Abstract
Vocabulary learning is one of the most challenging factors that learners will face during the process of second language learning. The main pursuit of the present study was to investigate the vocabulary language strategies among Malaysian ESL students majoring in Teaching English as a Second Language (TESL) at University Putra Malaysia. There are five different categories of vocabulary leaning strategies determination, social, memory, cognitive and metacognitive strategies. Quantitative research design has been used in this study by providing a set of questionnaire of 58 items that was given out to 50 participants at the Faculty of Educational Studies in UPM. The findings of this research hope to help all educators to acknowledge the type of vocabulary strategies used by students in acquiring second language (L2).
Highlights
Research on language learning strategies has received much attention in the field of education especially in learning the second language
In order to find out their vocabulary learning strategy, the questionnaire which was given was based from the inventory of vocabulary learning strategies developed by Schmitt in 1997
Part II of the questionnaire was designed to identify the student’s preference in vocabulary learning strategies. This questionnaire aims to find out the most frequently and least frequently used category of vocabulary learning strategies as well as whether the year of study has an influence on the preferred category of vocabulary learning strategy
Summary
Research on language learning strategies has received much attention in the field of education especially in learning the second language. The past twenty years have seen increasingly rapid advances in the field of second language learning strategies (Wenden and Rubin, 1987; O'Malley and Chamot, 1990 and Oxford, 1990). Oxford (2003) defined language learning strategies as “specific actions taken by the learners to make learning easier, faster, more enjoyable, more selfdirected, more effective and more transferable to new situations”(p.8). Researchers believe that in order to learn English effectively, learners need to ensure that the way they learn is appropriate and suitable in acquiring the target language. Based on Cohen (1998) and McDonough (1999), learning strategies are choices made by the learners themselves in acquiring the target language. ‘Language learning strategies' form a sub class of 'learning strategies' in general whereas 'vocabulary learning strategies' constitute a sub class of language learning strategies
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