Abstract
This study explores how vocabulary learning strategy usage and skills in the four language domains relate to participants’ increase in vocabulary size and to the learning of specific vocabulary items over a certain period of time. Sixty-one advanced L1 Arabic L2 learners of English read target words in semi-authentic reading materials and were instructed to either guess the meaning from context or consult a dictionary. Pre- and delayed post-tests assessed vocabulary size and knowledge of the target vocabulary items. Results showed that learning through inferencing, but not learning through dictionary use, depended on learners’ familiarity with the particular learning strategy. Additionally, note taking and reading comprehension influenced lexical knowledge and acquisition in complex ways.
Highlights
Vocabulary acquisition is an important component of communicative competence and is a core element in language mastery (Baharudin and Ismail 2014)
We focus on two specific discovery strategies: lexical inferencing and lexical translation
The current study aims to answer the following research questions (RQs): RQ1: Is participants’ vocabulary learning strategies (VLS) usage related to their vocabulary size in general and to the increase in their vocabulary knowledge over the course of the study? RQ2: Is participants’ VLS usage related to how well they learn the words through guessing or dictionary use throughout the duration of the study? RQ3: Are participants’ self-assessed English language skills related to their vocabulary size in general and to the increase in their vocabulary knowledge over the course of the study? RQ4: Are participants’ self-assessed English language skills related to how well they learn the words through guessing or dictionary use throughout the duration of the study?
Summary
Vocabulary acquisition is an important component of communicative competence and is a core element in language mastery (Baharudin and Ismail 2014). Learners’ achievement in the language skills listening, speaking, reading and writing relies on their vocabulary knowledge (Richards and Renandya 2002). 44) argued that “to learn a language means to know how words are used and what utterances are used in specific situations”. The vital role of vocabulary in language learning has triggered a large amount of research (cf Akpınar et al 2015; Milton 2009; Nation 2001; Schmitt 2000; Wang 2007). Despite its important role in language learning, learners often identify vocabulary as the most challenging area.
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