10122612 Shin-Hua WuInstructor: Pi-Ying Hsu

Date: 2014/03/31

The Type of Vocabulary Learning Strategies Used by ESL Students in University Putra Malaysia

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Citation

Asgari, A., & Mustapha, G. B. (2011). The Type of Vocabulary Learning Strategies Used by ESL Students in University Putra Malaysia. English Language Teaching, 4(2), 84-90.

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Contents

Introduction

Literature Review

Methodology

Results & Conclusion

Critiques & Suggestions

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Background

Purpose

Gap

Research Question

Introduction

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Introduction

Vocabulary has been recognized as crucial to language use in which insufficient vocabulary knowledge of the learners led to difficulties in second language learning.

Background

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Gap

ESL students at University Putra Malaysia is a population that has been rarely included in any previous studies on vocabulary learning strategies.

Introduction

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The purpose of the present study is to examine the use of vocabulary learning strategies (VLS) by Malaysian ESL students at University-level to better understand the ways that they applied to learn new words in English.

Introduction

Purpose

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Introduction

What are the vocabularies learning strategies actively employed by undergraduate ESL students in learning the English language?

Research Question

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Literature Review

Summary of Oxford’s Classification of Language Learning Strategy

Vocabulary Learning Strategy

The definition of Vocabulary Learning Strategy

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Literature Review

(Oxford, 1990)

Summary of Oxford’s Classification of LLS

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Literature Review

While particular strategies are used by second language learners for the acquisition of new words in the second language are called ‘vocabulary learning strategies’.

(Gu, 1994)

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Discovery strategies: Strategies that are used by learners to discover learning of words.

Consolidation strategies: a word is consolidated once it has been encountered.

Literature Review

(Schmitt, 1997)

He categorized vocabulary learning strategies into five sub-categories:

Determination strategies

Social strategies

Memory strategies

Cognitive strategies

Metacognitive strategies

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Methodology

Malaysian ESL students

4 males, 6 females

University-level

Qualitative research/ interview

(Cresswell, 2008)

Researcher

(paper page 87 )

University Putra Malaysia is located in Selangor,

established 1993

September 25th and October 15th, 2009

Methodology

participants instruments

Research site Research time

Educational studies & Language and Humanities Education

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Methodology

the teacher taught EFL

context

randomly

selected 10

participants

interview

Procedure

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• ESL learners in UPM are not aware of most of the vocabulary strategies.

• They are usually using vocabulary learning strategies in either a medium or low frequency.

Results What type of vocabulary learning strategies do ESL students of

Malaysia use?

Vocabulary learning Strategies UseThe Common Strategies Use

• ESL Malaysian students used determination, cognitive, social and metacognitive strategies which are the most common strategies.

Ex: guessing from the context

Learning New Words through Reading

• The teacher uses English newspapers to improve and assist the learning and acquiring of new vocabulary process.

Use of Dictionaries

• Ahmed, Jamal, Sarah, Rose, and Jim as one of the common strategies that have been used by a monolingual dictionary.

Ex: English to English dictionary

Applying New Words in Daily Speaking

• It can be considered as a social strategy. - practice new words among friends (mentioned by five subjects) - ask questions in the classrooms (two subjects) - interact with native speakers (mentioned by three subjects).

Use of Media

• Using the English-language media (songs, movies, internet, computer games, TV programs) is among the high frequency strategies are used by the students.

Social Strategies

• None of the students described studying words with the help of others in purposed of learning words.

• The participants only shared their problems with others when they couldn’t find any other sources to learn those unknown words.

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Some strategies such as the learning a word through reading, the use of monolingual dictionary, the use of various English-language media, and applying new English word in their daily speaking where are related to

Conclusions

Memory strategy

Determination strategy

Meta-cognitive strategy

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This study could show the interview questions for the readers.

This study would increase the public awareness on the importance of vocabulary learning strategies in second language learning and teaching.

Critiques & Suggestions

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Critiques & Suggestions

Studies on the individuals’ differences of language learners can be conducted both in qualitative and quantitative approaches.

Studying of the effect of culture, home environment, peer groups, effective teaching methods and classroom atmosphere on vocabulary learning strategies could be very helpful to understand the relevant strategies.

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