Promoting Second Language Learners’ Vocabulary Learning Strategies: Can Autonomy and Critical Thinking Make a Contribution?

Mania Nosratinia, Mojgan Abbasi, Alireza Zaker

Abstract


Based on the findings of previous studies which highlight the role of vocabulary knowledge in English as a Foreign Language/English as a Second Language (EFL/ESL) learners’ learning process, this study investigated the relationship among EFL learners’ Critical Thinking (CT), Autonomy (AU), and choice of Vocabulary Learning Strategies (VLS). To fulfill the purpose of this study, 100 male and female undergraduate EFL learners, between the ages of 18 and 25 (Mage = 21) were randomly selected. These participants, who were receiving formal instruction by means of English as the main language along with learners’ first language, were asked to complete three questionnaires, estimating their CT, AU, and VLS. Analyzing the collected data by Pearson’s product-moment correlation coefficient revealed significant relationships between participants' AU and CT, CT and VLS, and AU and VLS. Furthermore, a linear regression through the stepwise method revealed that between CT and AU, AU is the best predictor of VLS. The findings of this provide EFL teachers, EFL learners, and syllabus designers with insights into the nature of VLS and the way it can be promoted through other internal factors.


Keywords


Critical thinking, individual factors, learning autonomy, vocabulary learning strategies

Full Text:

PDF

References


Astleitner, H. (2002). Teaching critical thinking online. Journal of Instructional Psychology, 29(2), 53-77.

Atay, D., & Ozbulgan, C. (2007). Memory strategy instruction, contextual learning and ESL vocabulary recall. English for Specific Purposes, 26, 39-51. doi: 10.1016/j.esp.2006.01.002

Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York: Pearson Education.

Catalan, R. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13(1), 54-77. doi: 10.1111/1473-4192.00037

Chamot, A. (1995). Creating a community of thinkers in the ESL/EFL classroom. TESOL Matters, 5(5), 1-16.

Chang, Y. L. (2007). The influence of group process on learners' autonomous beliefs and behaviors. System, 35(3), 322-337. doi: 10.1016/j.system.2007.03.001

Coxhead, A. (2006). Essentials of teaching academic vocabulary. Boston: Houghton Mifflin.

Decarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.; pp. 285-299). Boston: Heinle & Heinle.

Dickinson, L. (1992). Learner autonomy: Learner training for language learning. Dublin: Authentik.

Fahim, M., & Komijani, A. (2010). Critical thinking ability, L2 vocabulary knowledge, and L2 vocabulary learning strategies. Journal of English Studies, 1(1), 23-38.

Fahim, M., & Sheikhy, B. R. (2011). Critical thinking ability and autonomy of Iranian EFL learners. American Journal of Scientific Research, 29, 59-72.

Fahim, M., & Zaker, A. (2014). EFL learners’ creativity and critical thinking: Are they associated? Humanising Language Teaching, 16(3). Retrieved from http://www.hltmag.co.uk/jun14/mart01.htm

Fan, M. Y. (2003). Frequency of use, perceived, usefulness, and actual usefulness of vocabulary strategies: A study of Hong Kong learners. The Modern Language Journal, 87(2), 222-241. doi: 10.1111/1540-4781.00187

Hatch, E., & Brown, C. (1995). Vocabulary, semantics, and language education. New York: Cambridge University Press.

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.

Hiebert, E. H. (2011). Growing capacity with literary vocabulary: The megaclusters framework. Retrieved from http://americanreadingforum.org/yearbook/11_yearbook/documents/Hiebert%20KEYNOTE.pdf

Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon.

Honey, P. (2000). Critical thinking questionnaire. Available from http://www.peterhoney.com/

Ku, Y. L. K. (2009). Assessing students' critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4, 70-76. doi: 10.1016/j.tsc.2009.02.001

La Ganza, W. (2001). Out of sight – not out of mind: Learner autonomy and interrelating. Information Technology, Education and Society , 2(2), 27-46.

Lessard-Clouston, M. (2008). Strategies and success in technical vocabulary learning: Students’ approaches in one academic context. Indian Journal of Applied Linguistics, 34(2), 31-63.

