scholarly journals Boosting Autonomous Foreign Language Learning: Scrutinizing the Role of Creativity, Critical Thinking, and Vocabulary Learning Strategies

2015 ◽  
Vol 4 (4) ◽  
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Vocabulary Learning Strategies

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 Vocabulary Learning Strategies of Saudi English Major Students: Strategy Use and Gender

2018 ◽  
Vol 7 (3.25) ◽  
pp. 21
Author(s):  
Jamilah Al-Harbi ◽  
Engku Haliza Engku Ibrahim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processing ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Strategy Use ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
English Major

One of the major challenges that learners face during the process of foreign language learning is acquiring vocabulary. Thus, students need to employ various vocabulary learning strategies to acquire the vocabulary of a foreign language. The present study attempts to identify the vocabulary learning strategies employed by Saudi English major students. This study also aims to examine if there are differences between male and female students in the pattern and frequency of strategy use. Sixty-five first-year English major students of Majmaah University participated in the study. Their vocabulary learning strategies were measured using the Vocabulary Learning Strategy Survey. The results showed that students preferred cognitively less demanding strategies compared to the ones that required deeper cognitive processing. The most frequently used strategies were “I try to remember the word by repeating it for several times,” “I try to guess the meaning of the word from text/context” and “I learn new words when I interact with native speakers.” In general, social strategy is the most used strategy while memory strategy is the least used. The findings also showed that males preferred social strategy compared to females who preferred cognitive strategy and that two strategies (cognitive and memory strategies) showed significant differences between the two genders.  

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 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 The Use of Vocabulary Learning Strategies by EFL and EAP Undergraduate University Learners’ in the Iraqi Context

2020 ◽  
Author(s):  
Mohanad Al-Omairi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Structured Interview ◽  
English For Academic Purposes ◽  
Vocabulary Learning Strategies ◽  
Significant Difference ◽  
Common Strategy

Vocabulary learning is an essential part of foreign or second language learning. This study aims at identifying the most and least common strategies that are used by Iraqi English as a foreign language (EFL) majors and English for academic purposes (EAP) learners. Also, determine the differences that are in EFL and EAP students’ vocabulary learning strategy (VLS) use as well as exploring EFL and EAP students’ views and difficulties. The study samples were 100 undergraduate learners (50 EAP learners and 50 EFL majors studying at Al-iraqia University, Iraq). There were two methods adopted; a validated Likert-scale questionnaire based on a developed version of Schmitt (1997) and further selected four of them for a follow-up semi-structured interview. The results of the survey indicated that EFL and EAP learners’ most common strategy was determination strategy, whereas, the least common strategy was metacognitive. The finding of the independent sample t-test of the five identified categories: metacognitive, determination, cognitive, memory as well as social, indicated that there was no significant difference between EFL and EAP learners’ in the frequency of the use of VLS. The results of the interview indicated that the majority of EFL and EAP learners’ valued the significance role of VLS.

Vocabulary Learning Strategies of English for Specific Purposes Students at Agricultural University of Georgia

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Tamar Tskhvitava
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
English For Specific Purposes ◽  
Language Learning Strategies ◽  
Teaching English ◽  
University Of Georgia ◽  
Vocabulary Learning Strategies ◽  
Teaching Learning

The importance of teaching ESP to students not majoring in English is discussed. The role of vocabulary learning inESP is emphasized. The article attempts to add an insight to Georgian experience of teaching English to studentsof Agriculture to the existing studies on the use of vocabulary learning strategies in ESP. The students shouldbecome aware of the importance of language learning strategies and get trained to use them appropriately. Thepurpose of this study was to investigate the attitude of students towards vocabulary learning methods offered bythe textbook and the teacher, as well as the awareness of and the preferred vocabulary teaching /learning strategiesamong Agriculture University students while they were taking an English for Specific Purpose (ESP) course.Respondents comprised 107 students at Agriculture University of Georgia students. An ESP vocabulary learningquestionnaire was administered to the randomly selected students who enrolled in the English for Agriculture as arequirement. It revealed that students are not sufficiently satisfied with the existing state of teaching ESP vocabulary.A conclusion has been made that vocabulary learning strategies have to be purposefully taught, to improve theexisting situation.

scholarly journals An Autoethnographic Study of the Use of Mobile Devices to Support Foreign Language Vocabulary Learning

2013 ◽  
pp. 295-307
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Mobile Device ◽  
Interface Design ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Design Development ◽  
Foreign Language Vocabulary Learning

This autoethnographic study involved the author in the dual role of researcher and subject in a self-study language learning episode. The paper describes a foreign language learning experience of using a mobile phone (Apple iPhone) word card application to learn Italian vocabulary. Data from diary entries were analysed and categorised, and the findings show that learning strategies, content, motivation and interface design are prominent themes. The significance of these themes is addressed in the discussion, and suggestions for further research are made. The findings are of value in order to inform the design, development and deployment of mobile device-based vocabulary learning resources for language learners, and are therefore of interest to language educators, mobile device materials designers, developers and publishers, as well as researchers.

scholarly journals An experimental study on the effects of smartboards on vocabulary learning in German preparatory classesAkıllı tahtaların Almanca hazırlık sınıflarında kelime öğrenimine etkileri üzerine deneysel bir çalışma örneği

