Critical Perspectives in Reading: Some Generalizations and Strategies for Guiding Vocabulary Learning

Manzo, Anthony V.; Sherk, John K.

doi:10.1080/10862967109546978

“…Oxford (1990) uncovered the ancient eras' mnemonic or memory tools used to help narrators remember their outlines or framework. Language learning strategies (LLSs) research began at the elementary level in the 1960s (Muehl, 1960;Manzo and Sherk, 1971). Over the last three decades, there have been increasingly rapid advances in the field of EFL learning strategies (Chamot and Kupper, 1989;Oxford, 1989;Oxford, 1990) used by learners to memorize vocabulary (Chamot and Kupper, 1989;Oxford, 1989;Oxford, 1990).…”

Section: Background Of the Studymentioning

confidence: 99%

“…When a student is in transit or on a journey, he or she does not carry grammar books, but rather a dictionary to learn new words, not grammar (Komol and Sripetpun, 2014). Manzo and Sherk (1971) indicated that being able to generate grammatical sentences has less value when one has yet to realize the vocabulary required to deliver what one wants to say. They went on to say that little can be communicated without grammar, and nothing can be communicated without vocabulary.…”

Section: Vocabulary Learningmentioning

confidence: 99%

Memory Strategies for Vocabulary Learning Employed by Saudi Undergraduate EFL Learners

Aljurbua¹

2021

AWEJ

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Saudi EFL (English as a Foreign Language) learners have difficulty in chosen appropriate strategies for learning vocabulary and memorization during their undergraduate studies. Saudi undergraduate learners have the problem in remembering words at a point of need such as writing and speaking. In search of solution to this problem in Saudi Arabia, this study aims to examine the memory strategies for vocabulary learning employed by Saudi undergraduate EFL learners in Saudi Arabia. Overall, 110 Saudi undergraduate learners participated in this study. The study employs quantitative approach using descriptive statistical analysis. This study used Oxford (2003) language learning strategies of memory strategies for vocabulary learning. The results revealed that the creating mental linkage (CML) is the common and the highly most used vocabulary learning strategy by Saudi undergraduate EFL learners in Saudi Arabia. Subsequently, reviewing well (RW) and applying images & sounds (AIS) learning strategies are the second and the third most highly used strategies among the students. The EA learning strategy is the least used among the undergraduate EFL learners. Further, the findings also indicated that the Saudi undergraduate EFL learners prefer CML strategy more than they use employing actions (EA) in their vocabulary learning and memorization. According to these results, CML and RW strategies were observed to be both at a high level of utilization, whereas AIS and EA categories were at the medium utilization level. Based on the results, high usage ranges from a mean of 4.0 or above, medium usage ranges from a mean of 2.5 to 3.9, and low usage ranges from a mean of 2.4 or lower. Therefore, CML and RW strategies appeared to be most appropriate choice for Saudi students in memorizing vocabularies. It is recommended that future study should focus on in-depth analysis of these two most used strategies to encompass the depth and breadth of the usage and memorization.

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“…Oxford (1990) uncovered the ancient eras' mnemonic or memory tools used to help narrators remember their outlines or framework. Language learning strategies (LLSs) research began at 13 the elementary level in the 1960s (Muehl, 1960;Manzo and Sherk, 1971). Over the last three decades, there have been increasingly rapid advances in the field of EFL learning strategies (Chamot and Kupper, 1989;Oxford, 1989;Oxford, 1990) used by learners to memorize vocabulary (Chamot and Kupper, 1989;Oxford, 1989;Oxford, 1990).…”

Section: Background Of the Studymentioning

confidence: 99%

Memory Strategies for Vocabulary Learning Employed by Saudi Undergraduate EFL Learners

Aljurbua¹

2021

Preprint

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Saudi EFL (English as a Foreign Language) learners have difficulty in chosen appropriate strategies for learning vocabulary and memorization during their undergraduate studies. Saudi undergraduate learners have the problem in remembering words at a point of need such as writing and speaking. In search of solution to this problem in Saudi Arabia, this study aims to examine the memory strategies for vocabulary learning employed by Saudi undergraduate EFL learners in Saudi Arabia. Overall, 110 Saudi undergraduate learners participated in this study. The study employs quantitative approach using descriptive statistical analysis. This study used Oxford (2003) language learning strategies of memory strategies for vocabulary learning. The results revealed that the creating mental linkage (CML) is the common and the highly most used vocabulary learning strategy by Saudi undergraduate EFL learners in Saudi Arabia. Subsequently, reviewing well (RW) and applying images & sounds (AIS) learning strategies are the second and the third most highly used strategies among the students. The EA learning strategy is the least used among the undergraduate EFL learners. Further, the findings also indicated that the Saudi undergraduate EFL learners prefer CML strategy more than they use employing actions (EA) in their vocabulary learning and memorization. According to these results, CML and RW strategies were observed to be both at a high level of utilization, whereas AIS and EA categories were at the medium utilization level. Based on the results, high usage ranges from a mean of 4.0 or above, medium usage ranges from a mean of 2.5 to 3.9, and low usage ranges from a mean of 2.4 or lower. Therefore, CML and RW strategies appeared to be most appropriate choice for Saudi students in memorizing vocabularies. It is recommended that future study should focus on in-depth analysis of these two most used strategies to encompass the depth and breadth of the usage and memorization.

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"Subjective Approach to Vocabulary” Acquisition (Or “... I Think My Brother Is Arboreal!")

Manzo

¹

1982

Reading Psychology

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Critical Perspectives in Reading: Some Generalizations and Strategies for Guiding Vocabulary Learning

Cited by 5 publications

References 14 publications

Memory Strategies for Vocabulary Learning Employed by Saudi Undergraduate EFL Learners

Memory Strategies for Vocabulary Learning Employed by Saudi Undergraduate EFL Learners

Memory Strategies for Vocabulary Learning Employed by Saudi Undergraduate EFL Learners

"Subjective Approach to Vocabulary” Acquisition (Or “... I Think My Brother Is Arboreal!")

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