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Vocabulary Discovery Strategy Used by Saudi EFL Students in an Intensive English Language Learning Context
Abstract
This study examines the preferred vocabulary discovery strategies (VDS) of Saudi EFL students enrolled in an intensive English language programme at the University of Ha’il in Saudi Arabia. A sample of 746 male and female students participated in the study. The data collection was carried out through a questionnaire. The collected data were computed and analysed via descriptive statistics, t-test, and one-way repeated measure ANOVA. The results revealed that the students reported using different VDSs. The data analysis showed that social and skipping strategies are the most used strategy categories, while guessing and dictionary strategies were used less frequently. The results also showed that females use all the strategies more frequently than males, and there was a statistically significant difference in guessing and skipping strategy use by females. Females also used social and dictionary strategies more than males according to mean differences; however, there was no statistically significant difference. This paper discusses the implications of the findings and some pedagogical considerations for teaching and learning vocabulary within an EFL context.
... Language learners may not be able to speak and write fluently before they have a clear language concept in their memories. To understand the target language, meaning is not conveyed clearly if the recipient does not have the motivation to find out, nor enough vocabulary knowledge [7,20,21]. ...
... Vocabulary that considered as a major component in language learning is not always significant when English as a subject is taught in class [20]. What has been done to develop students' knowledge of English, by some educators, is based on an academic achievement approach and without considering the suitability of the level of words used in the teaching and learning process. ...
... About how students master the word that is just known and the effort to maintain the memory of the word that has been known and vary word by word in sentences that are more complex in communication are not a reference for measurement. Vocabulary learning is not considered very important in both second and foreign language education [20,23]. ...
The Basic elements that contribute to the English proficiency are motivation and vocabulary learning strategies. Yet these two elements are generally acknowledged among language teachers and learners as an essential factor in language competence, but paid less attention in the learning process practicality. This research aimed to examine vocabulary learning strategies, integrative motivation, and vocabulary skills among university students in Batam, Indonesia. Vocabulary learning strategies and integrative motivation were independent variables, while vocabulary skills were the dependent variable. This research used quantitative approach. Two questionnaires were used to measure vocabulary learning strategies and integrative motivation, while a test was conducted to measure the level of vocabulary skills. The questionnaire and test were adapted and modified from previous studies. The validity of the data in this research has been verified by language experts and the reliability by pilot test. There were 314 samples. The research revealed the finding on the vocabulary learning strategies through integrativeness and attitudes to learning situation toward vocabulary skills. The research proposes a new model of vocabulary learning strategies through integrativeness and attitudes to learning situation toward vocabulary skills. The students with the higher strategies to expand the knowledge of new vocabulary items can ideally have higher level of integrativeness and attitudes to learning situation to achieve higher vocabulary skills. Overall as a conclusion, to master the vocabulary, leaners should focus on vocabulary learning strategies as well as integrative motivation.
... Vocabulary proficiency of L2 learners is of great importance to language acquisition and linguistic competence (Crossley, Salsbury, Ishtiaq, Ali Vocabulary is considered as very important aspect of L2 learning. Researchers have long held the view that vocabulary plays a vital role in second language learning (Alhaysony, 2012). Schmitt (2008) contends that students, teachers, materials writers and researchers all of them are convinced that vocabulary learning is essential for learning a second language. ...
... A considerable amount of literature has been published to show the importance of vocabulary in L2 learning. Vocabulary learning is important for improving all the four language skills (Ahmad 2012;Alhaysony, 2012); therefore, researchers have given special attention to it (Alhaysony, 2012). In recent studies, vocabulary has been given special importance with reference to reading ability. ...
... A considerable amount of literature has been published to show the importance of vocabulary in L2 learning. Vocabulary learning is important for improving all the four language skills (Ahmad 2012;Alhaysony, 2012); therefore, researchers have given special attention to it (Alhaysony, 2012). In recent studies, vocabulary has been given special importance with reference to reading ability. ...
Student Teams Achievement Divisions (STAD) has been considered as an important cooperative learning strategy in progressive pedagogy. A number of studies have supported the use of STAD in different subject areas and in different socio-cultural contexts. However, it is still an under-researched area in countries like Saudi Arabia where English is taught as a Foreign Language. This quasi-experimental study was conducted in Unaizah Community College, Saudi Arabia. Both the experimental group and the control group were tested on 2000-word vocabulary test. A vocabulary test was prepared and administered by the researchers at the beginning of the experiment as a pre-test. The experimental group was taught with Student Teams Achievement Divisions (STAD) strategy whereas the control group was taught with traditional whole-class instruction method. The treatment was carried out for two weeks. At the end of the experiment, the same vocabulary test was re-administered as a post-test. Independent samples t-test was used to analyze the data using SPSS 21. Results showed that there was a significant difference between the experimental group and the control group in favor of the experimental group (p= 0.002 < 0.05).
... Vocabulary proficiency of L2 learners is of great importance to language acquisition and linguistic competence (Crossley, Salsbury, Ishtiaq, Ali Vocabulary is considered as very important aspect of L2 learning. Researchers have long held the view that vocabulary plays a vital role in second language learning (Alhaysony, 2012). Schmitt (2008) contends that students, teachers, materials writers and researchers all of them are convinced that vocabulary learning is essential for learning a second language. ...
... A considerable amount of literature has been published to show the importance of vocabulary in L2 learning. Vocabulary learning is important for improving all the four language skills (Ahmad 2012;Alhaysony, 2012); therefore, researchers have given special attention to it (Alhaysony, 2012). In recent studies, vocabulary has been given special importance with reference to reading ability. ...
... A considerable amount of literature has been published to show the importance of vocabulary in L2 learning. Vocabulary learning is important for improving all the four language skills (Ahmad 2012;Alhaysony, 2012); therefore, researchers have given special attention to it (Alhaysony, 2012). In recent studies, vocabulary has been given special importance with reference to reading ability. ...
Student Teams Achievement Divisions (STAD) has been considered as an important cooperative learning strategy in progressive pedagogy. A number of studies have supported the use of STAD in different subject areas and in different socio-cultural contexts. However, it is still an under researched area in countries like Saudi Arabia where English is taught as a Foreign Language. This quasi-experimental study was conducted in Unaizah Community College, Saudi Arabia. Both the experimental group and the control group were tested on 2000-word vocabulary test. A vocabulary test was prepared and administered by the researchers at the beginning of the experiment as a pre-test. The experimental group was taught with Student Teams Achievement
Divisions (STAD) strategy whereas the control group was taught with traditional whole-class instruction method. The treatment was carried out for two weeks. At the end of the experiment, the same vocabulary test was re-administered as a post-test. Independent samples t-test was used to analyze the data using SPSS 21. Results showed that there was a significant difference between the experimental group and the control group in favor of the experimental group (p= 0.002 < 0.05).
