Vocabulary Learning Strategies And Foreign Lang... _TOP_
The current research aims to investigate how English Language Learners help their students improve their vocabulary at private university at Kurdistan. Since vocabulary knowledge has a significant role in mastering the new language and in attaining total academic achievement, especially when language is used as a medium of instruction. Students in Kurdistan need English language practically rather than only for fulfilling the academic demand to obtain a certain degree, at the same time in order to help students be successful in practicing English language as a second language they need to gain greater knowledge of the language. Learning vocabulary is an important factor in learning English language, therefore it is very important to address the question of how students build and create their vocabularies, what kind of strategies do they employ in order to learn new vocabulary; therefore the current study is to examine the variety and range of vocabulary learning strategies among students. The findings of this study revealed that (Memory, Cognitive, metacognitive and social) strategies had positive relation with self-regulatory capacities in vocabulary learning. The highest value was for social strategy (B=.547), accordingly social strategy had a strong positive relationship with self-regulatory capacity in vocabulary learning.
Vocabulary Learning Strategies and Foreign Lang...
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To add fuel to the discussion, and most importantly, to bring you fantastically useful advice on learning vocabulary in your target language, I asked a bunch of experts, authors, translators, and bloggers the following question:
Hello Noel. _Thanks for sharing an amazing vocabulary learning methods! It takes me to the next level of learning new things of languages! Notes are very important to do list down all ideas that we gathered and all we learned to it. Because of that, I remember when motivpark(motivpark.com) taught me a lot of things also on learning more methods on vocabulary. This kind of methods and advices will make us to be more knowledgeable.Thank you.
thanks so much for your information about learning vocabulary i am from Iran and I want to write theses I am ateacher English teacher my title of my theses is about THE effect of problem solving on improving iranian learners vocabulary of english intermediate learners can you wite for me this dissertation and send to e mail adress aliNsh@chmail.ir thanks alot
That was really useful. I have not found the best way to learn vocabulary from my experience, but I know that the best way, by far, to come across a wide range of vocabulary is reading. The best way to get it to stick into your mind is using it in conversation with other people. So I guess the very best way of learning vocabulary would be having conversations with cultured native people who use far more than the 1.500-2.000 words (or something like that) of average people. That would be advisable for intermediate-advanced learners though, I think.
The findings of the study suggest that orthographic-knowledge-based strategies and metacognitive strategies such as selective attention are essential for CFL students in vocabulary learning. Strategies involving learning and using Chinese vocabulary words in an authentic context are important for CFL students to develop higher language proficiency. Research and pedagogical implications are drawn based on the findings.
Background: In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear.
Aims: This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China.
Methods: The data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth.
Results: Structural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive.
Conclusions: The findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts.
Videos on this program come with interactive dual-language subtitles that provide on-demand contextual definitions. The program also includes active learning tools like multimedia flashcards, quizzes and custom vocabulary lists.
This chapter begins with definitions and an overview of methods used to identify learners' strategies, then summarizes what we have learned from the large number of descriptive studies of strategies reported by language learners. Research on language learning strategies has a history of only about thirty years, and much of this history has been sporadic. The 1980s and early 1990s were a period of substantial research on language learning strategies, much of it descriptive. This period was followed by an apparent loss of interest in language learning strategies, judging by limited reported research and few related conference presentations. Recently, however, a number of new investigations have reinvigorated the field. The focus of the chapter is on the evolution of research on language learning strategy intervention studies, the issues that have emerged from this research, and metacognitive models that can be useful in the language classroom. The discussion concludes by setting out directions for future research.
Kulikova, O. (2015). Vocabulary learning strategies and beliefs about vocabulary learning: a study of beginning university students of Russian in the United States. (Unpublished doctoral dissertation). University of Iowa, USA.
Rogulj, J. (2016). Odnos između ličnosti, strategija učenja, strategija poučavanja i znanja engleskoga jezika. (Relationship between personality, learning strategies, teaching strategies and English language proficiency.) (Unpublished doctoral dissertation). Sveučilište u Zagrebu, Croatia.
This paper reviews empirical research on vocabulary learning strategies in a second/foreign language. A tetrahedral model of person, task, context, and strategies is first proposed to foreground the review. Next, empirical research along task, person, and contextual dimensions is reviewed. Specifically, the review focuses on task-dependent guessing strategies, dictionary strategies, note-taking strategies, rote rehearsal strategies, and encoding strategies. Instead of searching for the best strategies that produce the best results, the author argues that the choice, use, and effectiveness of vocabulary learning strategies depend on the task, the learner, and the learning context. The paper ends by calling for a diversification of effort in both top-down theory building that provides clearer guidance to future research and more bottom-up empirical research that goes beyond the presentation and retention of words.IntroductionPsychologists, linguists, and language teachers have been interested in vocabulary learning strategies for a long time (Levenston, 1979). Numerous studies have been conducted comparing the retention effects of different vocabulary presentation strategies. In fact, the vocabulary field has been especially productive in the last two decades. We have seen a number of classic volumes on theories (e.g., Carter, 1987; Carter & McCarthy, 1988; McCarthy, 1990; Nation, 1990), research (e.g., Arnaud & Bejoint, 1992; Gass, 1987; Meara, 1989; Nation & Carter, 1989), and practical tips (e.g., Gairns & Redman, 1986; McCarthy & O'Dell, 1994). Recent volumes, especially the CUP volumes, that shed significant light upon different aspects of vocabulary acquisition include Huckin, Haynes, and Coady (1993), Harley (1995), Hatch and Brown (1995), Coady and Huckin (1997), Schmitt and McCarthy (1997), Atkins (1998), Wesche and Paribakht (1999), Read (2000), Schmitt (2000), and Nation (2001). This article aims to provide a digest of recent research on vocabulary acquisition and to pinpoint areas that need further exploration. To this end, the article focuses on one area, i.e., vocabulary learning strategies, the purposeful analysis of the vocabulary learning task, the planning, deployment, monitoring, and evaluation of learning behaviors in order to acquire the vocabulary of a second language[1] . It is argued that despite the impressive amount of recent research on vocabulary acquisition, a person-task-context-strategy perspective that is presented here is needed in order to anchor existing research in a larger framework and to point to areas for future efforts. [-1-]
When a person approaches a relatively challenging task, s/he adopts certain strategies to solve the problem. This problem-solving process is constrained by the learning context where the problem is being tackled. Language learning in general and vocabulary acquisition in particular are such problem-solving tasks at different levels of complexity. The strategies a learner uses and the effectiveness of these strategies very much depend on the learner him/herself (e.g., attitudes, motivation, prior knowledge), the learning task at hand (e.g., type, complexity, difficulty, and generality), and the learning environment (e.g., the learning culture, the richness of input and output opportunities). 041b061a72