Abstract
The present study was aimed to examine English-word tiers acquisition by senior high school students and to identify their strategies to boost their English learning. Its design was cross sectional. To obtain the required data, a test and questionnaire were used. The data were taken from one hundred and five senior high school students who took part voluntarily as the subject of the research. Then, the data were quantified to find frequency and percentage. Furthermore, they were analyzed descriptively. The result of the analysis revealed that the students of the tenth grade tended to acquire the tier I words, followed by tier II and tier III words. In contrast, the order of word-tiers acquisition by students of the eleventh and twelfth grade were tier I, tier III, and tier II respectively. In addition, the data showcased that the majority of the students prefer to use their metacognitive as their strategy to enhance their English learning irrespective of the order of their word tier acquisition. Keywords: Language Learning Strategies, Second Language Acquisition, Word tiers
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