... Vocabulary proficiency of L2 learners is of great importance to language acquisition and linguistic competence (Crossley, Salsbury, Ishtiaq, Ali Vocabulary is considered as very important aspect of L2 learning. Researchers have long held the view that vocabulary plays a vital role in second language learning (Alhaysony, 2012). Schmitt (2008) contends that students, teachers, materials writers and researchers all of them are convinced that vocabulary learning is essential for learning a second language. ...
... A considerable amount of literature has been published to show the importance of vocabulary in L2 learning. Vocabulary learning is important for improving all the four language skills (Ahmad 2012;Alhaysony, 2012); therefore, researchers have given special attention to it (Alhaysony, 2012). In recent studies, vocabulary has been given special importance with reference to reading ability. ...
... A considerable amount of literature has been published to show the importance of vocabulary in L2 learning. Vocabulary learning is important for improving all the four language skills (Ahmad 2012;Alhaysony, 2012); therefore, researchers have given special attention to it (Alhaysony, 2012). In recent studies, vocabulary has been given special importance with reference to reading ability. ...
Student Teams Achievement Divisions (STAD) has been considered as an important cooperative
learning strategy in progressive pedagogy. A number of studies have supported the use of STAD
in different subject areas and in different socio-cultural contexts. However, it is still an underresearched
area in countries like Saudi Arabia where English is taught as a Foreign Language.
This quasi-experimental study was conducted in Unaizah Community College, Saudi Arabia.
Both the experimental group and the control group were tested on 2000-word vocabulary test. A
vocabulary test was prepared and administered by the researchers at the beginning of the
experiment as a pre-test. The experimental group was taught with Student Teams Achievement
Divisions (STAD) strategy whereas the control group was taught with traditional whole-class
instruction method. The treatment was carried out for two weeks. At the end of the experiment,
the same vocabulary test was re-administered as a post-test. Independent samples t-test was used
to analyze the data using SPSS 21. Results showed that there was a significant difference
between the experimental group and the control group in favor of the experimental group (p=
0.002 < 0.05).
... The cultural aspect was considered as one of the significant factors that differentiated between Saudi Arabian learners from those of other countries in Asia. Additionally, more research findings have shown that most institutions utilized the strategy inventory of language learning as the basic instrument of data collection that was used to formulate the research questions (Alhaysony, 2012). The Oxford organization has suggested the use of an approach that is made up of three major components including low, medium, and high levels for each strategy. ...
... However, in the Arabian context, the metacognitive strategy was found to be the most commonly and frequently used strategy while compensation strategy was the least frequently used strategy. The main factors which affected the selection of strategy and frequency of the study included nationality, culture, and motivation to learn a second language among the Arab students (Alhaysony, 2012). Additionally, impacting factors included gender and experience which mediated the learning of a second language among Saudi Arabian students and EFL learners. ...
... Several studies have been conducted in the Saudi context (e.g. Alfallaj, 1998;Alhaysony, 2012;Alkhatnai, 2011;Alhawsawi, 2013;Almutairi, 2008;Alshammari, 2011;Fareh, 2010). Alhaysony (2012) has discussed vocabulary discovery strategies (VDS) and suggests how these strategies could be useful in a the context of Saudi learners. ...
... Alfallaj, 1998;Alhaysony, 2012;Alkhatnai, 2011;Alhawsawi, 2013;Almutairi, 2008;Alshammari, 2011;Fareh, 2010). Alhaysony (2012) has discussed vocabulary discovery strategies (VDS) and suggests how these strategies could be useful in a the context of Saudi learners. The study highlights a few pedagogical considerations for teaching and learning vocabulary within EFL contexts. ...
This research aims to investigate various vocabulary learning patterns of the Saudi learners majoring in English language at Prince Sattam Abdulaziz University. Studies have revealed that English as first language/English as second language (EFL/ESL) language abilities, which include both reading and writing, are heavily dependent on learners' vocabulary competency. A common practice in vocabulary learning is decoding and building vocabulary through word recognition and its meaning. However, despite several syntactical and morphological patterns for decoding and practice, some barriers still exist for Saudi learners in decoding their meaning accurately and cohesively. This research is based on investigating how the acquisition of blends can happen, and how it can be used comfortably as discourse markers. A blend (also termed a portmanteau) is not linguistic jargon, though its construction looks uncommon or abnormal. It is a type of lexical item in which the beginning of one word is combined with the final part of another word-for example, 'brunch' is a combination of 'breakfast' and 'lunch', and 'smog' comes from 'smoke' and 'fog'. This study has also attempted to segment portmanteaus according to their affixes and roots or morphemes, which could be seen as a theoretical and methodological contribution to the study of psycholinguistics. This study recommends a Vocabulary Acquisition Model (VAM) for vocabulary instructors to teach blends or portmanteaus.
... Several studies have been conducted in the Saudi context (e.g. Alfallaj, 1998;Alhaysony, 2012;Alkhatnai, 2011;Alhawsawi, 2013;Almutairi, 2008;Alshammari, 2011;Fareh, 2010). Alhaysony (2012) has discussed vocabulary discovery strategies (VDS) and suggests how these strategies could be useful in a the context of Saudi learners. ...
... Alfallaj, 1998;Alhaysony, 2012;Alkhatnai, 2011;Alhawsawi, 2013;Almutairi, 2008;Alshammari, 2011;Fareh, 2010). Alhaysony (2012) has discussed vocabulary discovery strategies (VDS) and suggests how these strategies could be useful in a the context of Saudi learners. The study highlights a few pedagogical considerations for teaching and learning vocabulary within EFL contexts. ...
This research aims to investigate various vocabulary learning patterns of the Saudi learners majoring in English language at Prince Sattam Abdulaziz University. Studies have revealed that English as first language/English as second language (EFL/ESL) language abilities, which include both reading and writing, are heavily dependent on learners’ vocabulary competency. A common practice in vocabulary learning is decoding and building vocabulary through word recognition and its meaning. However, despite several syntactical and morphological patterns for decoding and practice, some barriers still exist for Saudi learners in decoding their meaning accurately and cohesively. This research is based on investigating how the acquisition of blends can happen, and how it can be used comfortably as discourse markers. A blend (also termed a portmanteau) is not linguistic jargon, though its construction looks uncommon or abnormal. It is a type of lexical item in which the beginning of one word is combined with the final part of another word – for example, ‘brunch’ is a combination of ‘breakfast’ and ‘lunch’, and ‘smog’ comes from ‘smoke’ and ‘fog’. This study has also attempted to segment portmanteaus according to their affixes and roots or morphemes, which could be seen as a theoretical and methodological contribution to the study of psycholinguistics. This study recommends a Vocabulary Acquisition Model (VAM) for vocabulary instructors to teach blends or portmanteaus.
... Moreover, it also helps us to open up and develop more confidence when communicating. Similarly, conforming to Kurniawati et al. (2013) and Alhaysony (2012), social strategies are the most widely method categories types for vocabulary learning. In addition, regarding the results of Zhang (2001) and Alhaisoni (2012), metacognitive strategies were rated in the second position, which is the same rank position in the current study. ...
