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INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)
Corresponding Author(s) : Ehsan Namaziandost
Humanities & Social Sciences Reviews,
Vol. 8 No. 2 (2020): March
Abstract
Purpose of the study: This article report’s findings from a study on the differences and similarities between experienced and novice English language learners with regards to their personal use of VLS.
Methodology: Closed questionnaire and semi-structure interviews were applied to collect the data. The questionnaire was distributed among 60 (30 experienced learners and 30 novice learners). In addition, 20 learners (10 experienced learners and 10 novice learners) were asked to answer the questions in the interview. Therefore, descriptive statistics, U Mann Whitney test, and independent-sample t-test were run to compare and analyzed the data.
Main Findings: The finding showed that there were significant differences between experienced and novice learners’ thoughts towards vocabulary learning strategies and experienced learners used vocabulary learning strategies while learning new words in English language learning.
Applications of this study: If the learners are taught how to use each strategy correctly, their understanding of the language can naturally be improved. Moreover, VLS is beneficial throughout the process of vocabulary learning which makes learners more independent and allows teachers to focus on other things as well.
Novelty/Originality of this study: To the best of researchers’ knowledge, no study has been done on investigating Iranian experienced and novice English language learners` perceptions towards most useful vocabulary learning strategies (VLS).
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- Adolphs, S., & Schmitt, N. (2004). Vocabulary coverage according to spoken discourse context. In P. Bogaards& B. Laufer (Eds.), vocabulary in a second language (pp. 349). Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/lllt.10.05ado DOI: https://doi.org/10.1075/lllt.10.05ado
- Cheung, C.Y. (2004). The effectiveness of vocabulary learning strategies of Chinese low achievers. Unpublished master’s thesis. The University of Hong Kong, Hong Kong.
- Gardner, D. (2013). Exploring vocabulary: Language in action. London, England: Routledge. https://doi.org/10.4324/9780203798683 DOI: https://doi.org/10.4324/9780203798683
- Hurtado, C.J. (2002). Lexical hierarchies as a strategy of teaching vocabulary. In W. Gewehr (ED), Aspects of modern language teaching in Europe (pp. 176-189). New York, NY: Routledge.
- Lo, O.K. (2007). An investigation into the perceptions and effectiveness of various vocabulary learning strategies of Hong Kong ESL learners with low English proficiency. Unpublished master’s thesis, The University of Hong Kong, Hong Kong.
- Namaziandost, E., &Çakmak, F. (2020). An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model. Education and Information Technologies, 25(2). https://doi.org/10.1007/s10639-020-10167-7 DOI: https://doi.org/10.1007/s10639-020-10167-7
- Namaziandost, E., Fatahi, M., &Shafiee, S. (2019).The relationship between Iranian upper-intermediate EFL learners’ contrastive lexical competence and their use of vocabulary learning strategies. International Journal of Foreign Language Teaching & Research – 7(28),105-120.
- Namaziandost, E., Neisi, L., Kheryadi, &Nasri, M. (2019). Enhancing oral proficiency through cooperative learning among intermediate EFL learners: English learning motivation in focus. Cogent Education, 6(1),1-15. https://doi.org/10.1080/2331186X.2019.1683933 DOI: https://doi.org/10.1080/2331186X.2019.1683933
- Namaziandost, E., Shatalebi, V., &Nasri, M. (2019). The impact of cooperative learning on developing speaking ability and motivation toward learning English. Journal of Language and Education, 5(3), 83-101. https://doi.org/10.17323/jle.2019.9809 DOI: https://doi.org/10.17323/jle.2019.9809
- Nisbet, J., &Shucksmith, J. (2017). Learning strategies. London, England: Routledge. https://doi.org/10.4324/9781315188652 DOI: https://doi.org/10.4324/9781315188652
- O’Malley, J. M. and Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524490 DOI: https://doi.org/10.1017/CBO9781139524490
- Oxford, R. L. (2002). Language learning strategies: What every teacher should know. New York, NY:Newbury House.
- Oxford, R. L., &Amerstorfer, C. M. (Eds.). (2018). Language learning strategies and individual learnercharacteristics: Situating strategy use in diverse contexts. London, England: Bloomsbury.
- Porter M, Bhattacharya S. Investigation of staff and patients’ opinions of a proposed trial of elective single embryo transfer. Hum Reprod 2005; 20: 2523-2530. https://doi.org/10.1093/humrep/dei094 DOI: https://doi.org/10.1093/humrep/dei094
- Qian, D. D. (2004). Second language lexical inferencing: Preferences, perceptions, and practices. In P. Bogaards& B. Laufer (Eds.), vocabulary in a second language (pp. 155-169). Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/lllt.10.11qia DOI: https://doi.org/10.1075/lllt.10.11qia
- Richards, J. C., & Rodgers, T. C. (1999). Approaches and methods in language teaching, Cambridge, UK: Cambridge University Press.
- Sauvignon, S. J. (2002). Communicative language teaching: Linguistic theory and classroom practice. In S. J. Savignon (Ed.), Interpreting communicative language teaching: contexts and concerns in teacher education (pp. 1-28). London, UK: Yale University Press.
- Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press, Cambridge.
- Suberviola, E. S., & Méndez, R. V. (2002). Vocabulary acquisition strategies. Didáctica (LenguayLiteratura), 14, 233-250.
- TakaÄ, V. P. (2008). Vocabulary learning strategies and foreign language acquisition. Clevedon, UK: Multilingual Matters Ltd. https://doi.org/10.21832/9781847690401 DOI: https://doi.org/10.21832/9781847690401
- Thornbury, S. (2002). How to teach vocabulary. Harlow, England: Longman.
