The Vocabulary Learning Strategies of High School Efl Learners (original) (raw)
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This study aims to find out the frequency of the use of foreign language vocabulary learning strategies employed by Turkish EFL students at Karabuk University. The second aim of the study is to investigate the connection between the frequency of vocabulary learning strategies and field of study, achievement and student status i.e. regular or evening students. In the article, a Vocabulary Learning Strategy (VLS) questionnaire, which is an adapted version proposed by Gu & Johnson (1996), was administered to 158 Turkish EFL students. The data were analyzed through SPSS (Statistical Package for the Social Sciences). Descriptive, correlation and regression analyses were implemented in order to answer the research questions. The results indicated that the participants had a moderate level of vocabulary learning strategies. Statistically significant differences were observed among the participants from different fields in terms of top-down strategies, note taking strategies, repetition str...
World Journal of Education, 2014
The purpose of this study was to investigate Vocabulary Learning Strategy (VLS) use of English Language and Literature Department students in relation to academic success and vocabulary size. The participants of the study are 213 English Language and Literature students. Two data collection tools were used in the study. The first tool was theVocabulary Learning Strategy (VLS) questionnaire which was adapted from by Gu & Johnson (1996), and the second data collection tool was a Vocabulary Level Test (VLT) developed by Nation (1983).Descriptive statistics were conducted in order to measure the level of vocabulary learning strategy (VLS) use and vocabulary size of the participants. In addition, correlation analysis was carried out in order to see which VLSs are more frequently used by low, middle and upper level vocabulary size students. The results indicated that the participants have a high level of vocabulary size for 2000 word level, 3000 word level, and academic word levels, a moderate level of vocabulary size for 5000 word level and a low level in 10000 word level. The participants were found to have a moderate level of vocabulary learning strategy use. The study also found that 3 rd grade students had larger vocabulary size in terms of 2000, 3000 and academic vocabulary level. As for the vocabulary strategy use, 3 rd grade students were found to use bottom-up strategies and note-taking strategies more frequently than 2 nd grade students. Finally, correlation analysis revealed that bottom-up strategies, using linguistic clues, and top-down strategies significantly correlated with academic success.
Vocabulary learning strategy use of Turkish EFL learners
Procedia - Social and Behavioral Sciences, 2010
This survey study aimed to examine vocabulary-learning strategies adopted by Turkish EFL students, specifically the frequencies and helpfulness ratings of strategy use, strategy patterns, as well as their change for students across different language levels. The study involved 95 tertiary level English as a foreign language learners. Data were analyzed statistically and the results indicated that the participants' general use of vocabulary learning strategies was somewhat inadequate and there was a gap between their use of strategies and related perceptions of strategy usefulness.
Turkish Studies, 2020
Within the existing literature of vocabulary research, there has long been a search for the characteristics of the good learner (Ellis, 1994, p. 546-50; Naiman et al., 1996; Stern 1975, p.316), which was most probably triggered with the observation that some learners somehow outperform the others receiving the same training (Pavicic-Takac, 2008, p. 58). This boasted the interest in the strategies learners employ to learn a new language. This interest also applies for vocabulary learning, which is a crucial element of language learning (Moir & Nation, 2008). By determining the shared pattern of strategies employed by good learners, it will be possible to distinguish the effective strategies used in vocabulary learning. In this respect, the purpose of this research is to determine the English vocabulary learning strategies (VLSs) used by Turkish graduate students with high vocabulary-levels. To this end, data were collected from 128 Turkish graduate students pursuing their master's or doctoral education at 27 universities in Turkey and 21 universities in the UK via Vocabulary Levels Test (Schmitt et al., 2001, p. 82-88) and a 54-item Vocabulary Learning Strategies Questionnaire, developed by the researcher. Students' vocabulary levels were determined by calculating their correct answers at each of the five word-levels. The study data were analysed and 53 good learners who achieved 24 and above at all levels were identified. An average score of 24 and above out of 30 items meant the student had mastered that level. The results revealed that good learners most commonly used Discovery-Determination strategies which are employed to determine the meaning of a word when one meets it for the first time. Another finding of the research was that language learning context affected the overall use and choice of good learner's VLSs. In the overall usage of VLS's, a higher frequency of VLS's were employed by EFL learners than their ESL counterparts. In the overall choice of VLSs, good learners from both the ESL and EFL context chose to use Discovery-Determination strategies and Consolidation-Metacognitive strategies more frequently than the other strategy groups. Structured Abstract: Introduction: Vocabulary, which is regarded as the key element of language that connects the four language skills-namely; speaking, listening, reading and writing-together, is so crucial that without it-as Rubin and Thompson (1994, p.79) suggest-"one cannot speak, understand, read or write a foreign language". Despite this great importance vocabulary is of, the actual teaching of it is also claimed to be impossible. Instead, "it could be presented, explained, included in all kinds of activities, and expressed in all manner of associations (visual, auditory, kinaesthetic, tactile, olfactory if one wishes)" since it is the
Investigating the Importance Level and Utilization of Vocabulary Learning Strategies Among Turkish
Asian Journal of University Education
This study aims to investigate (a) the perceptions of 8th grade Turkish EFL learners regarding the importance and use of L2 vocabulary learning strategies (VLS), (b) to find out the relationship between perceived importance level and application level of VLS and (c) to unearth the most and the least frequently applied VLS by EFL learners in their learning processes. A mixed-method sequential explanatory design was adopted in this study. The quantitative data were collected through a questionnaire based on Schmitt's taxonomy of VLS from 398 participants and analyzed via SPSS; qualitative data were obtained from focus group interviews conducted with 45 volunteer participants and analyzed through thematic analysis. The findings indicated that EFL learners attribute a great level of significance to vocabulary learning. It also revealed that there is a significant relationship between importance and application level of VLS, which demonstrates that the strategies that were given mo...