For many decades, English has served as the international language. Learning English may be a challenge for some students, and vocabulary is an important challenge. However, it is possible to improve vocabulary with various strategies. This study explored Vietnamese EFL students’ use of vocabulary learning strategies to help improve foreign languages. The purpose of the study is to investigate the extent students used varied vocabulary learning strategies and some useful strategies based on students’ points of view. 77 college students responded to a questionnaire comprising six groups of vocabulary learning strategies, and five of those took part in a focus group interview. The data analysis from the questionnaire showed that the extent that students have used those strategies ranked from social strategies, followed by metacognitive strategies, compensation strategies, memory strategies, affective strategies, and cognitive strategies is at the last position. Then, it could be seen from the interview that learning those six strategies might improve students’ confidence, help them learn more vocabulary strategies, and can benefit their self-study process.
... Vocabulary items play an essential role in affecting the life of every language skill among learners of ESL/EFL in listening, speaking, reading, and writing (Alhaysony, 2012). High language competence, especially in English, needs to start with vocabulary because it is a fact known by the character: vocabulary serves as the base that learners need to master so that they will be able to learn the four skills effectively. ...
Vocabulary plays an important role in mastering language. Many students have low capability in vocabulary mastery. In this research, the authors aim to improve students' vocabulary mastery by teaching the students through a modified semantics mapping strategy based on an interactive approach. The authors employed quantitative research with an experimental design. The subjects of this research were the second-grade students of SMPN 37 Bandar Lampung. A vocabulary test is used as the instrument of this research. The data were obtained from the pre-test and post-test. Independent group t-test in SPSS was used to analyze the data. The results show a statistically significant difference in vocabulary achievement between the experimental and control classes. It is revealed from the t-value, which is higher than the t-table with a significance level of less than 0.05 (9.865>2.005) (0.000<0.05). As a result, the hypothesis is accepted. This indicates that a modified semantic mapping strategy is better than a semantic mapping strategy in enhancing students' vocabulary achievement. Furthermore, using a modified Semantics Mapping Strategy based on teaching vocabulary is more effective in encouraging students to be involved in teaching-learning activities than using Semantics Mapping Strategy.
... There are a few studies in the Saudi context that have attempted to capture the VLSs of Saudi EFL learners at university level. For example, Alhaysony's (2012) study only examined the discovery strategies that 746 university EFL learners used to uncover meanings of new, unfamiliar words. The results showed a stronger preference for social strategies and skipping, while guessing and dictionary strategies were less frequently used. ...
The aim of this exploratory study is to investigate the vocabulary learning strategies (VLSs) used by 55 Saudi female freshmen students studying English as a foreign language (EFL). The participants were enrolled in their second level of English in the university's foundation program. To provide rich detailed data, the study integrated two research instruments to collect the data: a closed/open-ended questionnaire that adapted Schmitt's (1997) taxonomy of VLSs, and a vocabulary diary learning log. The overall results of this study show that the participants used all the different VLSs at different rates. Participants tended to resort more to memory VLSs followed by determination, cognitive, social, and finally metacognitive strategies.
... Students counter difficulties in using present participle because present participle has the capability to perform similar grammatical functions as its appropriate counterparts i.e. nouns as well as adjectives and is considered crucial to develop a better understanding of present participle (Shagal, 2017). It is due to its consideration of being one of the bases of an integrative understanding with respect to English grammar appropriately which makes it difficult for students to construct a proper sentence without identifying the main difference between a present participle and its respective mentioned counterparts in grammar (Alhaysony, 2017). We can use the present participle verb -ing for different functions (Duffely, 2006). ...
The current study aimed at finding out the problems faced by undergraduate students in learning English present, past and perfect participles in Hazara University Mansehra. A descriptive survey design was used to collect data from a sample of hundred students through a non-randomly convenience sampling technique. For answering the questions and achieving objectives, the researchers used a proficiency test. The test comprised morphological and syntactic items about participles in the form of translation, voices and blanks. The collected data was analyzed statistically through SPSS 17.0 version. The analysis revealed that the problems mostly encountered in the English participle were in terms of morphological, functional and syntactical problems in the use of English participles learning particularly present, past and perfect participles. The higher percentage of errors suggests that students should be trained in the use and practice of English participles to learn their correct use.
... 241). The status of learning vocabulary as an essential part of learning a foreign language relies upon its importance for the successful use of that language, as well as upon its role in speaking or writing proficiency (Schmitt, 2008;Alhaysony, 2012). Foreign language vocabulary is a major source for foreign language learners (Orosz, 2009). ...
... Numerous studies have been carried out to evaluate the types of learning strategies employed by students. Alhaisoni [10] studied the type and frequency of language learning strategies used by 701 male and female EFL students studying in an intensive English language programme at the University of Ha"il. This study employed the Oxford Strategies Inventory of Language Learning (SILL) albeit with some modifications. ...
... Scholfield (1982,1999) and Nation (1990) propose that when L2 learners encounter new words, guessing from context needs to be their first step before consulting the dictionary in order to be able to pick up the appropriate meaning. Similarly, Alhaysony (2012) suggests that trying to guess the meaning of the unknown word from the context before consulting a dictionary is more beneficial since this could help learners pick the correct meaning relevant to the text. Moreover, Nuttall (1982) stresses that using a dictionary should be limited to those unguessable words whose meanings can hinder the learner's understanding. ...
Two of the aspects of dictionary use little explored in VLS research are related to the lookup words themselves rather than the dictionary being used. These are sources of the lookup words (i.e. where the words originate from or encountered) as well as criteria for choice of the lookup words (i.e. how the words are selected for lookup). Ninety Saudi undergraduate EFL learners in their first year of English major took part in the present study for which a literature-informed questionnaire was carefully designed to elicit data from the participants. As for word sources, the findings indicate an inclination by Saudi EFL learners to look up words originating from class-related sources more than those originating from entertainment sources. In particular, while English skills textbooks featured as the most commonly used class-related source of words looked up by learners, the internet emerged as the most popular entertainment source. In relevance to lookup words choice criteria, in compliance with scholarly wisdom, words that were unguessable from context received the most attention by our subjects as candidate words for dictionary lookup. Also, although to a lesser extent, the subjects tended to look up words whose meanings they already managed to guess from context for the purpose of double checking the guessed meanings, an L2 learning practice often seen in the literature as being characteristic of 'good' learners. A suggestion for future research into how exactly the internet is used by EFL learners as a source of lookup words is eventually made.
... Numerous studies have been carried out to evaluate the types of learning strategies employed by students. Alhaisoni [10] studied the type and frequency of language learning strategies used by 701 male and female EFL students studying in an intensive English language programme at the University of Ha"il. This study employed the Oxford Strategies Inventory of Language Learning (SILL) albeit with some modifications. ...
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.
... Related to their level of education, social strategy is very common because substantially they have to converse and cooperate very often during teaching learning process inside or outside the classroom. For this kind of strategy, students are purposely to create more interaction with other people so they can enhance their proficiency in English (Gerami & Baighlou, 2011) or enrich their vocabulary (Alhaysony, 2012). In short, social strategy is taken into account as one of strategies for learning English. ...
