This study assessed Malaysian tertiary students' levels of passive and controlled active vocabulary knowledge. Two tests from the Vocabulary Levels Test were used to collect the data namely the Passive Vocabulary Test and Controlled Active Vocabulary Test. When using the test, the researchers were not particularly interested in the students' total score on the tests, but were interested more in whether the students knew enough of the high-frequency words. 360 first-and second-year university students from five diploma programs were involved in the study. The findings revealed that majority of them did not have enough vocabulary knowledge and vocabulary size to use English as their second language though formal exposure to the language had been given to them for more than 12 years. This paper, besides discussing the students' levels of passive and controlled active vocabulary knowledge and their vocabulary size, highlights the vocabulary levels and vocabulary size they should attain. The probable impact vocabulary knowledge has on the acquisition of other English language skills is another area discussed. Some recommendations for teaching approaches are also put forward.
The paper reports and discusses the findings of a study conducted to assess the role of dictionary strategy in passive vocabulary knowledge acquisition of the Net Generation students. The Net Generation students are students who consider computers a natural part of their environment. Passive vocabulary knowledge is usually defined as what one needs to know about a word in order to use it in reading and listening. The dictionary strategy is made up of three sub-strategies namely using the strategy for comprehension, the extended dictionary strategy, and the looking-up strategy. Vocabulary Learning Questionnaire is used to measure the preference level of the dictionary strategy as one of the vocabulary learning strategies. Simultaneously, the Net Generation students' passive vocabulary knowledge is assessed using the Vocabulary Levels Test. 360 university students aged between 18 to 21 years old are involved. Though generally the dictionary strategy is preferred by the students as one of their vocabulary learning strategies, it has a negative correlation with the passive vocabulary knowledge. Out of the three sub-strategies, using dictionary strategy for comprehension and extended dictionary strategy establish negative correlations with the passive vocabulary knowledge. Nevertheless, the looking-up strategy has a positive correlation. Further discussion focuses on the possible reasons why guessing strategy does not work for them.
Guided reading strategies is a vital method in teaching and learning process. Guided reading facilitates teachers to deliver very operational support for students' who have literacy issues especially for reading comprehension. The method is also applicable in conjunction with other reading activities such as reading aloud, independent reading and shared reading. Teachers play an important role in guiding their students with systematic reading strategies as scaffolding measure in literacy learning. The strategies will actively improve students' understanding and help to develop their comprehension skills. Teachers need to be attentive and value the systematic, guided reading strategies that act as the sustenance for their students' reading comprehension. It is essential to discover and recognise the feasible reading strategies that emphasise such effort. This paper attempts to figure out this with value to guided reading strategies. It concerns with pre-reading strategies, during reading strategies and post-reading strategies to enhance reading comprehension.
This study highlights the relationship between guessing strategy and the acquisition of passive and controlled active vocabulary knowledge among Malaysian university students. Two strategies make up the guessing strategy in this study namely using backward knowledge and using linguistic cues. Vocabulary Learning Questionnaire was used to measure the preference level of guessing strategy as one of the vocabulary learning strategies. Simultaneously, their passive and controlled active vocabulary knowledge were assessed using the Vocabulary Levels Test. 360 university students aged between 18 to 21 years old were involved. Though guessing strategy was preferred by the students as their vocabulary learning strategy, it does not help them in improving their passive and controlled active vocabulary knowledge. Further discussion focuses on the possible reasons why guessing strategy does not work for them. This paper concludes with a discussion on the pedagogical implications of the results.
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