Vocabulary: Description, Acquisition and Pedagogy Edited by
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... VLSs comprise various sub-categories of strategies. Most previous VLS studies (e.g., Schmitt 1997;Teng 2015) have categorized VLSs based on the classification of language learning strategies (LLSs) proposed by Oxford (1990). Oxford divided LLSs into two main types: direct and indirect. ...
... Oxford divided LLSs into two main types: direct and indirect. Direct strategies are those directly involved in language learning (Oxford 1990), including cognitive or memory strategies that aid learners in storing knowledge and retrieving new information (e.g., Schmitt 1997) and compensation strategies, such as inferring unknown words from context while reading, which enable learners to comprehend and use language despite significant gaps in their language knowledge (e.g., Ma 2015). Conversely, indirect strategies indirectly support language learning (Oxford 1990). ...
... These include social strategies to help learners acquire new words through interaction with others (e.g., Wang 2015); metacognitive strategies to help learners control their vocabulary learning through planning, monitoring, and evaluation (e.g., Gu and Johnson 1996); and self-regulation to manage learners' goals, affective aspects, and learning environments (e.g., Tseng et al. 2006). Schmitt (1997) also proposed a widely cited classification of VLS based on the Oxford (1990)'s LLS categorization, which can be divided into two types of strategies: discovery strategies to discover the meaning of new words (e.g., dictionary use and asking others) and consolidation strategies to consolidate the memorization of new words (e.g., memory or cognitive, metacognitive, and social strategies). ...
Relationship between second language vocabulary knowledge and vocabulary learning strategy use: a meta-analysis of correlational studies Abstract: This study examined the relationship between vocabulary knowledge and vocabulary learning strategies (VLSs). We conducted a meta-analysis and integrated 159 effect sizes from 25 studies on the correlation between vocabulary knowledge and VLS use. These effect sizes were subjected to a quantitative analysis that measured the extent to which the correlation differed by type of vocabulary knowledge (size vs. depth), vocabulary measurement (size vs. level), and strategy (direct vs. indirect). The results show a small correlation between vocabulary knowledge and VLS use (r = 0.24). The relationship also differed by type of vocabulary knowledge (r = 0.03-0.35 for size; r = 0.15-0.40 for depth), vocabulary measure (r = 0.03-0.43 for size; r = 0.10-0.50 for level), and strategy type (r = 0.03-0.50). The discussion provides possible justifications for the meta-analysis results and recommendations for future VLS studies.
... In addition, effective learning strategies have a strong relationship to EFL or ESL students' performance (Ghalebi et al., 2021;Nugroho, 2016). Some strategies in learning vocabulary have been applied by the students, such as using a bilingual dictionary, studying the spelling, and asking their friends or teachers the meaning of some words they do not know (Schmitt & McCarthy, 1997). By employing these strategies, EFL or ESL students can be more interested in learning vocabulary. ...
... To gain the data, a Likert-scale and open-ended questionnaire and an indepth interview were used in this research. A Likert-scale questionnaire was adapted from Schmitt and McCarthy (1997). According to Dörnyei (2003), the Likert scale contains some statements that are connected to the participants and the participants are demanded to choose the best answer. ...
... Although they rarely use memory strategy nowadays, it is quite useful and effective in learning English vocabulary. This strategy helps the students learn new words by linking their previous information about the words (Schmitt & McCarthy, 1997;Tseng & Schmitt, 2008). Since the current study participants were now in the second year of the English Language Program, they rarely applied this memory strategy. ...
English is the most learned language by EFL learners in multilingual countries, including Thailand. To communicate with others in English fluently, students have to learn English vocabulary. Since learning English vocabulary is difficult, it can be overcome with suitable learning strategies. One research question to be answered in this research is “What are the learning strategies undertaken by Thai students to learn English vocabulary?” This mixed-method research employed a Likert-scale questionnaire distributed to 18 Thai students, and the FGD interview was conducted via Zoom with 3 Thai students. The questionnaire contained 21 items of Likert-scale statements and two open-ended questions. The findings showed that the strategy they frequently use is the metacognitive strategy, while the strategy they rarely use is the memory strategy. It is recommended that future researchers interested in expanding this topic do extensive research to determine its trustworthiness and provide further information about the topic.
... Therefore, students need to use appropriate (VLS) to develop language proficiency. Schmitt (1997) argues that VLS are important for vocabulary development because they can help learners to determine the meaning of unknown words, consolidate the meaning and form of new words in memory, retrieve the words from memory when needed, and monitor and evaluate their own vocabulary learning. The use of VLS can have a significant impact on the language proficiency and academic performance of class ten students, who face various challenges and difficulties in learning vocabulary (Shrestha, 2008& Khanal, 2013. ...