Indonesian university students are not well-familiar with language learning strategies (LLS) as they are dependent on their lecturers. This condition also gets worse because the students still have low level of proficiency although they have already been learning English for multiple years. There have been many researches on students’ LLS related to the four language skills and gender but there is a high need of studying the students’ LLS regarding their age in the Indonesian higher education context. This research aimed at investigating students’ language learning strategies related to their ages and providing some steps to make teaching program more effective by considering students’ LLS and their age as well. This research utilized descriptive survey research design. The participants were 122 English Department students at one of public universities in Borneo Island, Indonesia. The instrument was SILL questionnaire. All the collected data were analyzed statistically. The findings show that students mostly used metacognitive (M=3.857), cognitive (M=3.707), and compensation strategies (M=3.563). The students’ different age led them to select and implement different strategies. Some steps to optimize students’ learning strategies are through inserting LLS instruction in the curriculum of teaching program, implementing certain models of strategy instruction, and developing lecturers’ awareness of designing instruction at which one of the methods that can be employed is eclective methods. Considering all findings, it can be concluded that although indirect strategies get higher means of preference from the participants but they do not only focus on using indirect strategies. They combine those with direct strategies. Further, to make students more successful on their learning, the institution including lecturers and the academic community should take part in the effort of teaching learning strategies. This provides future research area that emphasizes on designing LLS instruction regarding students’ age and level of their education.
... Over the last decade, VLS seem to have gained increasing attention in the Saudi EFL context. Maha Alhaysony [15] investigates the vocabulary discovery strategies of 746 Saudi male and female EFL students in the preparatory-year program at Ha'il University. This study demonstrates that social and skipping strategies were the most frequently used strategies, whereas guessing and dictionary consultation were used less frequently. ...
Learning vocabulary in an English-language classroom is a major challenge for many students as it is an essential part of foreign language learning. Words convey meaning, and the expansion of vocabulary helps to eliminate misunderstandings in communication. This study investigates the impact of implementing new vocabulary teaching strategies-context drills, word-on-board games, flash-card games, mini-presentations and role playing, dictionary use and blended learning-to develop ESL learners’ vocabulary acquisition. The control group was taught vocabulary using the traditional didactic teaching method. The study’s sample consisted of 248 first-year students enrolled in the Faculty of Education and the Deanship of the Preparatory Year at the University of Dammam. English instructors with similar qualifications and experience taught the students. Vocabulary pre- and post-tests were given to groups at the beginning and at the end of the class. Data collected from the tests were then documented and statistically analyzed. The findings reveal that students taught using the new methods of instruction had better vocabulary test scores than those taught using the traditional method. These methods have proven to be effective in improving students’ vocabulary acquisition.
... Beberapa kajian berkaitan strategi pengajaran dan pembelajaran aspek kosa kata telah banyak dijalankan antaranya oleh Rabiatul, Nik Hannan, Tg. Ainul & Nadhilah (2014); M. Alhaysony (2012); Irma Martiny (2012); William (2011);Zamri, Mohamed Amin & Nik Mohd. Rahimi (2010) dan Saleh (2001. ...
ABSTRAK Penggunaan teknik pembelajaran aspek kosa kata Bahasa Arab merupakan salah satu perkara utama yang harus dikuasai murid dalam pembelajaran Bahasa Arab. Sehubungan itu kajian ini bertujuan mengkaji penggunaan teknik pembelajaran aspek kosa kata Bahasa Arab dalam kalangan murid di Sekolah Menengah Kebangsaan Agama. Kajian ini berbentuk kajian deskriptif menggunakan pendekatan kuantitatif dengan soal selidik sebagai instrumen kajian. Kajian ini menggunakan seramai 30 orang murid tingkatan empat sebagai sampel yang dipilih secara rawak di salah sebuah SMKA di Negeri Sembilan. Dapatan kajian menunjukkan teknik pembelajaran aspek kosa kata di dalam kelas murid berada pada tahap sederhana tinggi iaitu min 3.71, teknik pembelajaran di luar kelas berada pada tahap sederhana iaitu min 2.84 dan teknik pembelajaran semasa peperiksaan juga berada pada tahap sederhana iaitu min 3.18. Rumusan kajian ini menjelaskan murid masih bergantung kepada bantuan guru dan rakan untuk menguasai kosa kata dalam pembelajaran Bahasa Arab. Selain itu dapatan kajian ini juga menunjukkan murid masih kurang berusaha untuk tidak bergantung dengan pihak lain dalam penguasaan kosa kata Bahasa Arab. ABSTRACT The use of vocabulary learning techniques Arabic is one of the main things that students must be mastered in learning Arabic. Accordingly, this study aims to assess the learning techniques of vocabulary in Arabic among students in the School of Religion. This study is a descriptive study using the quantitative questionnaire as an instrument. This study used a total of 30 Form Four students in a randomly selected sample at SMKA in Negeri Sembilan. The findings showed aspects of vocabulary learning techniques in the classroom of students at a moderate
... This finding is in line with the results of the study by Catalan (2003) who found that one of the most frequently used strategies by Spanish-speaking students was asking their teacher for an L1 translation. Also, Alhaysony (2012) found that Saudi EFL students sought help from their teacher in vocabulary learning. ...
The present study set out to investigate the differences between EAP (English for Academic Purposes) students of Humanities and Engineering in terms of vocabulary strategy choice and use. One hundred and five undergraduate Iranian students (39 students from Engineering Faculty and 66 from Humanities Faculty) studying at Bu-Ali Sina University Hamedan, during the academic year of 2011–2012 participated in this study. For data collection purposes, a pilot-tested factor-analyzed five-point Likert-scale vocabulary learning strategies questionnaire (VLSQ) containing 45 statements was adopted. The results of independent samples t-test indicated that, overall, the two groups were not significantly different in the choice and use of vocabulary learning strategies. However, running Chi square analyses, significant differences were found in individual strategy use in 6 out of 45 strategies. That is, while Humanities students used more superficial and straightforward strategies like repetition strategy and seeking help from others, the Engineering students preferred much deeper, thought-provoking and sophisticated strategies like using a monolingual dictionary and learning vocabulary through collocations and coordinates. Further, the most and the least frequently used vocabulary learning strategies by the two groups were specified, out of which only two strategies in each category were commonly shared by both groups. The possible reasons why the results have turned out to be so as well as the implications of the study are discussed in details in the paper.
... In this study, the subjects reported using social strategies as the third most frequently used type of strategy. In a study of the vocabulary learning strategies of Saudi students, Alhaysony (2012) reported that social strategies were popular among her subjects. The majority of the subjects in the current study tried to ask others to slow down or repeat when they did not understand something in English (mean: 3.33). ...
