Vocabulary Learning Strategies and Vocabulary Size of ELT Students at EMU in Northern Cyprus

Kalajahi, Seyed Ali Rezvani; Pourshahian, Bahar

doi:10.5539/elt.v5n4p138

Cited by 17 publications

(12 citation statements)

References 32 publications

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“…Some research to find their relationship with vocabulary size focusing on EFL undergraduate and graduate students was conducted by Ali & Kalajahi (2012); Hamzah, Kafipour, & Abdullah (2009); and Kırmızı (2014). All those studies seemed to reveal almost similar results showing that some categories of Vocabulary Learning Strategies contribute significantly to the students' vocabulary size despite their different level of significance.…”

Section: Introductionmentioning

confidence: 99%

EFL students’ vocabulary learning strategies and their affixes knowledge

Noprianto¹,

Purnawarman²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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Vocabulary Learning Strategies and knowledge of affixes have long been considered to have influence on learners' vocabulary learning. However, how they relate to each other seems to have drawn little attention. This current study was intended to explore the frequency of vocabulary learning strategies used by Indonesian high school students, to find out their knowledge of affixes as well as to figure out how their reported vocabulary learning strategies use relate to their knowledge of affixes. This correlational study involved 116 participants of the first grade of senior high school consisting of 27 males and 89 females aged between fourteen and seventeen years old. A questionnaire of Vocabulary Learning Strategies adapted from Schmitt (1997) and a Word Part Level Test proposed by Sasao & Webb (2015) were employed to answer the research questions. Using Statistical Package for the Social Sciences software (SPSS version 24), it was discovered that the participants used a medium level of frequency of Vocabulary Learning Strategies with Determination strategy most preferred by them. In addition, it was found that their affixes knowledge was low with multi, re-, inter-, dis- ,-ful, and-er respectively considered as the order of their affixes acquisition. With respect to their interrelatedness, the overall participants' Vocabulary Learning Strategies significantly contribute to their knowledge of affixes. However, unlike Memory strategy, Determination strategy proved to have no significant contributions to their affixes knowledge.

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Section: Introductionmentioning

confidence: 99%

EFL students’ vocabulary learning strategies and their affixes knowledge

Noprianto¹,

Purnawarman²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…Vocabulary breadth refers to the number of words a learner has in mental lexicon. According to Nation (1990, as cited in Rezvani Kalajahi andPourshahian, 2012), all students "need to know about 2,000 to 3,000 word level so as to function effectively in English. For instance, it is difficult for learners to read complicated texts unless they know high frequency words.…”

Section: Introductionmentioning

confidence: 99%

Field Dependence/Independence Cognitive Styles: Are They Significant At Different Levels Of Vocabulary Knowledge?

Rostampour

Niroomand

2014

IJELS

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Cognitive styles influence the performance of language learners and can predict their success in the process of language learning. Considering field dependence/independence cognitive styles, this study aims at determining if they are significant in English vocabulary knowledge. A number of EFL university students took part in the study. The investigation was done through using Vocabulary Size Test (VST) (Nation, 2007) and the Group Embedded Figures Test (GEFT) (Witkin, Oltman, Raskin, and Karp, 1971). Using the Vocabulary Size Test (VST), the participants were divided into three groups of high, mid, and low. Moreover, with respect to the Group Embedded Figures Test (GEFT), they were divided into two groups, field dependents and field independents. Mean score comparison revealed there was a credible and meaningful relationship between field dependence/independence cognitive styles and total vocabulary knowledge. It was also indicated there was a significant relationship between field dependence/independence cognitive styles and vocabulary knowledge in the high and mid groups. Finally, based on the findings, teachers should take learners' individual differences into consideration so that they could adopt and apply teaching methods in line with the learners' various cognitive styles.

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“…As it is stated by Gu (2003as cited in Doczi, 2011, most of the students are ineffective vocabulary learners and have a limited understanding of what it means to 'know a word'. The goal of strategy training is to promote learner autonomy, i.e., get them to practice effective strategies, and take charge of their own learning (Rezvani Kalajahi and Pourshahian, 2012).…”

Section: Discussionmentioning

confidence: 99%

Key Vocabulary Learning Strategies in ESP And EGP Course Books

Akbari

2014

IJALEL

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An increasing body of research evidence is showing the advantages of using certain skills and behaviours called language learning strategies in general and vocabulary learning strategies (VLSs) in particular in the process of L2 acquisition. University students who require reading English texts in their fields of study have to expand their vocabulary knowledge in a much more efficient way than ordinary ESL/EFL learners. And ELT course books are a good place to incorporate learner training in this regard. The purpose of this study is to see how vocabulary learning strategies are treated in both the book designer's claims section and the exercises of English for Specific Purposes (ESP) course books for students of medicine and para-medicine on the one hand and English for General Purposes (EGP) course book used commonly by these students in Isfahan University of Medical Sciences, Isfahan, Iran on the other. In other words, the specified course books were analyzed based on the insights gained from VLS research to gauge the extent to which they have incorporated VLSs and training in using them. These books were published under the supervision of the center for studying and compiling university books in humanities (SAMT). Based on the review of the relevant literature, three key strategies were identified and an analytic framework was devised. The framework was then applied to the course books. It was found that the treatments in the specified course books were deemed unlikely to improve students' abilities with these important skills and strategies.

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Vocabulary Learning Strategies and Vocabulary Size of ELT Students at EMU in Northern Cyprus

Cited by 17 publications

References 32 publications

EFL students’ vocabulary learning strategies and their affixes knowledge

EFL students’ vocabulary learning strategies and their affixes knowledge

Field Dependence/Independence Cognitive Styles: Are They Significant At Different Levels Of Vocabulary Knowledge?

Key Vocabulary Learning Strategies in ESP And EGP Course Books

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