Chapter 8. VOCABULARY LEARNING STRATEGIES AMONG ADULT FOREIGN LANGUAGE LEARNERS

Rafik-Galea, Shameem; Wong, Bee Eng; Chan, Wai Meng; Chin, Kwee Nyet; Suthiwan, Titima

doi:10.1515/9781614510161.145

Cited by 5 publications

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“…The findings reveal that participants may adopt one or more strategies in response to the same type of error, and one strategy may be employed in response to one or more types of errors. This falls in line with the findings in Rafik-Galea and Wong (2011) , which reveals that the learners used multiple strategies to learn vocabulary. In addition, Rafik-Galea and Wong (2011) surveyed adult foreign language learners’ preferences for vocabulary learning strategies.…”

Section: Discussionsupporting

confidence: 91%

“…This falls in line with the findings in Rafik-Galea and Wong (2011) , which reveals that the learners used multiple strategies to learn vocabulary. In addition, Rafik-Galea and Wong (2011) surveyed adult foreign language learners’ preferences for vocabulary learning strategies. They found that the five categories of vocabulary learning were cognitive, compensation, metacognitive, memory, and social categories.…”

Section: Discussionsupporting

confidence: 91%

“…Oxford (1990) sees the aim of language learning strategies as being oriented toward the development of communicative competence. Given the important role learning strategies play in foreign language learning, there have been several investigations into these strategies ( Oxford, 2011 ; Rafik-Galea and Wong, 2011 ; Szyszka, 2017 ). Among them, the specific strategies adopted by students when learning L2 skills have been brought into focus ( Oxford, 2011 ; Szyszka, 2017 ).…”

Section: Literature Reviewmentioning

confidence: 99%

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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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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 91%

Section: Literature Reviewmentioning

confidence: 99%

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

2022

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“…In addition, cognitive strategies are techniques that directly affect incoming language information. Cognitive strategies are found to be the most preferred strategies among language learners (Oxford, 1990;Rafik-Galea & Wong, 2006). Cognitive and memory strategies have some similarities, but cognitive strategies are not focused so specifically on manipulative mental processing but rather they include "repetition, and using mechanical means to study vocabulary including keeping vocabulary notebooks" (Schmitt, 2000, p. 136).…”

Section: Cognitive Strategiesmentioning

confidence: 99%

“…Studies have shown that learners utilize multiple strategies to learn and acquire vocabulary (Gu & Johnson, 1996;O'Malley & Chamot, 1990;Rafik-Galea & Wong, 2006;Schmitt, 1997;Wong & Abdullah, 2003). Rafik-Galea and Wong's study (2006) was conducted locally on adult university learners studying foreign languages.…”

Section: Findings On Preferred Vocabulary Learning Strategiesmentioning

confidence: 99%

An Overview of Preferred Vocabulary Learning Strategies by Learners

Letchumanan¹,

Muthusam²,

Govindasamy³

et al. 2016

ASS

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This article aimed at examining the various vocabulary learning strategies used by learners to learn a word. Data from the study showed that learners do use certain vocabulary learning strategies and that strategy has become their preferred vocabulary learning strategies. The study also showed that learners use more than one strategy to learn a vocabulary. Thus, the study confirmed that multiple use of vocabulary learning strategies are preferred by learners especially the cognitive, determination and metacognitive strategies.

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The effects of different Chinese high school English textbooks on vocabulary acquisition

Shen

2023

Preprint

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Textbooks are the main source of learning English for EFL students. Many studies have been carried out on different aspects of textbooks in various countries. In China, there is also some research on the content, vocabulary, and other aspects of textbooks. Since there are many editions of Chinese textbooks that are widely used by students, they are of interest to research. Also, vocabulary as a fundamental element in language learning can affect other language skills. This study investigated the design of vocabulary in three Chinese high school English textbooks from different publishers to evaluate the effect of these textbooks. This study found that the most frequently used 3000 words can cover most words in the textbooks, but the majority of the vocabulary was from the first 1000 words. Besides, vocabulary in textbooks showed poor repetition. Thirdly, textbooks contain many different vocabulary activities which are mainly encouraged by the cognitive strategy. The study concluded that the vocabulary level used in the textbooks is appropriate for the target students but that the vocabulary design is not conducive to students' vocabulary acquisition. Therefore, the study made some suggestions for improving and using the textbooks to address the shortcomings in the textbooks.

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Chapter 8. VOCABULARY LEARNING STRATEGIES AMONG ADULT FOREIGN LANGUAGE LEARNERS

Cited by 5 publications

References 0 publications

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

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

An Overview of Preferred Vocabulary Learning Strategies by Learners

The effects of different Chinese high school English textbooks on vocabulary acquisition

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