This study investigates the type and frequency of language learning strategies used by Saudi EFL students. The subjects were 701 male and female Saudi EFL students enrolled in an intensive English language program at the University of Ha’il. The Oxford Strategies Inventory of Language Learning (SILL) was used with some modifications. The study seeks to extend our knowledge by examining the relationship between the use of language learning strategies (LLS) and gender and proficiency level. The results revealed that the students used language learning strategies with low to medium frequency. They preferred to use cognitive and metacognitive strategies the most, whereas they showed the least use of affective strategies and memory strategies. The findings of the study showed that there was no significant gender difference in the use of language learning strategies except for social strategies, as where females reported using them significantly more than males. Female students also tend to use overall language learning strategies more often than males. Moreover, the results revealed that highly proficient students used all six categories more than low-proficiency students. The paper concludes by recommending that more training should be given in using all strategies by embedding them in regular classroom activities. Suggestions are offered for future research.
Despite the fact that past research on word-solving strategies in various language learning contexts has been extensive over the years, there is still need for more recent empirical research inspecting the types of lexical problems students perceive and report in foreign language reading, and word-attack strategies often deployed to overcome emerging word-level problems in reading tasks. Hence, the aim of this study was to investigate the word-solving strategies Saudi EFL students reported using to overcome lexical problems in English reading texts. To meet this objective, a random sample of 90 Saudi EFL female students in a secondary school participated in this exploratory study. A self-devised word-solving strategy questionnaire and retrospective interviews were administered to collect the study data. The 23-questionnaire items were constructed to measure five main categories of word strategies students perceived using to overcome lexical problems in reading tasks. The study findings revealed that Saudi secondary students used different types of word-solving strategies but at varying levels. Specifically, the study found that social strategies were most frequently used, followed by skipping strategies, support reading strategies, dictionary-use strategies, and word-guessing strategies respectively. Pedagogical implications of the study findings and its recommendations were presented and discussed.
Teaching English as a second/foreign language has gained increasing significance all over the world. Investigating learning strategies has become one of the major areas of research in the expanding field of L2 acquisition. Many researchers have addressed various aspects and different issues related to this field. This annotated bibliography is designed to be of help to researchers working on learning strategies in second/foreign language settings and to provide language teachers with a solid theoretical and pedagogical background based on data of many types from different angles to enhance their teaching. The current work is by no means exhaustive, but an attempt to give an overview of the field and highlights published studies written on a variety of topics related to learning strategies in the context of teaching English as a foreign language in Saudi Arabia. Works listed in this annotated bibliography are divided into two categories; journal articles and dissertations and theses. Studies in each category are arranged alphabetically by author and for each work there is a brief non-evaluative synopsis of the study objectives, instrument(s) of data collection, and results.
English language is taught universally and is therefore also in Saudi Arabia since 1958. But the student’s achievements have not been satisfactory, hence the imperative to research new teaching methods. The purpose of this study is to investigate the potential and effects of using mobile device games on learning English as a Foreign Language (EFL) vocabulary for student achievement in a Saudi female public high school. After conducting pilot studies of five mobile games with teachers and students, The English Bee, an original game specifically designed for this research project, was selected. The study comprised one participant cohort who were taught two modules; one through The English Bee in and the other module was taught by traditional methods. It employed a mixed methodology of a number of collection techniques for both qualitative and quantitative data, namely, pre- and post-tests, focus group discussions, interviews and reflective essays.
A close examination of the underlying pedagogical and related factors that shape and direct English as a foreign language (EFL) teachers’ instructional approaches and behaviors highlights the impossibility of teaching the core and language skills and language-related areas effectively when using the current outdated techniques. The purpose of this article is to orient the reader and succinctly identify the key factors underlying current Saudi EFL teachers’ approaches to teaching the four macro and micro language skills. It delineates the various factors that influence the current EFL teaching process in the Saudi English education system, along with briefly sketching Saudi EFL teachers’ approaches to teaching each language skill. To this end, this discussion contributes to increasing consciousness of factors that affect the actual pedagogy of EFL teachers in Saudi EFL classrooms and perhaps to encouraging Saudi EFL teachers to exert their effectiveness in Saudi EFL classrooms and strive for better performance.
Teaching English as a second/foreign language has gained increasing significance all over the world. Investigating learning strategies has become one of the major areas of research in the expanding field of L2 acquisition. Many researchers have addressed various aspects and different issues related to this field. This annotated bibliography is designed to be of help to researchers working on learning strategies in second/foreign language settings and to provide language teachers with a solid theoretical and pedagogical background based on data of many types from different angles to enhance their teaching. The current work is by no means exhaustive, but an attempt to give an overview of the field and highlights published studies written on a variety of topics related to learning strategies in the context of teaching English as a foreign language in Saudi Arabia. Works listed in this annotated bibliography are divided into two categories; journal articles and dissertations and theses. Studies in each category are arranged alphabetically by author and for each work there is a brief non-evaluative synopsis of the study objectives, instrument(s) of data collection, and results.
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The authors investigated how text features may influence the amount of vocabulary knowledge acquired incidentally while reading expositions. Three sets of text features were identified from studies on comprehension: (a) features associated with the macrostructure, (b) features associated with logical and temporal relations in the microstructure, and (c) features associated with explanations of concepts and relations between them. Two natural expositions were revised in three successive, incremental steps, yielding four versions for each exposition. The most difficult words in each exposition were identified. Eighth-grade students (N = 309) read one text version and completed a multiple-choice test written to be sensitive to small gains in word knowledge. Both the able and the less able students who read versions in which key concepts and the relations between them had been explained thoroughly learned significantly more word meanings than students who read any of the other versions. /// [French] Les auteurs ont voulu savoir en quoi les caractéristiques du texte pouvaient influencer la quantité de vocabulaire acquis fortuitement lors de la lecture d'exposés. Trois groupes de caractéristiques ont été identifiés à partir des recherches portant sur la compréhension: (a) les caractéristiques associées à la macrostructure, (b) les caractéristiques associées aux relations logiques et temporelles au niveau de la microstructure, et (c) les caractéristiques associées aux explications des concepts et aux relations existant entre ceux-ci. On a modifié deux exposés spontanés en trois étapes successives et différentielles obtenant ainsi quatre versions pour chaque exposé. Les mots les plus difficiles ont été identifiés dans chaque exposé. Des élèves de huitième année (N = 309) ont lu une version et ont complété un test à choix multiples conçu afin de percevoir les moindres acquisitions de vocabulaire. On a constaté chez les élèves, tant forts que faibles, ayant lu les versions dans lesquelles étaient bien expliqués les concepts clés et les relations existant entre eux, une meilleure acquisition du vocabulaire que chez les élèves ayant lu toute autre version. /// [Spanish] Los autores investigaron como las características de un texto pueden influenciar la cantidad de conocimiento de vocabulario adquirido incidentalmente durante la lectura de exposiciones. Se identificaron tres sets de características de texto en varios estudios sobre comprensión: (a) características asociadas con la macroestructura, (b) características asociadas con relaciones lógicas y temporales en la microestructura, y (c) características asociadas con explicaciones de conceptos y relaciones entre ellos. Se revisaron dos exposiciones naturales en tres incrementos sucesivos que resultaron en cuatro versiones para cada exposición. Se identificaron las palabras más difíciles en cada exposición. Estudiantes de octavo año (N = 309) leyeron una versión de texto y completaron un test de opción múltiple escrito para detectar pequeños incrementos en el conocimiento de palabras. Tanto los estudiantes más hábiles como los menos hábiles que leyeron versiones en las que conceptos clave y las relaciones entre ellos estaban extensivamente explicadas, aprendieron significativamente más significados de palabras que aquellos estudiantes que leyeron cualquier otra versión. /// [German] Die autoren haben untersucht, inwieweit Texteigenschaften Einflußhaben auf das Maß an Vokabel-Wissen, das durch das Lesen von Expositionen erlernt wurde. Drei Sets von Texteigenschaften wurden dabei festgelegt, und zwar durch Studien über Verständnis: (a) Eigenschaften im Zusammenhang mit Makrostruktur, (b) Eigenschaften im Zusammenhang mit logischen und temporalen Verbindungen in der Mikrostruktur und (c) Eigenschaften im Zusammenhang mit Erklärungen von Begriffen und Verbindungen zwischen denselbigen. Zwei natürliche Expositionen wurden revidiert, und zwar in drei aufeinanderfolgenden, wachsenden Abschnitten, woraus vier Versionen für jede der Expositionen gewonnen wurden. Die schwierigsten Worte in jeder Exposition wurden herausgestellt. Acht-Klässler (N = 309) lasen eine Text-Version und machten einen Mehrwahl-Test, der sich auf Kleingewinne in Wortwissen einstellte. Die geschickten sowohl wie die weniger geschickten Schüler, welche Versionen lasen, in denen Schlüsselkonzepte und die Verbindungen zwischen denselben gründlich erklärt wurden, lernten bedeutend mehr Wortsinn als die Schüler, die irgendeine von den anderen Versionen gelesen hatten.
