Vocabulary Learning Strategies and Arabic Vocabulary Size among Pre-University Students in Malaysia

Baharudin, Harun; Ismail, Zawawi Bin

doi:10.5539/ies.v7n13p219

Cited by 28 publications

(28 citation statements)

References 21 publications

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“…The relationship was on determination strategy, social strategy, memory strategy, and metacognitive strategy. This is also in line with Baharudin and Ismail (2014) whose findings of the study revealed that there was a relationship between the use of vocabulary learning strategies of students and their Arabic vocabulary size. Several other studies also confirmed that relationship exists between vocabulary learning strategy used by students and their vocabulary mastery, in this case students' vocabulary size (Komol and Sripetpun, 2011;Boonkongsaen and Intaraprasert, 2014;Mokhtar, 2009).…”

Section: Influence Of Students' Vocabulary Learning Strategies On Thesupporting

confidence: 90%

The Vocabulary Teaching and Vocabulary Learning: Perception, Strategies, and Influences on Students' Vocabulary Mastery

Asyiah¹

2017

JBLS

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Abstract:Vocabulary plays pivotal role in foreign language learning. However, vocabulary teaching and vocabulary learning in TEFL seems to be neglected. The study was aimed to investigate how vocabulary teaching and learning are perceived by teacher and students, strategies to teach and learn the vocabulary, and also influences of students' vocabulary learning strategy on their vocabulary mastery. Accordingly, a mix method design was employed to one English teacher and 30 junior high school students to reveal the issues being investigated. The findings showed that both teacher and students have positive response on vocabulary teaching and learning. Concerning strategies, it was found that teacher mostly employed Fully-contextual strategy, meanwhile Determination and Metacognitive strategy were found as the most favored VLS chosen by students. The study also confirmed that there is a significant relationship between students' vocabulary learning strategy and their vocabulary mastery p<. 05). It is recommended for EFL teachers to give a bigger portion to vocabulary in the EFL teaching and to teach vocabulary using the combination of fully-contextual and de-contextual strategy. It is also suggested to introduce students to various kinds of vocabulary learning strategies. Keyword: vocabulary teaching, vocabulary learning, perception,Dewi Nur Asyiah, The Vocabulary Teaching and Vocabulary Learning....294. strategiesThe role of vocabulary in learning a foreign language is inevitable.Rich vocabulary will totally help students mastering English and its four major skills which cover listening, speaking, reading, and writing. This importance is proven by Tnanh Huyen & Thi Thu Nga (2003, in Rouhani & Purgharib 2013 who define vocabulary as a language element that links the four language skills including listening, speaking, reading, and writing in learning a foreign language. Further, Hornby (1995) defined vocabulary in three senses that cover a) the total number of the words which make up a language; b) all the words known to a person or used in a particular book, subject, etc; and c) a list of words with their meaning. The importance of vocabulary was also noted by Richards and Renandya (2002) believing that vocabulary plays crucial part in one's foreign language learning and language proficiency that can affect how well learners speak, listen, read and write.Brown, (2001( , cited in Utami, 2014, however, emphasizes the significance of vocabulary to communication by asserting that, in fact, survival level communication can take place quite intelligibly when people simply string words together-without applying grammatical rules at all. In this sense, vocabulary is regarded as one of essential factors that gives big influence to the people's communication. Thus, vocabulary should be ideally placed as important aspect of language learning that should be given much attention in the practice of TEFL so as to improve students' vocabulary mastery.Mastering vocabulary means that students have comprehensive knowledge about th...

