An Overview of Preferred Vocabulary Learning Strategies by Learners

Letchumanan, Kanthimathi; Muthusam, Paramasivam; Govindasamy, Potchelvi N.; Farashaiyan, Atieh

doi:10.5539/ass.v12n10p174

Cited by 10 publications

(12 citation statements)

References 10 publications

(17 reference statements)

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“…Thus, LLSs can be one of the tools to acquire vocabulary among the ESL learners. According to Oxford (1990) cited in Letchumanan, Muthusamy, Govindasamy and Farashaiyan (2016) vocabulary learning among ESL learners can be categorized into two categories which are the direct strategies (memory, cognitive and compensation) and the indirect strategies (metacognitive, affective and social).…”

Section: Vocabulary Learning In Eslmentioning

confidence: 99%

“…In another word, vocabulary is not learned isolated but in context. Letchumanan et al, (2016) highlighted the important idea where compensation strategies work as linking to solve limitations. When the learners do not have adequate vocabulary repertoire in the message, the individual could rephrase by using the synonyms or gestures to aid the conversation to be carried out effectively.…”

Section: Vocabulary Learning In Eslmentioning

confidence: 99%

“…The higher selfesteem produced through the learning in vocabulary, the more effective words could be acquired throughout the process. Oxford (1990) cited in Letchumanan et al, (2016) mentioned the quality of the learning directly affected by the affective aspect of a learner. With the positive employment of thoughts, behavior and motivation in an individual, the contribution in vocabulary learning would be higher as the learners able to confront and resolve the problems encountered.…”

Section: Vocabulary Learning In Eslmentioning

confidence: 99%

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Employment of Language Learning Strategies by Chinese School Learners in Learning ESL Vocabulary

Chan¹,

Aziz

2021

MJSSH

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Language Learning Strategies (LLS) are widely implemented in the learning of English as a second language (ESL). In order to make the language communicable, vocabulary is the main element to cope by the ESL learners. Hence, LLS is helpful in aiding the learners to develop the ESL vocabulary effectively according to the learners’ needs. Derived from the issue, the study is aiming to identify the best strategies among Chinese school learners as they share the same environment background in learning ESL vocabulary. A survey was distributed through google form to all the Chinese primary schools in a suburban district. The total number of sixty-two respondents in Primary Five were chosen in collecting the LLSs in learning ESL vocabulary with the learners’ academic achievement. The findings portrayed the learners who performed high academic achievement are those who implemented metacognitive strategies widely when learning vocabulary. Thus, the findings could be an alternative for teachers and learners in future teaching and learning of ESL vocabulary in Chinese schools.

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Section: Vocabulary Learning In Eslmentioning

confidence: 99%

Section: Vocabulary Learning In Eslmentioning

confidence: 99%

Section: Vocabulary Learning In Eslmentioning

confidence: 99%

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Employment of Language Learning Strategies by Chinese School Learners in Learning ESL Vocabulary

Chan¹,

Aziz

2021

MJSSH

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“…Some interviewees (3/10) mentioned compensation strategies during their interviews. Compensation strategies belong to the group of direct strategies and involve using the new language for comprehension or production ( Oxford, 1990 ) and are intended to “help learners with limited or complete absence of vocabulary knowledge and grammar” ( Letchumanan et al, 2016 , p. 175). The interview results indicated that the three students hope to deal with errors such as mismatch (E1), misuse (E2), and overuse (E4) by using the dictionary and guessing the meaning of connectives.…”

Section: Resultsmentioning

confidence: 99%

Error Types of and Strategies on Learning Chinese Connectives: A Study on Chinese as a Second Language Learners’ Writing

2022

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The correct use of connectives has great influence on language learners’ writing proficiency, while errors of connectives are common in foreign learners’ interlanguages. This study examines the types of errors that occur in native English-speaking learners’ Chinese writing, the possible causes for the errors, and the learners’ consequent learning strategies. The present research adopted corpora investigation, questionnaire survey, and focus-group interviews to examine the error types, causes of identified errors, and related learning strategies. Data analysis indicated that: (1) the main error types made by native English-speaking learners from high to low are misuse, overuse, mismatch, misplacement, and underuse of connectives; (2) causes related to intralingual transfer greatly contributes to the presence of errors; and (3) memory, social, and cognitive strategies were the most preferred, followed by metacognitive and compensation strategies, and then by effective strategies which were the least preferred. These findings showed that different strategies can be employed to cope with different errors in writing. The study further suggests that teachers and educators need to help native English-speaking learners find strategies that work best for them in terms of learning Chinese connectives.

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“…Therefore, students are helped to cope with vocabulary especially in reading when they are taught vocabulary learning strategies (Bai, 2018). Besides, multiple learning strategies should be adopted by learners as they are more helpful than an individual strategy in the EFL or ESL context (Letchumanan, Muthusamy, Govindasamy & Atieh, 2016).…”

Section: The Importance Of Vocabulary Learning Strategiesmentioning

confidence: 99%

Low achievers and vocabulary learning strategies

Nayan¹,

Krishnasamy²

2019

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This is a conceptual paper on low achievers and vocabulary learning strategies. The paper focuses onwhat vocabulary is, its importance, types of vocabulary learning strategies, low achievers and theirvocabulary learning, the importance of explicit teaching of vocabulary learning strategies to lowachievers and also studies done on them. Low achievers need to be made aware of the existence of thesestrategies and employ them in their learning. This is because they have less motivation to learn Englishas they are weak in this subject. Learners should also be taught on these strategies explicitly so that theyare able to be autonomous in their learning. The knowledge on the strategies that they get will be helpfullater in the work place as they will encounter various types of vocabulary that are related to their job.The paper ends with the conclusion and recommendations on ways to help low achievers to enhance theirvocabulary knowledge. Keywords: language learning strategies, vocabulary learning strategies, low achievers, explicit vocabulary teaching

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An Overview of Preferred Vocabulary Learning Strategies by Learners

Cited by 10 publications

References 10 publications

Employment of Language Learning Strategies by Chinese School Learners in Learning ESL Vocabulary

Employment of Language Learning Strategies by Chinese School Learners in Learning ESL Vocabulary

Error Types of and Strategies on Learning Chinese Connectives: A Study on Chinese as a Second Language Learners’ Writing

Low achievers and vocabulary learning strategies

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