Abstract
Vocabulary learning is one of the most important factors that foreign language learners encounter during the process of learning a foreign language. Vocabulary learning used to be a neglected aspect of language learning. In recent years, however, interest in this area has grown enormously. Language teachers have been keen in searching for effective approaches to enhance vocabulary learning. Vocabulary learning is more important than familiarity with the form and meaning of a word. This paper has suggested reciprocal teaching strategy as a main factor to improve students’ vocabulary learning in a foreign language. The purpose of this study is to investigate whether ‘reciprocal teaching strategy improves students vocabulary learning or not. Reciprocal teaching consists of four basic reading strategies: predicting, questioning, clarifying, and summarizing. Cognitive and meta-cognitive strategies are the reciprocal teaching strategies used to enhance students’ vocabulary learning. The lack of good vocabulary learning skills is a main obstacle in a foreign language. One solution to this problem of poor vocabulary skill is the explicit teaching of vocabulary learning strategy. Researcher is going to define the key words, explain the models of vocabulary process, follow reciprocal teaching strategies, discuss cognitive and meta-cognitive strategies and elaborate the related research on reciprocal teaching, and state relationship between reciprocal teaching and vocabulary learning. The findings indicated that reciprocal teaching had a significantly positive effect on the foreign language learning. Keywords: Vocabulary learning, Reciprocal teaching, cognitive strategy, meta-cognitive strategy
Highlights
Vocabulary learning plays an important role in foreign language learning, both in the first language and second language
The findings of this study that based on reciprocal teaching strategy effects on vocabulary learning improvement, indicated that reciprocal teaching has a strong effect on the vocabulary learning improvement through reading comprehension and metacognitive reading strategies of students
Vocabulary learning has become one of the main important factors of target language learning, and instructors cannot rely on students acquiring the needed vocabulary just through interaction with the language
Summary
Vocabulary learning plays an important role in foreign language learning, both in the first language and second language. Several theorists and investigators in learning stated that vocabulary learning and foreign language learning have a strong relationship to each other (Qian & Schedl 2004). Vocabulary knowledge in foreign language learning has effects on EFL students‟ reading and motivation to recognize a written language (Alderson, 2000). According to Plinscar and Brown (1985), vocabulary knowledge and reading comprehension are significantly related They stated that reciprocal teaching strategy is related to vocabulary learning, as well as motivate students in their foreign language learning activities. Reciprocal teaching is chosen to be investigated in this current study based on the understanding that it is a useful teaching method approved by several researchers It is a method of systematic training in strategies that assists learners to enhance their learning and vocabulary knowledge (Soonthornmanee, 2002)
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