Abstract
This study investigated the use of vocabulary learning strategies by the students of engineering sciences. It focused on the frequency of use of strategy by them in learning technical terms and investigated the strategies related to success and failure of learning technical terms in the target language, English. In brief, this study enumerated the most frequently used strategies and least frequently used strategies by the participants. A comparison was also made between the highly proficient and less proficient learners in the least and most frequently used vocabulary learning strategies. The results of this study showed that learners prefer to use written repetition, verbal repetition, and bilingual dictionary strategies. A significant use of learning strategies among successful learners was found and the findings showed that proficient l earners used a variety of strategies while less proficient learners used a comparatively smaller number of strategies. Neither the proficient learners nor the low proficient learners are good at employing social strategies to discover the meaning of new technical terms.
Highlights
There has been a shift in the field of language learning and teaching with the emphasis being placed on learners and learning rather than on teachers and theirDate Received: 19th September 2018 Date Accepted: 19th December 2019teaching
According to Wedding and Gylys (1983), technical terminology is a specific terminology used to achieve the purpose of communication in the engineering sciences
Research into the vocabulary learning strategies revealed a number of positive strategies used by high proficiency learners so that such strategies could be used by low proficiency learners trying to become successful in language learning
Summary
In parallel to this new shift in interest, how learners process new information and what types of strategies they employ to understand, learn or remember information has been a primary concern of the vocabulary researchers. Schmitt (2000) argues that when learners use word parts as an initial wordguessing strategy, they must be careful to check the surrounding linguistic context to see if their guess makes sense or not. Schmitt (1997) reported that the learners used more repetition and dictionary strategies and considered them more useful than other strategies listed in the Vocabulary Learning Strategy Inventory in which 57 strategies have been listed. A number of studies have examined the effectiveness of some specific strategies for learning technical terminology (Fang, 1985; Troutt, 1987; Dunkle, 1983)
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