Vocabulary Learning Strategies of the Advanced Students

Abstract

Abstract-The purpose of this article is to present the results of the research conducted on 102 students of English philology on the Pedagogical University of Cracow, Poland. It focuses on the vocabulary learning strategies used by the advanced students of English seen as the successful language learners. The author of this article tries to discover and systematize the strategies used especially by this group -the group which successfully deals with countless number of new vocabulary items on the daily basis. Precisely, the aim of the following article is to present and analyze the findings of the survey conducted in order to specify which vocabulary learning strategies are used by the advanced students and to discover whether the kind of strategies is related to proficiency. What is more, the author suggests how the data gathered during this research may be helpful when choosing strategies which are presented to students of lower levels. The first part of the paper presents the theoretical background to the topic of vocabulary learning strategies, focusing on their kinds and usage. The following part of the article presents the design of the study i.e. the subjects of the research are described, the research questions are provided and the structure of the questionnaire is outlined. Then the research findings are presented. The issues raised in the research questions are addressed and some teaching implications are offered.

EFL students’ vocabulary learning strategies and their affixes knowledge

“…Besides, Vocabulary Learning Strategies also enable learners to take more control of their own learning so that students can take more responsibility for their studies. However, a deep explanation on how Vocabulary Learning Strategies relate to vocabulary knowledge especially in its certain aspects such as learner's knowledge of affixes, their vocabulary size, and words association has not been explored enough (Nosidlak, 2013).…”

Interactive Whiteboard (IWB) Effectiveness in Vocabulary Achievement and Motivation: Saudi EFL Learners’ Perceptions and Insights

“…The lack of motivation in Saudi EFL learners is one of the major factors for the failure of the EFL programs in Saudi Arabia (Al-Khairy, 2013; Aldosari, 2014; Khan, 2011). Similarly, Saudi EFL learners' inability to grasp the appropriate and suitable vocabulary learning techniques is also considered crucial for the lack of interest in their EFL classes and their language development (Alsaif & Milton, 2012;Guduru, 2014;Nosidlak, 2013).…”

Skill-based Categories: An Alternative of Language Learning Strategy Measurement

“…One of the most commonly used measurements was the Strategy Inventory for Language Learning (SILL), which has been introduced by Oxford. This measurement has been used around the world (Awang Hasyim and Syed Sahil, 1994, Oxford, 1996, Vahid Baghban, 2012, and Nosidlak, 2013. However, Park (1997), who conducted a research on the English learning strategies used by Korean students, provides an argument that not all strategies the students used in learning English were inventoried in Oxford's SILL (p.217).…”