Vocabulary learning strategies and guessing from context

Abstract

Vocabulary learning strategies are a part of language learning strategies which in turn are a part of general learning strategies. Schmitt (1997) provides a very useful overview of the rise in importance of strategy use in second language learning, noting that it grew out of an interest in the learner's active role in the learning process. It is not easy to arrive at a definition of what a strategy is, but to deserve attention from a teacher a strategy would need to: involve choice, that is, there are several strategies to choose from be complex, that is, there are several steps to learn require knowledge and benefit from training increase the efficiency of vocabulary learning and vocabulary use There are numerous strategies which have these features. Learners not only need to know about these strategies, but need to have skill in using them. A taxonomy of vocabulary learning strategies There have been a number of attempts to develop a taxonomy of vocabulary learning strategies, usually as part of a piece of research into learners' strategy use. Schmitt (1997) developed an extensive taxonomy organised around Oxford's (1990) social, memory, cognitive and metacognitive categories. Gu and Johnson (1996) also developed a substantial list divided into: beliefs about vocabulary learning, metacognitive regulation, guessing strategies, dictionary strategies, notetaking strategies, memory strategies (rehearsal), memory strategies (encoding) and activation strategies. Williams (1985) identifies five potentially trainable strategies for working out the meaning of unfamiliar words in written text.