- Wilkins, D. A. (1972). Linguistics in Language Teaching. London, England: Arnold.
- Wolter, L. A. (2015). Dictionary use and preferences of L2 English learners in an intensive Englishcontext. Culminating Projects in English.
- Wu, M.M.F. (2008). Language learning strategy use of Chinese ESL learners of Hong Kong-findings from a qualitative study. Electronic Journal of Foreign Language Teaching, 5(1), 68-83.
- Zhiliang, S. (2008). A comparative study of three learning strategies in EFL students’ incidental vocabulary acquisition. CELEA Journal, 31(6), 92-101.
References
Adolphs, S., & Schmitt, N. (2004). Vocabulary coverage according to spoken discourse context. In P. Bogaards& B. Laufer (Eds.), vocabulary in a second language (pp. 349). Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/lllt.10.05ado DOI: https://doi.org/10.1075/lllt.10.05ado
Cheung, C.Y. (2004). The effectiveness of vocabulary learning strategies of Chinese low achievers. Unpublished master’s thesis. The University of Hong Kong, Hong Kong.
Gardner, D. (2013). Exploring vocabulary: Language in action. London, England: Routledge. https://doi.org/10.4324/9780203798683 DOI: https://doi.org/10.4324/9780203798683
Hurtado, C.J. (2002). Lexical hierarchies as a strategy of teaching vocabulary. In W. Gewehr (ED), Aspects of modern language teaching in Europe (pp. 176-189). New York, NY: Routledge.
Lo, O.K. (2007). An investigation into the perceptions and effectiveness of various vocabulary learning strategies of Hong Kong ESL learners with low English proficiency. Unpublished master’s thesis, The University of Hong Kong, Hong Kong.
Namaziandost, E., &Çakmak, F. (2020). An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model. Education and Information Technologies, 25(2). https://doi.org/10.1007/s10639-020-10167-7 DOI: https://doi.org/10.1007/s10639-020-10167-7
Namaziandost, E., Fatahi, M., &Shafiee, S. (2019).The relationship between Iranian upper-intermediate EFL learners’ contrastive lexical competence and their use of vocabulary learning strategies. International Journal of Foreign Language Teaching & Research – 7(28),105-120.
Namaziandost, E., Neisi, L., Kheryadi, &Nasri, M. (2019). Enhancing oral proficiency through cooperative learning among intermediate EFL learners: English learning motivation in focus. Cogent Education, 6(1),1-15. https://doi.org/10.1080/2331186X.2019.1683933 DOI: https://doi.org/10.1080/2331186X.2019.1683933
Namaziandost, E., Shatalebi, V., &Nasri, M. (2019). The impact of cooperative learning on developing speaking ability and motivation toward learning English. Journal of Language and Education, 5(3), 83-101. https://doi.org/10.17323/jle.2019.9809 DOI: https://doi.org/10.17323/jle.2019.9809
Nisbet, J., &Shucksmith, J. (2017). Learning strategies. London, England: Routledge. https://doi.org/10.4324/9781315188652 DOI: https://doi.org/10.4324/9781315188652
O’Malley, J. M. and Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524490 DOI: https://doi.org/10.1017/CBO9781139524490
Oxford, R. L. (2002). Language learning strategies: What every teacher should know. New York, NY:Newbury House.
Oxford, R. L., &Amerstorfer, C. M. (Eds.). (2018). Language learning strategies and individual learnercharacteristics: Situating strategy use in diverse contexts. London, England: Bloomsbury.
Porter M, Bhattacharya S. Investigation of staff and patients’ opinions of a proposed trial of elective single embryo transfer. Hum Reprod 2005; 20: 2523-2530. https://doi.org/10.1093/humrep/dei094 DOI: https://doi.org/10.1093/humrep/dei094
Qian, D. D. (2004). Second language lexical inferencing: Preferences, perceptions, and practices. In P. Bogaards& B. Laufer (Eds.), vocabulary in a second language (pp. 155-169). Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/lllt.10.11qia DOI: https://doi.org/10.1075/lllt.10.11qia
Richards, J. C., & Rodgers, T. C. (1999). Approaches and methods in language teaching, Cambridge, UK: Cambridge University Press.
Sauvignon, S. J. (2002). Communicative language teaching: Linguistic theory and classroom practice. In S. J. Savignon (Ed.), Interpreting communicative language teaching: contexts and concerns in teacher education (pp. 1-28). London, UK: Yale University Press.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press, Cambridge.
Suberviola, E. S., & Méndez, R. V. (2002). Vocabulary acquisition strategies. Didáctica (LenguayLiteratura), 14, 233-250.
TakaÄ, V. P. (2008). Vocabulary learning strategies and foreign language acquisition. Clevedon, UK: Multilingual Matters Ltd. https://doi.org/10.21832/9781847690401 DOI: https://doi.org/10.21832/9781847690401
Thornbury, S. (2002). How to teach vocabulary. Harlow, England: Longman.
Wilkins, D. A. (1972). Linguistics in Language Teaching. London, England: Arnold.
Wolter, L. A. (2015). Dictionary use and preferences of L2 English learners in an intensive Englishcontext. Culminating Projects in English.
Wu, M.M.F. (2008). Language learning strategy use of Chinese ESL learners of Hong Kong-findings from a qualitative study. Electronic Journal of Foreign Language Teaching, 5(1), 68-83.
Zhiliang, S. (2008). A comparative study of three learning strategies in EFL students’ incidental vocabulary acquisition. CELEA Journal, 31(6), 92-101.