Lightbown, P., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford: Oxford University Press.

Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.

Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-182. doi: 0.1016/0346-251X(95)00006-6

Mackey, A., & Gass, M. S. (2005). Second language research: Methodology and design. New Jersey: Lawrence Erlbaum Associates.

Maley, A. (1986). Series editors' preface. In J. Morgan & M. Rinvolucri (Eds.), Vocabulary. Oxford: Oxford University Press.

Naeini, J. (2005). The effects of collaborative learning on critical thinking of Iranian EFL learners (Unpublished master's thesis). Islamic Azad University at Central Tehran, Iran.

Nagy, W. E., & Hiebert, E. H., (2010). Toward a theory of word selection. In M. L. Kamil, P. D. Pearson, E. B. Moje & P. P. Afflerbach (Eds.), Handbook of reading research: Volume 4 (pp. 388-404). New York, NY: Longman.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. doi: 10.1017/CBO9781139524759

Nation, P. (2004). Evaluating your vocabulary program. In Y. Leung & Y. Chen (Eds.), Selected papers from the thirteenth international symposium on English teaching (pp. 91-97). Taipei, Taiwan: The Crane.

Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York: Routledge.

Nation, I. S. P., & Meara, P. (2002). Vocabulary. In N. Schmitt (Ed.), An introduction to applied linguistics (pp. 35-54). London: Arnold.

Nosratinia, M., Shakoori D., N., & Zaker, A. (2013). Language learners’ internal factors and practical applications: A case of vocabulary learning strategies. IOSR Journal of Humanities and Social Science, 17(1), 100-115. doi: 10.9790/0837-171100115

Nosratinia, M., & Zaker, A. (2013). Autonomous learning and critical thinking: Inspecting the association among EFL learners. Paper presented at the First National Conference on Teaching English, Literature, and Translation, Shiraz University, Shiraz, Iran. Retrieved from http://www.civilica.com/Paper-TELT01-TELT01_226.html

Nosratinia, M., & Zaker, A. (2014). Metacognitive attributes and liberated progress: The association among second language learners’ critical thinking, creativity, and autonomy. SAGE Open, 4(3), 1-10. doi: 10.1177/2158244014547178

O' Donnell, A., Reeve, J., & Smith, J. (2012). Educational psychology: Reflection for action (3rd ed.). Hoboken, NJ: Wiley.

Oliver, H., & Utermohlen, R. (1995). An innovative teaching strategy: Using critical thinking to give learners a guide to the future. (ERIC Document Reproduction Service No. ED389702).

O' Malley, J. M., & Chamot, A. U. (1990). Learning strategies in Second language acquisition. Cambridge: Cambridge University Press. doi: 10.1017/CBO9781139524490

Paul, R., & Elder, L. (2002).Critical thinking: Tools for taking charge of your professional and personal life. New Jersey: Financial Times Prentice Hall.

Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511732942

Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp.199-228). Cambridge: Cambridge University Press.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.

Shen, W. W. (2004). Does the practice of English vocabulary learning strategies follow theories? In Y. Leung & Y. Chen (Eds.), Selected papers from the thirteenth international symposium on English teaching (pp. 91-97). Taipei. Taiwan: The Crane.

Singleton, D. (1999). Exploring the second language mental lexicon. Cambridge: Cambridge University Press. doi: 10.1017/CBO9781139524636

Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation. Which comes first? Language Teaching Research, 6(3), 245-266. doi: 10.1191/1362168802lr106oa

Springer, K. (2010). Educational research: A contextual approach. Hoboken, NJ: Wiley.

Thornbury, S. (2002). How to teach vocabulary. Malaysia: Longman-Pearson Educational.

Tsuchida, M. (2002). The learning strategies: Helping students learn how to learn. (ERIC Document Reproduction Service No. ED463655).

Verhallen, M., & Schoonen, R. (1993). Vocabulary knowledge of monolingual and bilingual children. Applied linguistics, 14, 344-363. doi: 10.1093/applin/14.4.344.




DOI: https://doi.org/10.7575/aiac.ijalel.v.4n.3p.21

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD. 

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.