The Influence of Informal Language Learning Environment (Parents and Home Environment) on the Vocabulary Learning Strategies

Abstract

Vocabulary learning strategies play an important role in vocabulary learning. Admittedly, lack of vocabulary knowledge will have an effect over all four of language skills: listening, reading, writing, and speaking. In addition, vocabulary learning and word retention are always the problems encountered by students at university. This study, hence, investigates ESL students studying teaching English as a second language in Universiti Putra Malaysia. This investigation attempts to understand the influence of informal language learning environment (parents and home environment) on the vocabulary learning strategies. This paper describes how mediating agents interfere in acquiring vocabulary learning strategies of ESL students or support them. <p>The present study adopts the qualitative method. The researcher gathered data through in depth interviews and used open coding to code the data as well as constant comparative methods to analyze the data with ten students at the Faculty of Educational Studies in UPM. In order to the significance of mediating agents, the data revealed that parents' views of the importance of English are factors that elevate the process of learning vocabulary in all ten interviews. However, the information collected from the interviews showed that their parents had different perceptions on the learning of the English language due to their education level. Besides, language teachers have an effect on the students' beliefs, behaviors, and their choice of VLSs. Other contributors are affecting the vocabulary learning strategies were classroom and peers.</p><br /

Acquisition of Spanish as a Foreign Language Through the Socioeducational Model

“…This construct proposes that the home environment, and specifically parents, participate in the learning of a second language. These results, supported by previous works (Asgari, 2010;Gardner, 1985b;Li, 2007), also show that if parents have a certain level of education, this may be beneficial with regard to supporting their children in second-language learning.…”

“…Gardner (1985b) identified that parents’ attitudes and the home environment may have an influence on linguistic competence in an FL via attitudes toward the community of the language being studied. He identified two possible roles in a second-language learning process: one that is passive, in which parents’ aptitudes and attitudes toward the second-language community play an important role; and another that is active, in which parents support their children by monitoring their performance in the second language in parallel (Asgari, 2010).…”

Social Media and Its Influence on Vocabulary and Language Learning: A Case Study

“…In a study done by Kamali, Mostapha and Baki (2012) found the role of peers, teachers, and environment of classroom influenced the use of vocabulary learning strategies among Malaysian ESL students. Supportive and unsupportive parents also could affect learners (Asgari and Mustapha, 2011). Boonkongsaen (2012) stated learners who live with unsupportive parents tend to have less motivation in learning new words.…”

Linguistic integration of middle school immigrant children in Czechia

“…Exposure to the destination language increases the longer an immigrant resides in the destination country (Thomas 2010), while acquisition is also contingent on a number of other factors, such as opportunities for contact with the destination language prior to immigration, and in the case of children, whether or not they obtain their preschool education in the destination country, attend school regularly, and are involved in extracurricular activities in the destination country (Iddings 2009). Another important factor in a child's exposure to the destination language is family, in particular the language of communication used in the family (Dustmann 1997;Li 2007), the number of siblings who are able to speak the destination language (Thomas 2010), as well as the informal environment the child spends time in (Chiswick, Miller 2001;Asgari, Mustapha 2011).…”