical implications of these results were discussed with a focus on improving students’ vocabulary learning efficiency in light of their specialized English medical vocabulary needs.

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VOCABULARY ACQUISITION AMONG ESL LEARNERS: A LOOK AT STRATEGIES AND BARRIERS

European Journal of English Language Teaching ◽

10.46827/ejel.v6i2.3431 ◽

2020 ◽

Vol 6 (2) ◽

Author(s):

Noor Hanim Rahmat ◽

Eliyas S. Mohandas

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Language Learners ◽

Target Language ◽

C Language ◽

Vocabulary Strategies ◽

Learning Barriers ◽

Vocabulary Learning Strategies ◽

Higher Institution ◽

Esl Learners

Having good vocabulary can help language learners go a long way towards mastering their target language. Language learners need to know both grammatical aspects as well as the meaning of words in order to communicate effectively. This study investigates the vocabulary learning strategies and also language learning barriers of undergraduates in a higher institution of learning. The instrument used for this study is a survey. The survey has three main sections; (a) personal details, (b) vocabulary strategies, and (c) language learning barriers. Data collected is analysed using SPSS and presented in the form of mean scores. Findings revealed that learners use vocabulary strategies such as metacognitive, guessing, dictionary, note-taking and rehearsal strategies. Findings also revealed that language barriers such as effective, environment and motivation can hinder learners’ learning of vocabulary of the target language. Article visualizations:<img src="/-counters-/edu_01/0767/a.php" alt="Hit counter" />

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SUCCESSFUL LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL YEAR 5 ENGLISH AS A SECOND LANGUAGE (ESL) LEARNERS

Proceedings of the ICECRS ◽

10.21070/picecrs.v1i1.523 ◽

2016 ◽

Vol 1 (1) ◽

Author(s):

Peter Lee Pui Weng ◽

Melor Md Yunus ◽

Mohamed Amin Bin Embi

Keyword(s):

Second Language ◽

Primary School ◽

Language Learning ◽

Learning Strategies ◽

English Language ◽

Strategy Use ◽

Language Learning Strategies ◽

English As Second Language ◽

Vocabulary Strategies ◽

Esl Learners

Research on language learning strategies in Malaysia has been carried out extensively since mid 1990s. However, these studies have not covered the language learning strategies among native pupils in suburban primary school in Mukah, Sarawak. The main objective of the study was to identify the language learning strategies used by English as Second Language (ESL) learners. Data was collected using a survey questionnaire with 20 outstanding Year 5 ESL Iban learners in one of the suburban schools in Mukah, Sarawak. The instrument used in this study include a Language Strategy Use Questionnaire adapted from Language Strategy Use Inventory by Cohen, Oxford and Chi (2002). The adapted version of Language Strategy Use Questionnaire consists of 60 statements concerning the four major English language skills, namely listening, speaking and reading as well as acquisition of vocabulary and grammar. Data was analyzed through mean, frequency, percentage and standard deviation. The findings revealed that these learners were moderate users of listening, reading, writing, grammar and vocabulary strategies and low users of speaking strategies. There were variations in responses with regard to the use of language learning strategies among primary school learners. The pedagogical implications of the findings are also discussed.

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Vocabulary Learning Strategies Employed by Gamers In The “Simulation Video Game”

Linguista Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya ◽

10.25273/linguista.v2i1.2684 ◽

2018 ◽

Vol 2 (1) ◽

pp. 22

Author(s):

Moh. Hasbullah Isnaini ◽

Resda Cintami Laksana

Keyword(s):

Learning Strategies ◽

Language Learners ◽

Video Game ◽

Vocabulary Learning ◽

Cognitive Strategy ◽

Survey Study ◽

Vocabulary Strategies ◽

Vocabulary Learning Strategies ◽

The Social ◽

The Mean

This study aims at investigating the phenomena of vocabulary strategies used by gamers of the Harvest Moon game. A survey study was conducted to see the most and the least frequent strategies used by the gamers while playing the game. To gain the data, the researcher distributed a questionnare which is adapted from the Schmitt’s taxonomy of VLS namely determination, social (discovery), social (consolidation), cognitive, memory, and metacognitive strategies. The result of the present study shows that the most frequent strategy used is cognitive strategy, the mean is 2.28 which indicates that most of the gamers use this strategy to improve their vocabulary learning. Meanwhile, the least strategy used is the social startegy since the mean score is 1.07 which suggests that the gamers do not really seek help from friends when they have problems with vocabulary. Taking the result of the study into the learning of vocabulary, it is suggested that teachers provide language learners with the cognitive strategy to accomodate their vocabulary learning, so that they can enhance their vocabulary.

