scholarly journals A Brief Analysis on Vocabulary Learning Strategies in Second Language

Humaniora ◽  
2013 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Temmy Temmy
Keyword(s):  
Second Language ◽  
Learning Environment ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Vocabulary Learning ◽  
Target Language ◽  
Proficiency Level ◽  
Vocabulary Learning Strategies ◽  
Practical Guidance

This article tries to explore the usage of vocabulary learning strategies in second language learning on students with different background. It attempts to elicit useful ideas and gives a practical guidance in learning Chinese as a second language. This work explains how learning environment, cultural background and proficiency level can highly affect the choice of learning strategies. And even though students are learning different languages, there are similarities in their choice of strategies during the process of acquiring the target language.     

scholarly journals Vocabulary Learning Strategies in Massively Multiplayer Online Role-Playing Games

2021 ◽  
Author(s):  
◽  
Julie Ann Bytheway
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Vocabulary Learning ◽  
Role Playing ◽  
Learning Context ◽  
Role Playing Games ◽  
Vocabulary Learning Strategies ◽  
Massively Multiplayer

<p>This small‐scale case‐study used research processes inherent in Grounded Theory to identify and explain vocabulary learning strategies used by players in MMORPGs (massively multiplayer online role‐playing games), an informal second language learning context. This investigation was in response to informal reports of second language vocabulary gains from gamers at Victoria University of Wellington (New Zealand) and the University of Twente (The Netherlands). Data was collected from observations of, interviews with, and elicited texts from six participants, and three types of extant texts from World of Warcraft. Constant comparative analysis was used to allow patterns and processes to emerge from the data to explain social phenomena. Participants identified fifteen vocabulary learning strategies and aspects of MMORPGs that affect these strategies. Vocabulary learning strategies in MMORPGs are affected by play, which affects learning processes and motivation; MMORPG culture, which affects participants’ interaction, curiosity, and independent learning; and the range and use of language in MMORPGs, which affects participants’ language use, attitudes, and vocabulary learning strategies. Findings were compared to Gu’s (2005) model of vocabulary learning strategies in contexts, and Gu’s model was adapted to suit this MMORPG second language learning context. Aspects of MMORPGs affect second language vocabulary learning strategies gamers develop, select and use. This study highlights the need to value MMORPGs as contexts for learners’ vocabulary learning strategies and argues for further study into MMORPGs as contexts of vocabulary learning strategies.</p>

scholarly journals An Overview of Theories and Issues on Vocabulary Learning Strategies in The Second Language Learning

Humaniora ◽  
2012 ◽  
Vol 3 (1) ◽  
pp. 318
Author(s):  
Temmy Temmy
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Vocabulary Learning ◽  
Learning Theories ◽  
Vocabulary Learning Strategies ◽  
Chinese Scholars ◽  
Quality Of Research

The research on language learning theories played important role in TCFL research. Article sorts out and summarizes the issues and theories on second language learning and vocabulary learning’s strategies from both Western and Chinese scholars. It can be summarized that  Western scholars have started a broad scope research in vocabulary learning strategies since their early times, then, the research’ results have helped to give a solid and important foundation for the development of vocabulary learning strategies nowadays. Even though TCFL scholars have realized the importance of vocabulary learning strategies in the process of second language learning and more research are being done, but until now, the amount and quality of research in this field still needs to be improved. There is still a big space in the diversity perspective of research that needs to be filled. Article presents  the history and development of the theories of vocabulary learning strategies to help impel and deepen the research of TCFL.  

scholarly journals Vocabulary Learning Strategies: The Case of English for Business and Financial Reporting

2021 ◽  
Vol 3 (3) ◽  
pp. 316-331
Author(s):  
Hélder Fanha Martins ◽  
Maria João Ferro
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Financial Reporting ◽  
English Language ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Individual Interviews ◽  
Vocabulary Learning Strategies ◽  
Lexical Competence