This article evaluates more than a dozen vocabulary learning techniques for stu-dents of a second or foreign language. These techniques are divided into four broad categories: decontextualizing, semi-contextualizing, fully contextualizing, and adaptable. Each technique is evaluated in terms of underlying theoretical assump-tions and practical utility. Specific class-room implications are also offered. Given the difficulties of vocabulary learning in a second or foreign language (L2), along with the obvious necessity of trying to overcome them, one would expect that vocabulary instruction would be at the top of the agenda for language teachers. However, the opposite is often the case. Vocabulary is not explicitly taught in most language classes, and students are expected to "pick-up" vocabulary on their own without any guidance. Courses on reading, writing, speaking, listening, grammar, and culture are common in L2 programmes, but very few vocabulary courses exist. Many instances of so-called vocabulary instruction involve merely giving students lists of words to memorize or providing limited practice opportunities, with no further assistance to the often overwhelmed learner. Hague (1987) and Carter (1987) both decry the neglect of vocabulary instruction in L2 classes, and they also suggest a variety of possibilities for rectifying the situation. In this article, our definition of "knowing an L2 word" involves not just the ability to recognize the word or to match it with its L1 counterpart, if such exists; knowing an L2 word also involves being able to use the L2 word communicatively in any of the four main language skills. To use Anderson's distinction (1980), our definition goes beyond merely "know-ing that" (declarative knowledge of facts, definitions, or relationships) and includes "knowing how" (procedural knowledge, in this case the com-municative use of L2 words). This article describes a number of techniques by which vocabulary instruction has been handled, mishandled, or avoided almost entirely by L2 teachers. These techniques are classified into four groups: decontex-tualizing, semi-contextualizing, fully contextualizing, and adaptable. Decontextualizing techniques are those that remove the word as completely as possible from any communicative context that might help the learner TESL CANADA JOURNAL! REVUE TESL DU CANADA VOL. 7, NO.2, MARCH 1990. 9 remember and that might provide some notion as to how the word is actually used as a part of language. Semi-contextualizing techniques allow some degree of context but fall short of full contextuality; thus, new words may be linked with something that is meaningful to the learner, but they are not used as part of naturalistic communication. Fully contextualizing techniques are those that embed the new words in a more or less normal communicative context. These three types of techniques are not discrete but instead form a continuum of contextuality. The fourth classification, adaptable, refers to a technique that can reinforce other techniques at any part of the contextuality continuum. Many of the techniques described here overlap with each other (e.g., visual imagery and semantic mapping), sharing a common base of theory and practice. For every technique, we will identify the underlying-and typically unarticulated-theoretical assumptions and provide a critical appraisal of the technique, based on a combination of existing research and our own judgment.
Abstract This article focuses on the links between general style preferences and specific strategy choices, and then relates these two variables to tasks, in the sense that different tasks may evoke the use of different strategies. The article starts by defining learning style preferences, language learning and use strategies, and language tasks. Then the intersection of styles, strategies, and tasks is consid- ered from a theoretical perspective. After a brief review of research literature linking styles, strategies, and tasks, a series of four hypothetical task situations are described, suggesting ways that learners with different style and strategy preferences might respond. The purpose of the article is to suggest ways in which teachers can support learners in their efforts to be more effective at lan- guage learning and language use.
This article notes seven key problems in language learning strategy concepts and classification systems as they relate to empirical research in the area of second- and foreign language development and suggests ways to resolve these problems and thereby increase unity, coherence, and meaningfulness of language learning strategy research. (99 references) (JL)
This paper discusses methods for obtaining verbal report data on second- language test-taking strategies; reports on types of findings obtained in a number of studies conducted by university students on how learners take reading tests, in particular cloze and multiple-choice tests; and finally con siders the implications of the findings for prospective test takers and test constructors. The main conclusion is that a closer fit should be obtained between how test constructors intend for their tests to be taken and how respondents actually take them.
Recent research has focused increasingly on the good language learner (Rubin 1975; Naiman, Frohlich, and Stern 1978; Wesche 1977; Hosenfeld, 1976; Bialystok and Frohlich 1977a, 1977b; Cohen and Robbins 1976; Cohen 1977). A distinction that has gained currency is that between acquiring a second language and the conscious learning of the language through what Krashen (1977) refers to as “monitoring.” The studies reported in this paper concentrate on the identification of successful learning strategies—strategies that could actually be taught to language learners to help them maximize the benefits of conscious language learning. It is not very clear which behaviors actually promote success. Learners themselves may not pay conscious attention to what they do. In order to identify strategies, therefore, we must focus our attention on basic aspects of the language learning process and also on the interaction between the learner and the teacher.
