A comparative study of the vocabulary learning strategies and vocabulary size between EMI(English as a medium of instruction), CMI(Chinese as a medium of instruction) and partial EMI secondary six students in Hong Kong

2007 ◽  
Author(s):  
Miu-shan Shek
Keyword(s):  
Hong Kong ◽  
Comparative Study ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Medium Of Instruction ◽  
Vocabulary Size ◽  
Vocabulary Learning Strategies

scholarly journals Vocabulary Learning Strategies and their Relation to Vocabulary Size in Saudi Female Undergraduate EFL Learners

2020 ◽  
Vol 3 (6) ◽  
pp. 218-223
Author(s):  
Ghada Alahmad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Foreign Language Learning ◽  
Female Undergraduate ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Vocabulary Learning Strategies

It is generally agreed in the field of Foreign Language Learning (FLL) that Vocabulary Learning Strategies (VLSs) are a subcategory of the more general Language Learning Strategies (LLSs). Research into LLSs began based on the belief that language aptitude was not the only determinant factor of language achievement, and that the learners’ own learning effort and the way they approach language learning also played a major role. The purpose of this study is to investigate VLS use of Saudi female undergraduate EFL learners in each stage of the Vocabulary Learning Process (VLP) and its relation to their vocabulary size. The study population consisted of female students enrolled in the final year of the undergraduate English language program in an English department in a Saudi university. Forty-one students participated in this study, and two data collection instruments were used. The first instrument was a frequency of use questionnaire designed based on the learning process-oriented taxonomy of VLSs. The second was a Vocabulary Size Test. The analyses show that the participants used 17 strategies with a high frequency in all the stages of the VLP except for Stages Four and Six. The analyses also show that the most frequently used strategies were mainly cognitive strategies (nine strategies) and metacognitive strategies (five strategies). In terms of the relationship between the use of VLSs and vocabulary size, two strategies were found to be positively correlated with the participants’ vocabulary size. Interestingly, other strategies that are known to be effective in vocabulary learning were found to have a negative correlation with the participants’ vocabulary size.

scholarly journals Vocabulary Learning Strategies and Vocabulary Size: Insights from Educational Level and Learner Styles

2018 ◽  
Vol 7 (1) ◽  
pp. 14-34
Author(s):  
Alaa Alahmadi ◽  
◽  
Christopher Shank ◽  
Anouschka Foltz ◽  
◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Educational Level ◽  
Clustering Analysis ◽  
Vocabulary Learning ◽  
Vocabulary Size ◽  
Individual Learner ◽  
Vocabulary Learning Strategies ◽  
Saudi Arabic ◽  
Arabic Speaking

This study investigates the effect of different vocabulary learning strategies (VLS) as well as different learner styles on vocabulary size in Saudi Arabic-speaking students in higher education. The goals of this study were to examine which VLS undergraduates used more frequently than postgraduates and vice versa, to determine which VLS related positively and significantly to vocabulary size, and to explore individual learner styles and their relationship to vocabulary size. Participants filled in a VLS questionnaire and completed a vocabulary size test. The results indicated that undergraduates tended to use simpler strategies than postgraduates. The strategies of guessing a word’s meaning from context and watching television related positively with vocabulary size in both groups. Clustering analysis revealed two learner groups which differed in how frequently they used VLS overall, rather than in terms of which VLS they preferred. Those students who used more VLS overall also had larger vocabulary sizes, irrespective of educational level. We thus found no evidence for differences in individual learner styles in the current groups. We conclude that VLS usage should be encouraged overall, but that the need for instructors to cater to individual vocabulary learning styles may not be warranted.

How and how much?

2019 ◽  
Vol 54 (2) ◽  
pp. 93-121
Author(s):  
Chiara Romagnoli ◽  
Sergio Conti
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Vocabulary Size ◽  
Proficiency Level ◽  
Vocabulary Learning Strategies ◽  
Chinese Learners ◽  
The Relationship

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.

scholarly journals Exploring the Effects of Self-efficacy on Vocabulary Learning strategies

2012 ◽  
pp. 423-437 ◽  
Author(s):  
Atsushi Mizumoto
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Vocabulary Learning ◽  
Self Regulation ◽  
Language Learning Strategies ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Vocabulary Learning Strategies ◽  
Low Efficiency

This study examined the effects of self-efficacy on language learning strategies by focusing on vocabulary learning strategies (VLSs). A group of 281 EFL learners from two universities participated in the study. They completed the Vocabulary Size Test (Nation & Beglar, 2007), questionnaires on self-efficacy, and an open-ended question about their use of VLSs. The learners were divided into three groups based on their responses to the self-efficacy questionnaire. The effect of self-efficacy was then examined by utilizing text mining. The results show that the effects of self-efficacy were observed in the participants’ open-ended responses. It also became clear that those with high self-efficacy were active users of VLSs, they employed deep strategies, and they were metacognitively superior to participants with medium and low efficiency. Those with medium self-efficacy were also active users of VLSs, but they used shallow strategies compared with the high self-efficiency group. Those with low self-efficacy tended to be passive users of VLSs. The pedagogical implications of the current study are discussed mainly in terms of incorporating self-efficacy and self-regulation enhancing instructions into vocabulary teaching.

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