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Section: Influence Of Students' Vocabulary Learning Strategies On Thesupporting

confidence: 90%

The Vocabulary Teaching and Vocabulary Learning: Perception, Strategies, and Influences on Students' Vocabulary Mastery

Asyiah¹

2017

JBLS

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“…In addition, Nik Mohd Rahimi et al (2010); Harun & Zawawi (2014) found out that Arabic language teaching and learning will fail to achieve the desired curriculum goal because of the poor vocabulary acquisition among students. These problems have contributed to the declining performance of Arabic language examination at school and national levels as reported in the study.…”

Section: Issues and Problemsmentioning

confidence: 99%

“…While Rosni (2013) and Harun & Zawawi (2014) believed that the teaching and learning of Arabic vocabulary should be given a serious attention by all parties in order to improve the performance of students in examinations. In addition, the size and depth of vocabulary acquired greatly influence the examination achievement Arabic.…”

Section: Reflections and Suggestions: Experience 3 (Examination)mentioning

confidence: 99%

“…Whereas, without a satisfactory acquisition of vocabulary and sufficient vocabulary knowledge, communication cannot be conveyed effectively as texts will be uncon-learning techniques and individual achievement. In foreign language learning, Gu (2010); Harun & Zawawi (2014) also stated that VLS is known as a tool for learners to recognize their wise selection regarding what to learn, how to learn and understanding a new word.…”

Section: Introductionmentioning

confidence: 99%

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Teaching and Learning Arabic Vocabulary: From a Teacher’s Experiences

Maskor¹,

Baharudin²,

Lubis³

et al. 2016

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Vocabulary acquisition is a benchmark for language proficiency, which involves writing, reading, listening and speaking skills. A good command of language relies on the individual's vocabulary size and the level of understanding of a word. In fact, in order to use a language lucidly and effectively, a speaker or writer must choose the most precise words. Thus, vocabulary is a set of words known and used within a language to construct meaning in written texts and communication at large. In learning Arabic language, vocabulary acquisition becomes the main hindrance to the success of the whole language learning. Many students find it difficult to speak and write skillfully in Arabic because of a limited vocabulary. Arabic vocabulary lessons are implicitly applied in the teaching and learning process in classroom, thereby cause difficulties for students to master the language. Therefore, this paper discusses the experiences of Arabic vocabulary learning among the non-native speakers of Arabic from an Arabic teacher's perspectives. The discussion is also focused on the literature review related to vocabulary in Arabic language learning. Other than that, several recommendations are drawn to help improve the teaching and learning of Arabic vocabulary acquisition in Malaysia.

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“…One of the factors that distinguish the level of foreign language achievement of a student is Language Learning Strategy (LLS) used. The studies about LLS in Malaysia have found a significant relationship between the use of LLS with skills and mastery of the language (Baharudin & Ismail, 2014;Nurazan, 2004;Teh, Yusoff, Embi, & Mahamod, 2000). The study done by Mahamod & Embi (2005) which focuses on the use of Language Learning Strategy among brilliant students and weak students in mastering English Language reading finds that the excellent students use more LLS in order to enhance their language skills compared to weak students.…”

Section: Introductionmentioning

confidence: 99%

Foreign Language Vocabulary Learning Strategies in Malaysia

Noor¹,

Yusoff²,

Yasim³

et al. 2016

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Arabic Language is a compulsory subject for students in National Religious Secondary School (SMKA) in Malaysia. Therefore, students need to increase Arabic vocabulary to master their language skills. This study aims to identify the level of Arabic Vocabulary Learning Strategies applied by students and to identify the level of the Arabic Vocabulary Mastery by students of National Religious Secondary School (SMKA). The study used questionnaire and a written test as an instrument of data collection. The sample of study consisted of 157 Form Four students randomly chosen from Secondary School in Malaysia. The results showed that the level of Arabic Vocabulary Learning Strategies applied by students and the level of the Arabic Vocabulary Mastery by students at Secondary School in Malaysia were at moderate level. Pedagogical implications of this study is that effective Vocabulary Learning Strategies should be exposed to the students in the learning process, so that students can use various Vocabulary Learning Strategies to enhance their Arabic Vocabulary Mastery.

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Vocabulary Learning Strategies and Arabic Vocabulary Size among Pre-University Students in Malaysia

Cited by 28 publications

References 21 publications

The Vocabulary Teaching and Vocabulary Learning: Perception, Strategies, and Influences on Students' Vocabulary Mastery

The Vocabulary Teaching and Vocabulary Learning: Perception, Strategies, and Influences on Students' Vocabulary Mastery

Teaching and Learning Arabic Vocabulary: From a Teacher’s Experiences

Foreign Language Vocabulary Learning Strategies in Malaysia

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