Vocabulary Learning Strategies Vis-a- Vis Vocabulary Teaching Strategies
DOI:
https://doi.org/10.33394/jollt.v11i3.7656Keywords:
teaching, learning, strategies, vocabularyAbstract
Learning a foreign language entails a learner to develop special effort or ways of learning to acquire the target language effectively. This can be achieved through using appropriate learning strategies. Thus, this article looks at the relationship between vocabulary teaching methods and vocabulary learning strategies employed by students and teachers in secondary schools. Mixed methods design was used to collect quantitative and qualitative data. Data were collected through questionnaire, interview and classroom observations. Separate analyses of the data were conducted, and the qualitative findings were used to support the numeric findings. The results showed that because teachers weren't always using them to teach vocabulary lessons, vocabulary teaching strategies were found to be less effective and practical in the sample schools. It also found that the students were unable to effectively use techniques for learning new word meanings and cementing them in their long-term memory. As a result, vocabulary teaching and learning methods have not received much attention from teachers and students. Thus, teachers should be given refreshment trainings on the teaching strategies of vocabulary so as to help students to make use of vocabulary learning strategies. Besides, it is suggested students’ training on how to use the strategies and promote the sense of autonomous learning.
.
 ÂReferences
Abebe, G . (1997). Strategies of vocabulary learning of AAU freshman learning English as a second foreign language. Addis Ababa University, Unpublished PH.D . dissertation
Brown, D.(1994). Principles of language learning and teaching. London: Prentice
Hall Reagents.
Aesberold, J., & Field, L. (1997). From reader to reading teacher. USA: Cambridge University Press.
Carter, R. & McCarthy, M. (1988). Vocabulary and language teaching. London: Longman
Chujo, K. (2004). Creating E-Learning material to teach essential vocabulary for young EFL learners Tokyo : Chiba University
Cook, V. (2001). Second language learning and language teaching. Oxford: Oxford University Press.
Ghazal, L. (2003). Learning vocabulary in EFL Contexts through vocabulary Learning Strategies. Novitas Royal, Vol.1(2), pp84-91
Gu, P. (2005). Vocabulary learning in a second language: Person Task, Context and strategies. Longman: Nantang Technological University.
Harmer, J. (1991). The practice of teaching. New York: Longman group UK limited.
Hedge, J. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
McCarthy, M. (1990). Discourse analysis for language teacher. Cambridge: Cambridge University Press.
Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nunan, D. (1995). Language teaching methodology: A Text book for teachers. New York: Phoenix.
Nunan, D. (2003). Practical English language teaching. New York: Mc Graw Hill.
O’Malley, J. and Chamot, U. (1990).Learning strategies in second and foreign language acquisition: New York: Cambridge University Press.
Oxford, R. (1990). Language learning strategies: What Every Teacher Should Know. Boston Heinle Publishers.
Schifini,A (2006). Bonding Words. Language and Literacy Program p.50. retrieved December 2010 from http:www. Language.
Scmmitt, N. (2000). Vocabulary in language teaching. U K. Cambridge University Press.
Schmitt, N., & McCarthy, M. (1997). Vocabulary, Description, Acquisition and Pedagogy.UK: Cambridge University press.
Segler,J. et al..(2001).Second Language Vocabulary Acquisition Learning Strategies in ICAU Environment. Edinburgh: University of Edinburgh.
Williams, M. and Burden, R. (1997). Psychology for language teachers. A Social constructivist approach. Cambridge: Cambridge University Press.
Widdiowson, H. (.1990). Aspects of language teaching. Oxford: Oxford University Press.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and publishing agreement.
Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.Â
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
- Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/ (default)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