This article describes research conducted to identify patterns of dictionary usage among Saudi female English as a foreign language (EFL) student at the university level in Saudi Arabia. The main objective of this study is to identify types of dictionary used by Saudi female students, the frequency of dictionary use, and what lexical information is examined while using a dictionary. A comparison is made between students assessed as more proficient in English vocabulary as opposed to those less proficient in order to identify any effects proficiency levels may have on vocabulary learning (VL). The subjects of this study include 132 fourth-year university students majoring in English. The instruments for data collection include a vocabulary level test, questionnaire and an interview. Overall results indicate that the English-Arabic (E-A) bilingual dictionary is reported by students as more frequently used than any other type of dictionary and that hand- held electronic dictionaries are used more than print dictionaries. In addition, looking up the meaning of words was identified as the prime objective for dictionary usage. In terms of factors which influenced VL, it was found that high proficiency students consulted monolingual dictionaries significantly more frequently than low proficiency students. The implications of these and other findings are discussed and suggestions made regarding the importance of teaching dictionary skills in educational settings.
This paper discusses part of a study conducted recently in which the patterns of learner strategy use of university-level, Asian ESL students were examined, here specifically in relation to the students’ level of ESL proficiency. Strategy use was assessed through the Strategy Inventory of Language Learning (SILL), and proficiency was determined by TOEFL scores. It was the purpose of this part of the study to investigate both the frequency of use and the choice of strategies by students at intermediate and advanced levels of ESL proficiency. Research in the identification and application of successful learner strategies—research in learning not only what but how to learn—can help lead educators and students toward the goal of learner autonomy.
Preface Part I. Foundations of Research 1. Science, Schooling, and Educational Research Learning About the Educational World The Educational Research Approach Educational Research Philosophies Conclusions 2. The Process and Problems of Educational Research Educational Research Questions Educational Research Basics The Role of Educational Theory Educational Research Goals Educational Research Proposals, Part I Conclusions 3. Ethics in Research Historical Background Ethical Principles Conclusions 4. Conceptualization and Measurement Concepts Measurement Operations Levels of Measurement Evaluating Measures Conclusions 5. Sampling Sample Planning Sampling Methods Sampling Distributions Conclusions Part II. Research Design and Data Collection 6. Causation and Research Design Causal Explanation Criteria for Causal Explanations Types of Research Designs True Experimental Designs Quasi-Experimental Designs Threats to Validity in Experimental Designs Nonexperiments Conclusions 7. Evaluation Research What Is Evaluation Research? What Can an Evaluation Study Focus On? How Can the Program Be Described? Creating a Program Logic Model What Are the Alternatives in Evaluation Design? Ethical Issues in Evaluation Research Conclusions 8. Survey Research Why Is Survey Research So Popular? Errors in Survey Research Questionnaire Design Writing Questions Survey Design Alternatives Combining Methods Survey Research Design in a Diverse Society Ethical Issues in Survey Research Conclusions 9. Qualitative Methods: Observing, Participating, Listening Fundamentals of Qualitative Research Participant Observation Intensive Interviewing Focus Groups Combining Qualitative and Quantitative Methods Ethical Issues in Qualitative Research Conclusions 10. Single-Subject Design Foundations of Single-Subject Design Measuring Targets of Intervention Types of Single-Subject Designs Analyzing Single-Subject Designs Ethical Issues in Single-Subject Design Conclusions 11. Mixing and Comparing Methods and Studies Mixed Methods Comparing Reserch Designs Performing Meta-Analyses Conclusions 12. Teacher Research and Action Research Teacher Research: Three Case Studies Teacher Research: A Self-Planning Outline for Creating Your Own Project Action Research and How It Differs From Teacher Research Validity and Ethical Issues in Teacher Research and Action Research Conclusions Part III. Analyzing and Reporting Data 13. Quantitative Data Analysis Why We Need Statistics Preparing Data for Analysis Displaying Univariate Distributions Summarizing Univariate Distributions Relationships (Associations) Among Variables Presenting Data Ethically: How Not to Lie With Statistics Conclusions 14. Qualitative Data Analysis Features of Qualitative Data Analysis Techniques of Qualitative Data Analysis Alternatives in Qualitative Data Analysis Computer-Assisted Qualitative Data Analysis Ethics in Qualitative Data Analysis Conclusions 15. Proposing and Reporting Research Educational Research Proposals, Part II Reporting Research Ethics, Politics, and Research Reports Conclusions Appendix A: Questions to Ask About a Research Article Appendix B: How to Read a Research Article Appendix C: Finding Information, by Elizabeth Schneider and Russell K. Schutt Appendix D: Table of Random Numbers Glossary References Author Index Subject Index About the Authors
This study builds on previous research using the Strategy Inventory for Language Learning (SILL). Most previous SILL research has made comparisons across the entire survey or in terms of strategy categories and has stressed proficiency level at the expense of other variables. The present largescale (N = 374) study of language learning strategy use by students at three different course levels at the University of Puerto Rico relates strategy use to gender as well as to L2 proficiency level and includes analysis of variation in the use of individual strategies on the SILL. Like previous researchers, we found greater use of learning strategies among more successful learners and higher levels of strategy use by women than by men. Our analysis, however, revealed more complex patterns of use than have appeared in previous studies. With both proficiency level and gender, only some items showed significant variation, and significant variation by proficiency level did not invariably mean more frequent strategy use by more successful students. The strategies reported as used more often by the more successful students emphasized active, naturalistic practice and were used in combination with a variety of what we term bedrock strategies, which were used frequently or moderately frequently by learners at all levels. The study's generalizability and its implications for teachers and researchers are discussed.
A linguist's view of dictionary use for comprehension is offered which highlights the positive contribution the learner-user has to make even when using a good dictionary. The look-up process is analysed into seven main steps. In most of these, the proficient user, far from performing a purely mechanical operation, is often required to formulate and pursue several hypotheses and make use of prior knowledge of various sorts, especially information derived from context. Analysis in some detail is provided for those steps that are usually glossed over-namely, the search for an item in more than one location, the choice of the relevant sense, and the fitting of definitional information to the source context of the unknown word.
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This article reports on a survey of the language learning strategies used by a group of Hong Kong learners. The aims of the study were to investigate levels of strategy use among the group, and to examine levels of association between strategy use and language proficiency. The SILL questionnaire (Strategies Inventory of Language Learning) by Oxford (1990, pp. 293-300) was used. SILL consists of six categories of strategies: memory, cognitive, compensation, metacognitive, affective, and social. The results showed that compensation and metacognitive strategies were the most used, while affective and memory strategies were the least used. Previous examinations of the nature of the relationship between strategy use and proficiency, and ways of measuring this are discussed. In this study, it was found that there was significant variation in proficiency in relation to eleven out of a possible fifty strategies. Of these, nine were in the cognitive category, one in the compensation category, and one in the social category. The article concludes by questioning the appropriateness of using the SILL and proficiency measure in tandem as a way of establishing a clear relationship between strategy use and proficiency, and suggests directions that might be pursued in language learning strategy research.