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Point-and-Chat®

Handbook of Research on Human Cognition and Assistive Technology ◽

10.4018/978-1-61520-817-3.ch011 ◽

2011 ◽

pp. 169-178 ◽

Cited By ~ 1

Author(s):

Benjamin Slotznick

Keyword(s):

Instant Messaging ◽

Spoken Word ◽

Alternative Communication ◽

Augmentative Alternative Communication ◽

Reading And Writing ◽

Vocabulary Strategies ◽

Face To Face ◽

Text Chat ◽

Written Word ◽

Effective Use

Point-and-Chat®, most simply, is the first software for Instant Messaging with a built-in screen reader, designed to be used in conjunction with Augmentative/Alternative Communication (AAC) devices. For many AAC users, especially those who have difficulty reading and writing, an AAC device is the primary or only way they can communicate with other people. This communication is primarily one-on-one and face-to-face. The goal of Point-and-Chat® is to take the skills that an AAC user has in producing the spoken word and provide scaffolding that will enable the AAC user to use those skills to communicate with the written word. The primary impediment to effective use of Point-and-Chat® by AAC users appears to be a lack of appropriate text-chat vocabularies for poor readers, including vocabulary strategies to re-establish conversations when the conversational thread has been lost.

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Education Research and Scholarship in an Intercultural Context

Advances in Educational Marketing, Administration, and Leadership - Emerging Methods and Paradigms in Scholarship and Education Research ◽

10.4018/978-1-7998-1001-8.ch007 ◽

2020 ◽

pp. 118-133

Author(s):

Beena Giridharan

Keyword(s):

Education Research ◽

Second Language ◽

Cognitive Psychology ◽

Applied Linguistics ◽

Vocabulary Development ◽

Lexical Representation ◽

Vocabulary Strategies ◽

Inquiry Process ◽

Explicit Teaching ◽

L2 Learners

In this chapter, the research framework for a study that focused on the development of a second language vocabulary acquisition model in a tertiary setting is presented. This study is an investigation of lexical inferencing strategies specifically employed by second language (L2) learners, and focuses on whether the explicit teaching of effective vocabulary strategies benefited learners in developing vocabulary. The framework presented here draws on theories of learning from the fields of education, applied linguistics, vocabulary development, and cognitive psychology. Several theoretical standpoints on vocabulary development, and factors such as lexical representation, theoretical constructs in reading comprehension, and vocabulary processing in tertiary L2 learners, and socio-linguistics were considered in the design and inquiry process of the study, which was set in an intercultural context. The nature of scholarship involved in this exercise is referenced and its relationship to research paradigms is discussed.

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Education Research in an Intercultural Context

Methods and Paradigms in Education Research - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-1738-2.ch016 ◽

2016 ◽

pp. 263-277

Author(s):

Beena Giridharan

Keyword(s):

Education Research ◽

Second Language ◽

Cognitive Psychology ◽

Applied Linguistics ◽

Vocabulary Development ◽

Lexical Representation ◽

Vocabulary Strategies ◽

Inquiry Process ◽

Explicit Teaching ◽

L2 Learners

This chapter presents a research framework for a study that focused on the development of a second language vocabulary acquisition model in a tertiary setting. The study was an investigation of lexical inferencing strategies specifically employed by second language (L2) learners, and of whether the explicit teaching of effective vocabulary strategies benefited learners in developing vocabulary. The framework presented here draws on theories of learning from the fields of education, applied linguistics, vocabulary development, and cognitive psychology. Several theoretical standpoints on vocabulary development, including factors such as lexical representation; theoretical constructs in reading comprehension; vocabulary processing in tertiary L2 learners; and socio-linguistics were considered in the design and inquiry process of the study, which was set in an intercultural context. The association of components of this research exercise to research paradigms is discussed.

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Six Whole Class Vocabulary Strategies for the Content Areas

Middle School Journal ◽

10.1080/00940771.1991.11495978 ◽

1991 ◽

Vol 22 (3) ◽

pp. 36-39

Author(s):

Karen Stinson Hanus ◽

Margaret Mary Sulentic ◽

Richard Robouche ◽

Sharon Smaldino

Keyword(s):

Content Areas ◽

Vocabulary Strategies ◽

Whole Class

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