Learning vocabulary is a key component of communication and comprehension. Students need to use effective Vocabulary Learning Strategies (VLS) to learn and retain new words and expand their word knowledge. This quantitative study used a descriptive survey research design to find out the VLS of class ten students. The participants consisted of 30 class ten students who were sampled using stratified sampling method. The data was collected employing structured questionnaire which included 30 rating scale questions. The data was analyzed using descriptive statistics and frequency counts to identify the most and least used strategies. The findings revealed that the students used a range of strategies, but some were more dominant than others. One of the most common cognitive strategies was guessing the meaning of unknown words from context, indicating that the students relied on their prior knowledge and reading skills. Similarly, one of the most popular social strategies was asking for clarification from teachers or peers, suggesting that the students valued the role of interaction and feedback in vocabulary learning. These results demonstrated that the students were flexible and resourceful in their strategy use and could adapt to different vocabulary learning tasks and goals. The study has some limitations, such as the limited sample size and the potential inaccuracies in self-reported data. Therefore, further research with larger and more representative samples is recommended. Despite these limitations, this study contributed to the understanding of VLS among class ten students in Nepal and offered implications for vocabulary teaching and learning.
... As conclusion, learning vocabulary depends on the strategies used in the process of learning vocabulary. There are 4 strategies that are useful in learning vocabulary; they are discovery strategies which have the learner discover the meaning of a word by themselves, social strategies which allow the student to ask about the meaning of the word to someone who knows, memory strategies the way of learner remember words, and the last one is cognitive strategies which almost the same with memory strategies but more focused on manipulating the mental processing (Schmitt and McCharty, 1997). One of the methods that kind of forgotten by teachers is silent way, even though it is one of the most effective strategy that activate the students learning autonomy. ...
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This research was due to some problems, the 7<sup>th</sup>-grade students of MTsS PPM Diniyyah Pasia have a limited amount of vocabulary and the teacher used the conventional method where the students focused on listening to the explanation of the teacher. This research was about finding out the effect of using silent ways on students’ vocabulary mastery at the 7<sup>th</sup> grade in MTsS PPM Diniyyah Pasia. This research used experimental research. The researcher used a quasi-experimental design employing pre-test and post-test control designs. The population of this research was at the seventh grade of MTsS PPM Diniyyah Pasia. The sample was VII.2 which was treated as the experimental class and VII.4 was treated as the control class. The findings in this research showed that the t-obtained (-7.951) was lower than the t-table (-1.667). In other words, the alternative hypothesis (Ha) was accepted which means that there was a significant effect of using The Effect of Using silent ways on students‘ vocabulary ability. Then, the calculation of post-test of both classes showed that the experimental and control classes obtained (-4.587) were lower than t-table (-1.667). It can be concluded that the alternative hypothesis (Ha) was accepted which means that there is a significant difference between using silent way and using conventional technique. Thus, it can be concluded that the entire hypothesis is accepted. It is proved that the use of silent ways of learning vocabulary can help the students master the vocabulary well.
Abstrak
Penelitian ini dilatarbelakangi oleh beberapa masalah, yaitu siswa kelas 7 MTsS PPM Diniyyah Pasia memiliki jumlah kosakata yang terbatas dan guru masih menggunakan metode konvensional di mana siswa hanya fokus mendengarkan penjelasan guru. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan metode silent way terhadap penguasaan kosakata siswa kelas 7 MTsS PPM Diniyyah Pasia. Penelitian ini menggunakan penelitian eksperimen. Peneliti menggunakan desain kuasi eksperimen dengan menggunakan desain kontrol pretest dan posttest. Populasi penelitian ini adalah siswa kelas VII MTsS PPM Diniyyah Pasia. Sampel penelitian ini adalah kelas VII.2 yang diperlakukan sebagai kelas eksperimen dan kelas VII.4 sebagai kelas kontrol. Temuan dalam penelitian ini menunjukkan bahwa t-hitung (-7,951) lebih kecil dari t-tabel (-1,667). Sehingga hipotesis alternatif (Ha) diterima yang berarti terdapat pengaruh yang signifikan dari penggunaan metode silent way terhadap kemampuan kosakata siswa. Kemudian, perhitungan post-test kedua kelas yaitu kelas eksperimen dan kelas kontrol diperoleh t hitung (-4,587) lebih kecil dari t tabel (-1,667). Sehingga, hipotesis alternatif (Ha) diterima yang berarti terdapat perbedaan yang signifikan antara menggunakan metode silent way dan menggunakan metode konvensional. Jadi, dapat disimpulkan bahwa seluruh hipotesis diterima. Hal ini membuktikan bahwa penggunaan metode silent way dalam pembelajaran kosakata dapat membantu siswa menguasai kosakata dengan baik.
