The effects of using diverse vocabulary learning strategies on word mastery: a review

Abstract

In accordance with the belief that language learning strategies are undeniably teachable, several researchers have attempted to expand the knowledge of language learners toward the productive use of learning strategies with the aim of empowering them to gain personal control of these strategies during learning process. The present investigation is an effort to inquire into the connection between using diverse vocabulary learning strategies and word mastery. Many studies have been done in this area. Therefore, some of these related papers were selected and carefully examined. The findings of the previous studies supported the fact that there is a significant and positive correlation between vocabulary knowledge and word learning strategies. The results suggested that training vocabulary learning strategies has positive effect on both language learning and language learners. Moreover, the instruction of strategy comes to the aid of teachers and learners to meet their needs.

Effect of language learning strategies on vocabulary development in CLIL

“…In general, anxiety might be reduced by a friendly class atmosphere (Oxford, 1990cited in Mehrabian & Salehi, 2019. Further, self-regulation strategies help language proficiency (Mehrabian & Salehi, 2019). This supports the previously mentioned importance of catering for students' independence when learning a language and brings us back to the fact that more proficient learners employ more language learning strategies in comparison with less proficient learners.…”

“…In year 8 metacognitive strategies prevailed, followed by social and cognitive strategies, whereas the effect of memory strategies appeared to be low. The same preferences of strategies are mentioned by Mehrabian and Salehi (2019) in the university context. Students did not like to use affective strategies probably because of physical anxiety.…”

“…On the other hand, this should not be taken for granted. Mizuno and Takeuchi (2009) in Mehrabian and Salehi (2019) claim that learners' strategy preferences did not change significantly before and after the strategy training. Thus, direct strategy teaching does not seem necessary.…”

“…Next to investigation into strategies based on SILL questionnaire, Mehrabian and Salehi (2019) researched learning strategies which are specifically related to vocabulary acquisition, not necessarily strategies included in SILL questionnaire, but vocabulary strategies as such. They discovered that learning strategies connected with cooperation have a good effect on vocabulary acquisition.…”

“…Language learning strategies improve vocabulary acquisition and knowledge of language learning strategies helps learners to choose which strategy or strategies are the most valuable for them (Mehrabian & Salehi, 2019). On the other hand, this should not be taken for granted.…”