Email this article 
Hide
Show all
Investigating Learning Strategies for Vocabulary Development: A Comparative Study of Two Universities of Quetta, Pakistan
Abstract
The primary purpose of this research is to investigate the vocabulary learning strategies employed by the undergraduate students of Sardar Bahadur Khan Women’s University (SBKWU) and University of Balochistan (UOB), Quetta, Pakistan. A quantitative design was employed in this study to answer the two research questions of the present study. The quantitative data was obtained from the responses of 180 undergraduates in a questionnaire adapted from the study by Noor and Amir (2009) on vocabulary learning strategies proposed by Gu and Johnson (1996). The questionnaire comprised of 45 close-ended items on four broad vocabulary learning strategies, metacognitive regulation strategy, cognitive strategy, memory strategy, and activation strategy. Descriptive statistics was run in SPSS to obtain the results. The independent-samples t-test was run to test for statistically significant differences if any in the use of vocabulary learning strategies across the undergraduates of two universities. However, cognitive regulation strategy, and activation strategy emerged as the most influential source of learning new English words. The findings also revealed that there were no statistically significant differences found in practicing vocabulary learning strategies between undergraduates of SBKWU and UOB. The findings of the study have implications on enhancing teaching and learning by acquainting students with vocabulary learning strategies that can enhance their vocabulary in English language and can result to boost up their proficiency in this language.
Keywords: Vocabulary development, learning strategies, gender difference
Full Text:
PDFReferences
Arjomand, M. & Sharififar, M. (2011). The most and least frequently used vocabulary learning strategies among Iranian EFL Freshman Students and Its Relationship to gender. Iranian EFL Journal, 7(1), 90-100.
Catalan, R. (2003). Sex differences in L2 vocabulary learning strategies. Applied Linguistics, 13(1), 54-77.
Cunningsworth, A. (1995). Choosing your course book. Oxford: Heinemann
Dóczi, B. (2011). Comparing the vocabulary learning strategies of high school and university students: A pilot study. WoPaLP, 5, 138-158.
Elman, J. L. (2004). An alternative view of the mental lexicon. Trends in cognitive sciences, 8(7), 301-306.
Fan, Y. M. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. The Modern Language Journal, 87(2), 222-241
Grace, C. (2000). Gender differences: Vocabulary retention and access to translations for beginning language learners in CALL. The Modern Language Journal, 84, 214-224.
Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. Novitas-Royal, 1(2), 84-91.
Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46, 643-697.
Hatch, E., & Brown, C. (1995). Vocabulary, semantics, and language education. Cambrideg: Cambridge University Press
Jenkins, J. (2006). Current perspectives on teaching World Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157-181.
Jiménez, R. M. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13, 1, 54-77.
Kachru, B.B., & Nelson, C.L. (1996). World Englishes. In S.L. MaKay & N.H.
Khaldieh, S. A. (2000). Learning strategies and writing process of proficient vs. less proficient learners of Arabic. Foreign Language Annals, 33(5), 522-533.
Khatib, M., Hassanzadeh, M., & Rezaei, S. (2011). Vocabulary learning strategies of Iranian upper-intermediate EFL learners. International Education Studies, 4(2), p144.
Lee, J. (2011). Size matters: Early vocabulary as a predictor of language and literacy competence. Applied Psycholinguistics, 32(01), 69-92.
Nassaji, H. (2003). L2 vocabulary learning from context: Strategies, knowledge sources, and their relationship with success in L2 lexical inferencing. Tesol Quarterly, 37(4), 645-670.
Nation, I. S. (2001). Learning vocabulary in another language: Ernst Klett Sprachen.
Nemati, A. (2013). Vocabulary learning strategies: A short way to long term retention. Linguistics and Literature Studies, 1(1), 8-18.
Noor, M. N., & Amir, Z. (2009).Exploring the vocabulary learning strategies of EFL learners. Language and Culture: Creating and Fostering Global Communities. 7th International Confronce by the School of Studies and Lingustics Faculty of Social Sciences and Humanities, 313-327.
Nunan, D. (1999). Second language teaching & learning. Heinle & Heinle Publishers, 7625 Empire Dr., Florence, KY 41042-2978.
Pakir, A. (2000). The Development of English as a" Glocal" Language: New Concerns in the Old Saga of Language Teaching. Anthology Series-Seameo Regional Language Center, 14-31.
Pallant, J. (2013). SPSS survival manual. McGraw-Hill Education (UK).
Read, R. (2000). Assessing vocabulary. Cambridge University Press.
Schmitt, N. (2000). Vocabulary in language teaching. New York: Cambridge University Press.
Sokmen, A. (1997). Current trends in teaching second language vocabulary. Cambridge: Cambridge University Press.
Smith, B. R., Spooner, F., Jimenez, B. A., & Browder, D. (2013). Using an Early Science Curriculum to Teach Science Vocabulary and Concepts to Students with Severe Developmental Disabilities. Education and Treatment of Children, 36(1), 1-31.
Takač, V. P. (2008). Vocabulary learning strategies and second language acquisition. Clevedon,
UK: Multilingual Matters.
Wilkins, D. (1972). Linguistics in language teaching. London, UK: Arnold.
Yang, M. (2007). Language learning strategies for junior college students in Taiwan: Investigating ethnicity and proficiency. EFL Asian Journal, 9(2), 35-57
Zareva, A., Schwanenflugel, P. & Nikolova, Y. (2005). Relationship between lexical competence and language proficiency: Variable sensitivity. Studies in Second Language Acquisition, 27, 567-595.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
Advances in Language and Literary Studies
You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.