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... Over the years, there have been numerous interpretations on the definition in knowing a word. Generally, scholars (González-Fernández & Schmitt, 2020;Nation, 2005;Nation & Webb, 2011;Nation, 2019;Schmitt & McCarthy, 1997) have all accord that vocabulary is knowledge of words and its constituents of usage. Vocabulary comes in various forms: (1) listening vocabularies (words that we comprehend upon hearing); (2) reading vocabularies (words that we read); (3) speaking vocabularies (words use for daily conversation); (4) writing vocabularies (words use in writing) (Graves, 2016). ...
The role of ESL vocabulary plays in language competence and literacy development is increasingly prevalent in language acquisition studies, especially so within the domain of second language acquisition research. In Malaysia, generally, the young learners face difficulties in their learning is due to their scarce vocabulary knowledge. This quasi-experimental study scrutinizes how the employment of images in Malaysian primary school level ESL classrooms via the adapted Picture Word Inductive Model (PWIM) effects on students’ ESL vocabulary breadth development. Both the experimental group (n=35) and control group (n=35) consisted of Malaysian national primary school Year 4 pupils. The vocabulary recall and retention of the two intact groups were collated. The data of the two groups were collected from pre-tests, post-tests, and delayed post-tests. These collected data were statistically analysed and assessed. The analysis shown that the Experimental group demonstrated higher recall and retention implying the efficacy of PWIM in enhancing the ESL vocabulary breadth knowledge recall and retention among Malaysian young learners. This study and its findings are of significance to shed light on the development of the ESL vocabulary research. Besides, there is a dearth of thorough study pertinent to the use of images for language learning, especially for the Malaysian primary level 2.
Academic words is one of the components and plays a significant role in learning English for learners that helps students achieve their full potential in academic environment. The purpose of this study is to investigate into the vocabulary learning strategies (VLSs) in dealing with unknown academic words by collecting survey data from 100 third year students who enrolled in the Faculty of English at UFLS, Da Nang University. The fact that students accumulate a lot of unknown vocabulary will help them easily access academic articles as well as learn well in class lessons, and having a lot of academic vocabulary will also help students understand content in specialized textbooks and get high scores on tests. Using academic vocabulary also enhances students' foreign language proficiency performances in the academic environment. Research on “ A study on strategies for dealing with new academic vocabulary in the English learning process of third-year English language students at University of Foreign Language - The University of Danang” is conducted to find out some difficulties in dealing with all unknown academic words and the strategies used by students to cope with these words. The research findings indicate that the majority of the students use the strategies in the process of learning academic vocabulary.
Keywords: unknown academic words, strategies of learning academic vocabulary, difficulties, English learning process
TikTok is a famous social networking site in Vietnam and throughout the world. Although several research on social media platforms has been undertaken for educational objectives, there are currently very few studies on TikTok. The purpose of this study is to determine the impact of TikTok on vocabulary learning of English Major students at Thu Dau Mot University, Vietnam as well as the attitudes of students and teachers about TikTok in learning vocabulary and developing other language abilities. The study involved 122 participants, and data were gathered using questionnaires, controlled experiments, tests (pre- and post-test), and organized interviews with students and teachers. The results suggest that survey participants thought TikTok was a good tool for learning English. It was also discovered that using videos on the TikTok platform as an English learning approach improved students' capacity to retain English vocabulary. This study aims to give insights into the possibilities of utilizing TikTok as a tool for learning English vocabulary as well as developing other language abilities.
This study investigates the students’ English vocabulary through “Kate Kulp” TikTok videos at Eighth Grade of MTs Nur El Falah Kubang. This research was conducted based on the statement of the problem: (1) How is the students’ vocabulary mastery of eighth-grade MTs Nur El Falah Kubang? (2) How is the effect of “Kate Kulp” TikTok videos on students’ English vocabulary mastery? This study used a quasi-experimental method with two classes: class VIII B as the experimental class and class VIII A as the control class. After collecting the data, the researchers analyzed the data using the t-test. Based on the results, the average pre-test in the experimental class is 42 and the average post-test in the experimental class is 88.33. Meanwhile, the average pre-test in the control class is 44.33 and the average post-test value in the control class is 79. According to the result of the data, the value of tobservation (3,18) > ttable (1,67) in 5%, and tobservation (3,18) > ttable (2,39) in 1%. So, Ho is rejected and Ha is accepted, which means “Kate Kulp” TikTok videos are effective towards students’ English vocabulary mastery.
Students' recreational use of computers may provide important opportunities for them to learn English incidentally. This paper investigates student's exposure to English while using computers recreationally in two ways. Firstly, a questionnaire was distributed to 80 students at a Thai university to elicit how students use computers. Secondly, the English encountered by four students while using computers for one hour was recorded. The findings show that English is quite important when students use computers recreationally. The English encountered by students consisted primarily of nouns, each encountered only once. Suggestions for how to help students to deal with such exposure to a wide range of vocabulary items are given.
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