Structure Reviewing versus Discussing Your Feelings with Someone Else Vocabulary Learning Strategies: Which Strategy Serves Better

Abstract

AbstractThe aim of this study was to compare the effect of Structure Reviewing as a direct vocabulary learning strategy versus Discussing Your Feeling with Someone Else as an indirect vocabulary learning strategy on reading comprehension skill of Iranian students. To fulfill the purpose of the study, a vocabulary test was administrated to one hundred male and female EFL university students. Ultimately, fifty students were selected and assigned into two groups. The first group (A) was taught vocabulary through Structure Reviewing and the second group (B) received instruction on Discussing Your Feeling with Someone Else vocabulary learning strategy. The data analysis conducted through Independent samples t-test statistics revealed that there was a significant difference between the two groups in terms of their vocabulary learning. Results showed that Structure Reviewing strategy can lead to higher achievement of vocabulary storage in reading comprehension of Iranian EFL undergraduate students.Keywords: Vocabulary Learning Strategy, Structure Reviewing, Discussing Your Feeling with Someone Else1. IntroductionThroughout the previous decades, several studies conducted by different researchers have given special attention to the importance of vocabulary learning for second language learners (Richards, 1980, Allen, 1983; Laufer, 1986; Nation, 1990). However, nowadays, the importance of vocabulary acquisition and its effect in learning a second or foreign language has become more and more in the focal of attention. Many studies have revealed that the English language proficiency of second language learners in great amount correlates with their vocabulary learning (Gu & Johnson, 1996; Kojic-Sabo & Lightbown, 1999). Hence, learning a second language largely means learning its vocabulary (Gass, 1999) as vocabulary skills make a significant contribution to almost all aspects of second language proficiency.Also numerous scholars and vocabulary researchers agree that vocabulary acquisition is a very important element of enhancing reading comprehension skill (McKeown, et al., 1983; Nagy & Anderson, 1984; Cunningham & Stanovich, 1998 Blachowicz & Ogle, 2001). Furthermore, by applying a systematic and principled approach to teaching and learning vocabulary, learners see vocabulary as a key factor in language learning and reading (Beck, McKeown, and Kucan, 2002; Bormuth, 1966; Davis, 1968). Recent findings also have indicated that vocabulary knowledge is vital to reading comprehension and proficiency, to which it is closely linked (Tozcu & Coady, 2004).Vocabulary learning strategy is a subcategory of language learning strategies (LLS) (Oxford, 1990, p. 8), vocabulary learning strategy organizes knowledge about what learners do to find out the meaning of new words, retain them in their memory for a long time, recall them when needed in comprehension, and also apply them in language production (Catalan 2003, cited in Ruutmets, 2005). Teaching language learning strategies is beneficial to both English teachers and learners. LLS improve both the learning product and process because it motivates learners and enhances their awareness of how to learn successfully (Rasekh & Ranjbari, 2003). It helps teachers to become more aware of their learners' needs and modify their teaching styles according to their learners' strategies (Oxford, Crookall, et al, 1990), and to direct their teaching efforts (Kinoshita, 2003). Griffiths (2006) points out, that recently the importance of teaching vocabulary has been acknowledged.Oxford (1996) has argued that a greater emphasis should be placed on identifying effective language learning strategies and on teaching students how to use them successfully. Many scholars have reported the differences between successful and less successful learners based on the language learning strategies they use (Naiman, Frohlich, Stern, & Todesco, 1996; Vandergrift, 1997; Chamot & El- Dinary, 1999). …