International Journal of Applied Linguistics & English Literature, 2013
This study aims to find out the various strategies used in learning vocabularies among Iranian EFL learners in three different proficiency levels (beginner, intermediate and advanced) in Zanjan province. The vocabulary learning strategies which have been used in this research include determination, social, memory, cognitive, and meta-cognitive which follow Schmitt's taxonomy. 110 students were randomly selected from two language institutes in Zanjan. Schmitt's (1997) Vocabulary Learning Strategies' questionnaire was administered to the learners with three proficiency levels. Then, descriptive statistics and Anova were utilized to analyze the data. Descriptive statistics revealed that the participants of the study regardless of their proficiency levels were generally medium strategy users who used all these strategies moderately except for the determination strategies that were used in high level. In addition, basic learners used all different types of strategies more frequently than intermediate and advanced learners. By comparing two other proficiency levels, advanced learners used determination strategies and meta-cognitive strategies more frequently than intermediate learners, while social, memory and cognitive strategies were used more frequently by Intermediates. In order to perceive if the results were statistically significant, Anova for between group mean differences was conducted. It revealed the fact that there is no significant difference among learners with different proficiency levels in application of determination and meta-cognitive strategies while the learners with lower proficiency level used social, memory and cognitive strategies more frequently, that is, these three strategies were used more frequently by basic, intermediate and advanced learners respectively.
Vocabulary learning strategies: A case of Edirne Anatolian high school
Procedia - Social and Behavioral Sciences, 2011
This study mainly represented different vocabulary learning strategies applied by foreign language learners. The general objective of the study was to investigate and find out the frequency of using vocabulary learning strategies among foreign language learners according to their gender and classes. In the study, a questionnaire including forty- one statements was administered to the 10th and 11th classes of Edirne Teacher Training High School on the 2th May 2008 with the aim of achieving the objectives of the study via using Microsoft Excel and SPSS (Statistical Package for the Social Sciences). The program were used to analyze the findings in the regards. The results reached at the end of the study indicated that the meta-cognitive strategies were the most frequently used vocabulary learning strategies among the foreign language learners. On the other hand, it was seen that cognitive strategies were the least commonly applied vocabulary learning strategies among the students.
This study aims to find out the various strategies used in learning vocabularies among Iranian EFL learners in three different proficiency levels (beginner, intermediate and advanced) in Zanjan province. The vocabulary learning strategies which have been used in this research include determination, social, memory, cognitive, and meta-cognitive which follow Schmitt's taxonomy. 110 students were randomly selected from two language institutes in Zanjan. Schmitt's (1997) Vocabulary Learning Strategies' questionnaire was administered to the learners with three proficiency levels. Then, descriptive statistics and Anova were utilized to analyze the data. Descriptive statistics revealed that the participants of the study regardless of their proficiency levels were generally medium strategy users who used all these strategies moderately except for the determination strategies that were used in high level. In addition, basic learners used all different types of strategies more frequently than intermediate and advanced learners. By comparing two other proficiency levels, advanced learners used determination strategies and meta-cognitive strategies more frequently than intermediate learners, while social, memory and cognitive strategies were used more frequently by Intermediates. In order to perceive if the results were statistically significant, Anova for between group mean differences was conducted. It revealed the fact that there is no significant difference among learners with different proficiency levels in application of determination and meta-cognitive strategies while the learners with lower proficiency level used social, memory and cognitive strategies more frequently, that is, these three strategies were used more frequently by basic, intermediate and advanced learners respectively.
Does Applying Vocabulary Learning Strategies Vary Based on Gender? The Case of Turkish EFL Learners
This research study aimed at exploring the vocabulary learning strategies of the undergraduate English Language Teaching students at Eastern Mediterranean University in Northern Cyprus. These research questions posed accordingly: 1.What is the frequency of vocabulary leaning strategies? 2. Is there any difference in applying vocabulary learning strategies by male and female students? In order to analyze data and answer research questions, inferential statistics via SPSS (17) deployed. The finding of the study revealed that 24 vocabulary learning strategies out of 44 VLS (including psycholinguistic and metacognitive strategies) are being used infrequently while only 20 vocabulary learning strategies are being applied frequently via learners. However, the frequency mean for the psycholinguistic strategy use, metacognitive strategies as well as the overall frequency mean was slightly higher for the female respondents.
A Survey on Vocabulary Learning Strategies: A Case of Iranian EFL University Students
Journal of Language Teaching and Research, 2013
This study aims at investigating what strategies are more or less common for learning vocabulary among EFL university students at Hakim S abzevari University in Iran. A questionnaire adapted from the taxonomy of vocabulary learning strategies (VLS) developed by S chmitt (1997) was administered to 74 EF L students (18 males and 56 females).Moreover, semi-structured interviews were also carried out with ten students who completed the written questionnaire to obtain more information about their beliefs and attitudes dealing with vocabulary learning strategies. The results revealed the following order of strategy use by the students from the most frequent to the least frequent one: determination (DET), cognitive (COG), memory (MEM), metacognitive (MET), an d social strategies (SOC). In particular, findings indicated that guessing from context and dictionary use strategies were the most popular strategies, while asking the teacher or peers for meaning were rarely used.