2016 ◽  
Vol 13 (1) ◽  
pp. 2040 ◽  
Author(s):  
Özlem Tekin ◽  
Harun Göçerler
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Learner Motivation ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Materials Used

The aim of this study is to investigate the potential impact of smartboards on vocabulary learning of foreign language learners.For this, an empirical study was carried out at German preparatory classes of the Institute of German Language and Literature at Namık Kemal University. In this context the students were asked about their vocabulary work in foreign language learning by a questionnaire, which included 20 close-ended statements of a 5-point Likert scale. A pretest was held in the Summer Term 2013-2014 with a total of 78 subjects, whereas a posttest was conducted in the Winter Term 2014-2015 with a total of 86 subjects. The evaluation of the questionnaires was carried out with the statistical program SPSS PASW Statistics 18.0 NETWORK and the data was analyzed by the descriptive survey method.The results of the study show that vocabulary learning is affected by three basic factors: the role of testing, the need and importance of newly learned words in everyday use and the learner motivation. As the results of the study show furthermore, the last central factor, the motivation of the learners, can be supported by training different learning strategies, by providing and using material diversity and visuality, and by making the relationship between language and culture more understandable to the students. These fundamental desiderata can come to meet, by using technological tools such as smartboards, by which learners can be motivated and the vocabulary learning and teaching process can be made more effective. In this regard teachers play an important role, as they have to question themselves, the tools and materials used and the needs of learners in the process of vocabulary teaching, thus to optimize the teaching and learning process as a whole. ÖzetBu araştırmanın amacı, akıllı tahta kullanımının yabancı dil öğrenenlerin kelime bilgilerinin gelişimine olan muhtemel etkilerini incelemektir.Bu amaçla Namık Kemal Üniversitesi, Fen-Edebiyat Fakültesi, Alman Dili ve Edebiyatı Bölümü hazırlık sınıflarını kapsayan deneysel bir çalışma yapılmıştır. Bu bağlamda öğrencilerin yabancı dil öğreniminde yaptıkları kelime çalışmalarına yönelik görüşleri, 20 kapalı ifadeden oluşan 5'li Likert tipi ölçekten meydana gelen bir anket formu kullanılarak alınmış ve değerlendirilmiştir. Anket süreci içerisinde 2013-2014 Öğretim Yılı Bahar Dönemi’nde 78 öğrenciye öntest, 2014-2015 Öğretim Yılı Güz Dönemi’nde ise 86 öğrenciye sontest uygulanmıştır. Anketlerden elde edilen veriler SPSS PASW STATISTICS 18.0 NETWORK istatistik programı kullanılarak betimleyici analiz yöntemi ile değerlendirilmiştir.Araştırmanın sonuçları göz önüne alındığında kelime öğreniminde sınavların rolü, öğrenilen yeni kelimelerin günlük kullanım için gerekliliği ve önemi, ve ayrıca öğrencilerin güdülenmesi gibi üç temel maddenin öne çıktığı görülmüştür. Öğrencilerin güdülenmesine destekleyici nitelikte sayılabilecek kelime öğrenmede strateji bilgisi, materyal çeşitliliği ve görsellik, dil ile kültür arasındaki bağın kavranması gibi unsurların da anket sonuçlarına göre kelime öğreniminde önemli bir yere sahip olduğu tespit edilmiştir. Bu temel ihtiyaçları giderebilmek için akıllı tahtalar gibi teknolojik araçlar kullanılarak öğrencilerin güdülenmesi sağlanabilir ve bu sayede kelime öğrenimi ve öğretimi daha verimli hale getirilebilir. Bu bağlamda kendilerini, kullanılan araç gereçleri ve öğrencilerinin ihtiyaçlarını sorgulayan öğretmenlerin kelime öğrenim ve öğretim sürecinde etkin bir rolü olduğu da vurgulanmalıdır, zira ancak bu şekilde öğrenim ve öğretim süreci bir bütün olarak daha verimli ve etkili hale getirilebilir.

scholarly journals SUDANESE STUDENTS’ PERCEPTIONS OF USING FACEBOOK FOR VOCABULARY LEARNING AT UNIVERSITY LEVEL

2017 ◽  
Vol 2 (1) ◽  
pp. 170
Author(s):  
Amin Ali Al Mubarak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Research ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
University Level ◽  
Second Year ◽  
Academic Year

This paper aims to explore Sudanese students’ perception of using Facebook for vocabulary learning at university level. Numerous studies have undertaken exploration on the use of innovative methodologies for foreign language learning. However, the role of Facebook in such context is underexplored, culminating in this particular work. 100 first and second year students pursuing their Bachelor degree with major in English at University of AL Imam AL Mahdi of the academic year 2016-2017 were selected to take part in this study. Quantitative research method was utilized to yield perspective understanding of their involvement with the particular platform. The findings reveal that the students have positive perceptions regarding the use of Facebook for vocabulary learning. The students have also expressed the assistance of Facebook in learning new things through the useful information available on the site. This paper concludes that Facebook is a potential platform for improvement of university students’ vocabulary knowledge.  Keywords: Facebook, language learning, social media, Sudan, vocabulary, tertiary educationCite as: Al Mubarak, A.A. (2017). Sudanese students’ perceptions of using Facebook for vocabulary learning at university level. Journal of Nusantara Studies, 2(1), 170-176

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

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