Foreign Language Vocabulary Learning Strategies: Patterns of use among college students
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The Exploration Phase of VLS Research In the first stage, studies of VLS were exploratory in nature. Techniques such as interview, classroom observation were employed to elicit leaner strategies to form the pool of individual strategies. Preliminary classifications were also suggested in these studies. The first study of VLS can date back to the work of Ahmed (1989), although he did not explicitly define strategies. His original study aimed to identify the vocabulary learning strategies used by 300 Sudanese learners of English. Unlike the earlier studies on language learning strategies which were only concerned with good language learners and their strategy use (e.g., Rubin, 1975; Stern, 1975; Naiman et al., 1978), Ahmed wanted to discover the differences between good and poor learners with regard to how they applied vocabulary learning strategies. In addition, Ahmed did not only want to identify the vocabulary learning strategies at the “macro-level,” but also at the “micro-level.” Macro- strategies, as Ahmed defined, refer to the general approaches to learning, while micro- strategies are the “more detailed, specific learner behaviors”. An example Ahmed gave was that, at the macro-strategy level, most good learners engage in what might be called “practice.” However, some learners use specific micro-strategies in their practice which do 19 not appear in the behavior of other learners; for instance, some learners test themselves systematically as part of their practice, while others do not. Three data collecting procedures, namely, a think-aloud task, direct observations during the think-aloud procedure, and an interview with the help of a questionnaire were used in Ahmed’s study. As a result, 38 micro-strategies were identified and organized into six macro-strategies (see Table 3 below). Table 3 List of macro- and micro-strategies identified by Ahmed (1989, pp. 10-11). Macro-strategies Micro-strategies Information sources ask classmates guessing ask teacher overlook ask for L2 paraphrases ask for L1 equivalent ask for example of use group work dictionary Dictionary use monolingual dictionary bilingual dictionary look up meaning look up derivation look up word class look for example of use Memorization write and repeat aloud repeat aloud write, repeat and L2 synonym write, repeat and L1 equivalent Practice new word in real situation new word in imaginary situation ask for test ask others to verify knowledge use written source to verify knowledge self-test Preferred source of information asking somebody group work dictionary 20 Note-taking take notes at all notes in margin vocabulary book ordering new words sequentially organizing words by meaning spelling info L1 equivalent L2 synonym L1 equivalent and L2 synonym word derivations grammatical info The results also showed that, in general, the good learners used a variety of strategies, had a clear awareness of what they could learn about new words, knew that it is important to learn words in context, were conscious of the semantic relationship between new and already learned-L2 words, and made full use of monolingual or bilingual dictionaries to get many kinds of information. The poor language learners, on the contrary, applied a much smaller range of strategies, showed little interest in learning words in context, and did not know how to connect the new words to old knowledge. In 1995, Sanaoui presented a qualitative inquiry aiming to investigate adult learners’ approaches to learning vocabulary in English and French as second languages generally and, specifically, the mnemonic procedures they used to help them retain the learned vocabulary. Three consecutive studies (in 1990, 1992, and 1993) were included in the paper. The qualitative data were collected using daily written records, interviews, questionnaires, and the researcher’s own records of materials which the participants had used, such as course materials and dictionaries. Data analysis revealed that the adult learners took two distinct approaches to learning vocabulary in a second language: a structured (or organized) approach and an unstructured (or unorganized) approach. Download 1.08 Mb. Do'stlaringiz bilan baham: |
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