Among the essential challenges faced by students in foreign language learning processes is vocabulary learning. Lexical competence has been acknowledged as critical to the use of language in which the students’ inadequate knowledge of the vocabulary causes problems in learning a second language. Therefore, learners require being educated with vocabulary in learning strategies when learning a second language. Contemporary research has not scrutinised to the fullest the categories of strategies of vocabulary learning used by learners who are majoring in Accounting.  The main objective of this research was to understand how students use vocabulary learning strategies. For that, we adopted a qualitative approach, based on open-ended individual interviews with fifteen learners. The strategies that were concluded include the monolingual and bilingual dictionary use, usage of several media of English language, learning a word by specific texts, and application of new words in everyday conversation, interrelated to memory, strategies of metacognitive, and determination. These are common strategies and have keenly been used by students.

How and how much?

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

Abstract Vocabulary plays a crucial role in foreign language learning, and vocabulary mastery proves to be challenging at different competence levels. Compared to other areas of research into Chinese as a foreign language, vocabulary acquisition and vocabulary teaching have rarely been investigated. The aim of this study is to investigate the relationship between vocabulary learning strategies and vocabulary size and to verify whether vocabulary size is positively correlated to proficiency level. A total of 95 Italian undergraduate Chinese learners, from elementary to intermediate levels, participated in this study. The participants were first given a vocabulary learning questionnaire and then a vocabulary size test. Statistical and qualitative analyses of the data revealed two trends: a poor variety of vocabulary learning strategies and a positive correlation between vocabulary size and proficiency level.

Research on Second Language Learning Strategies

1992 ◽  
Vol 13 ◽  
pp. 174-187 ◽  
Author(s):  
Rebecca L. Oxford
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Target Language ◽  
Language Learning Strategies ◽  
Communicative Ability ◽  
Self Talk ◽  
L2 Learning ◽  
Group Words

Second language (L2) learning strategies are specific actions, behaviors, steps, or techniques that students employ—often consciously—to improve their own progress in internalizing, storing, retrieving, and using the L2 (Oxford 1990b, after Rigney 1978). Strategies are the tools for active, self-directed involvement that is necessary for developing L2 communicative ability (O'Malley and Chamot 1990, Wenden 1991, Wenden and Rubin 1987). Hundreds of L2 learning strategies exist and many are well recognized and used regularly by students. In a given class of students, for example, Lázló will seek out conversation partners. Iike will group words to be learned and then label each group. Marijke will give herself encouragement through positive self-talk before getting up to give a speech in the target language.

Exploring Types of Vocabulary Learning Strategies used by TESL Teacher Trainees at The Institute of Teachers Education

2021 ◽  
Vol 2 (4) ◽  
pp. 102-116
Author(s):  
Umazah Omar ◽  
Aizan Yaacob
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Essential Element ◽  
Structured Interviews ◽  
Teacher Trainees ◽  
Vocabulary Learning Strategies

Vocabulary is described as an essential element in second language learning. Having a good command over vocabulary helps in gaining unlimited access to latest information available at different platforms. Therefore, improving vocabulary through Vocabulary Learning Strategies (VLSs) will help the second language learners to become, academically and communicatively, more successful. The present study investigated the types of vocabulary learning strategies used by teacher trainees majoring in Teaching English as a Second Language (TESL) at the Institute for Teachers Education (ITEs) Darulaman Campus. Vocabulary learning strategies or skills are not directly taught to TESL teacher trainees during their training at ITEs. Teaching and learning vocabulary strategies are neglected by most of the teacher trainees. However, they need to make their teaching and learning processes more successful while learning a second language. This study was conducted based on the theories related to second language acquisition and used qualitative approach using the structured interviews of 14 TESL teacher trainees. The findings of the study were analysed based on Gu and Johnson’s (1996) and Schmitt (1996) categorisation of Vocabulary Learning Strategies and the results revealed TESL teacher trainees employed more metacognitive strategies in their vocabulary learning compared to other nine VLSs.

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