ESL Students’ Vocabulary Learning Strategies in L2 Verbal Skills

Abstract

This study investigated vocabulary learning strategies in L2 listening and speaking, drawing on the 432 tertiary level ESL participants. It yielded factors underlying vocabulary learning strategies related to L2 verbal skills. Based on the results of factor analysis, the relationship between the identified factors and vocabulary proficiency level was also examined. The results revealed statistically distinct underlying constructs in strategies for both skill areas. In addition, memory & L1-oriented resource strategies and compensation strategies were employed more frequently in listening by learners with low and mid-level proficiency than by those with high-level. Moreover, in speaking, high proficiency learners used both direct translation & make-up strategies and memory strategies less frequently than did the other two groups. The findings imply that ESL learners ought to be provided with focused training on vocabulary learning strategies tied to listening and speaking, depending on their vocabulary proficiency.