A Study of Vocabulary Learning Strategies and their Effect on Vocabulary Development

Sunimali Nagodavithana,Kaushika Premarathne

doi:10.32996/jeltal.2021.3.2.7

Abstract

Language learners use Vocabulary Learning Strategies to learn new words or to consolidate the meaning of words they have already learnt. This paper presents findings of a study conducted to examine the vocabulary learning strategies (VLS) used by English as a second language (ESL) learners when learning English at tertiary level, in Sri Lanka. The aim of the study was to gain a better understanding of VLS used by ESL learners with the view of adopting better vocabulary teaching methods in the classroom. The study made use of a questionnaire, a vocabulary learning activity and a delayed post-test to obtain data. Schmitt’s (1997) taxonomy of vocabulary learning strategies was utilized in categorizing the data collected. The research brought to light the common strategies used by learners when learning the meaning of unfamiliar words in the target language and the strategies used by them when recalling the meaning of already learnt words. The results show that when students fall back on their mother tongue to learn and retain the meaning of target language vocabulary it impedes the vocabulary learning process, the development of reading skills and target language proficiency.

Highlights

1 According to Wilkins (1972) “without grammar little can be conveyed, without vocabulary nothing can be conveyed.” It is evident that vocabulary is the most required skill that is needed to communicate in any language as all other skills: reading, writing, speaking, and listening are founded on vocabulary.Most students acquire vocabulary incidentally through indirect exposure to words; by listening and talking or by reading, but a considerable percentage of second language learners have an inadequate vocabulary to communicate their thoughts and ideas in the target language
3.1 Vocabulary Activity This activity was given with the intention of identifying vocabulary learning strategies that were used by students to find the meaning of ten unfamiliar words. (See Appendix B)
Vocabulary development is crucial in developing language proficiency and learning to read and comprehend text using contextual clues is a necessary skill that any language learner needs to develop

Summary

Introduction

Most students acquire vocabulary incidentally through indirect exposure to words; by listening and talking or by reading, but a considerable percentage of second language learners have an inadequate vocabulary to communicate their thoughts and ideas in the target language. This is mainly due to reasons such as a lack of exposure to the target language outside the classroom, using the mother tongue to communicate ideas, lack of the reading habit or due to lack of motivation to learn the language. The purpose of this study is to examine the use of vocabulary learning strategies (VLS) by ESL learners with the objective of gaining a better understanding of how learners acquire vocabulary so as to adopt better vocabulary teaching methods in the ESL classroom

Objectives

Methods

Results

Conclusion