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This paper is an account of a study of the role played by a dictionary (in this case, the Collins COBUILD English Language
Dictionary (1987)) in the completion of written (encoding) tasks by learners of English as a foreign language The study uses
an introspective methodology based on the completion of flowcharts The results highlight, in particular, the importance of
information on spelling and meaning and the central role accorded to the examples for obtaining a wide variety of information,
notably on meaning, grammar, and register COBUILD's full-sentence definitions together with its real examples are revealed
to be of considerable use to learners on the other hand, coded syntactic information in the dictionary is largely neglected
by learners Implications for lexicographers and for language teaching and learning are considered
This book contains 14 essays on reading and vocabulary learning in second language acquisition. Chapters include: "Research on ESL/EFL Vocabulary Acquisition: Putting It in Context" (James Coady); "Implications for L2 Vocabulary Acquisition and Instruction From L1 Vocabulary Research" (Fredricka Stoller and William Grabe); "Patterns and Perils of Guessing in Second Language Reading" (Margot Haynes); "Chinese Students' Word-Solving Strategies in Reading in English" (Chiou-Lan Chern); "False Friends and Reckless Guessers: Observing Cognate Recognition Strategies" (John Holmes and Rosinda Guerra Ramos); "Too Many Words: Learning the Vocabulary of an Academic Subject" (Kate Parry); "American and Chinese Readers Learning From Lexical Familiarizations in English Text" (Margot Haynes and Ila Baker); "Strategies for Inferring Word Meaning in Context: A Cognitive Model" (Thomas Huckin and Joel Bloch); "Predicting Word Meanings From Contextual Clues: Evidence From L1 Readers" (Fraida Dubin and Elite Olshtain); "The Healthy Inadequacy of Contextual Definition" (Mark Stein); "High Frequency Vocabulary and Reading Proficiency in ESL Readers" (James Coady, Jeff Magoto, Philip Hubbard, John Graney, and Kouider Mokhtari); "Procedural and Declarative Knowledge in Vocabulary Learning: Communication and the Language Learners' Lexicon" (Peter Robinson); "Factors Affecting the Acquisition of Vocabulary: Frequency and Saliency of Words" (Cheryl Brown); and "Summary and Future Directions" (Thomas Huckin and Margot Haynes). (NAV)
A study was undertaken to discover the reading strategies of successful and nonsuccessful second-language readers. Forty students' reading strategies were elicited, and a "reading map" constructed for a successful and a nonsuccessful reader. A procedure is suggested for using the "think-aloud" technique in the classroom. (KM)
It is widely agreed that much second language vocabulary learning occurs incidentally while
the learner is engaged in extensive reading. After a decade of intensive research, however, the
incidental learning of vocabulary is still not fully understood, and many questions remain
unsettled. Key unresolved issues include the actual mechanism of incidental acquisition, the type
and size of vocabulary needed for accurate guessing, the degree of exposure to a word needed for
successful acquisition, the efficacy of different word-guessing strategies, the value of teaching
explicit guessing strategies, the influence of different kinds of reading texts, the effects of input
modification, and, more generally, the problems with incidental learning. This article briefly
surveys the empirical research that has been done on these issues in recent years.
This study, using Oxford's 80-item Strategy Inventory for Language Learning (SILL), examines the self-reported language learning strategy use of 678 university students learning Japanese and French as foreign languages in Singapore. The study differs from previous SILL studies in that the participants were bilingual from a multicultural setting, and the use of all 80 strategies was examined. Relationships between background variables and overall strategyuse were investigated using ANOVA. Results were significant for motivation, self-rated proficiency, and language studied, with motivation significantly interacting with language studied. The use of each strategy by proficiency and also by gender was investigated using chi-square. Results showed more learning strategy use among learners with higher proficiency and, unexpectedly, more strategies used significantly more often by men.
We aimed to establish the vocabulary learning strategies used by Chinese university learners of English and the relationship between their strategies and outcomes in learning English. We asked 850 sophomore non-English majors at Beijing Normal University to complete a vocabulary learning questionnaire. We correlated replies to the questionnaire with results on a vocabulary size test and on the College English Test (CETBAND2). Participants reported using a wide variety of vocabulary learning strategies. In a multiple regression analysis, Self-Initiation and Selective Attention, two metacognitive strategies, emerged as positive predictors of CETBAND2 scores. Contextual guessing, skillful use of dictionaries, note-taking, paying attention to word formation, contextual encoding, and activation of newly learned words also positively correlated with the two test scores. However, visual repetition of new words was the strongest negative predictor of both vocabulary size and general proficiency. Furthermore, strategies aiming at vocabulary retention only related more to vocabulary size than to English proficiency. We identified 5 approaches to learning. These strategy combinations, rather than individual strategies, may have made the difference in these people's learning.
A model of second language learning is proposed which attempts to account for discrepancies both in individual achievement and achievement in different aspects of second language learning. The model outlines aspects of the input of information through various kinds of exposure to the language, the storage of that information for the language learner, and the responses that are produced as a function of the stored information.
The operation of the model is explained in terms of learning processes and learning strategies. The former refer to the obligatory relationships that hold between aspects of the model and are true for all second language learners. The latter describe a group of optional strategies that may be employed by different language learners and in different learning situations. Individual learner characteristics, such as language learning aptitude and attitude, affect the efficiency with which the processes will operate for an individual and the extent to which he will use the learning strategies.
Illustrations are provided to explain how the model would account for performance on a number of different learning tasks.
ABSTRACT Sex has been omitted as a variable in most research on language learning strategies. This is a serious omission, given that sex is typically a significant predictor in other educational, psychological, and linguistic research. This article reports on the few studies which have explored sex differences in the use of language learning strategies. The authors of this article speculate why females appear to use afar wider range of language learning strategies than do males, and why social strategies — which contribute strongly to the development of communicative competence — seem to be more popular among women than men. Research implications of the few available findings on sex differences in strategy use are presented.
A group of 107 students participated in a major study exploring the factors that influence language achievement when instruction is delivered by satellite television. Factors included the students' motivation, learning styles, learning strategy use, gender, previous language learning experience, and course level. Motivation was by far the most significant determiner of achievement, and learning strategy use was also very influential. Gender and learning style (visual, auditory, and hands-on) played potentially important roles, although previous language learning and course level were not especially explanatory. Specific implications are included for satellite language teaching, a delivery system that promises to become more widely used throughout the world as advances in technology continue.
Having distinguished vocabulary recognition strategies from vocabulary development exercises, the article first justifies the teaching of such strategies in ESP reading. Five are then reviewed: inferring from context, identifying lexical familiarization, unchaining nominal compounds, synonym search, and word analysis. Appropriate exercise-types and teaching approaches are suggested for each.
Although the skill of guessing word meanings from context is widely acknowledged as a useful skill there has been little research in this area and very little useful guidance for teachers or learners. This article describes a strategy for guessing meanings from context and suggests ways of practising this strategy. The strategy involves four steps: 1, determining the part of speech of the word; 2, looking at the immediate grammar; 3, studying the wider context (usually the conjunction relationships); 4, guessing the word and checking the guess. A basic list of conjunction relationships is given in the Appendix. The previous research, and value and applications of the skill are discussed and suggestions are made for future studies.
Fondo Centro de Lenguas - Impresos
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