Foreign Language Vocabulary Learning Strategies: Patterns of use among college students
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Gu and Johnson’s (1996) strategy categories
Dimensions Categories Examples Metacognitiv e regulation Selective attention I know which words are important for me to learn Self-initiation Besides textbooks, I look for other readings that fall under my interest. Guessing strategies Using background knowledge/ wider context I check my guessed meaning against the wider context to see if it fits in. Using linguistic cues/ immediate context I make use of the part of speech of a new word when guessing its meaning. Dictionary use strategies Dictionary strategies for comprehension When I see an unfamiliar word again and again, I look it up. Extended dictionary strategies When looking up a word. I read sample sentences illustrating various meanings of the word. Looking-up strategies If the unknown appears to be an irregularly inflected form or a spelling variant, I will scan the nearby entries. Note-taking strategies Meaning-oriented I write down both the Chinese equivalent and the English synonyms of the word I look up. Usage-oriented I make a note when I see a useful expression or phrase. Memory strategies for rehearsal Using word lists I make vocabulary lists of new words that I meet. Oral repetition When I try to remember a word, I repeat it aloud to myself. Visual repetition I memorize the spelling of a word letter by letter. Memory strategies for encoding Association/Elaboratio n I remember a group of new words that share a similar part in spelling. Imagery I create a mental image of the new word to help me remember it. Visual encoding I associate a new word to a known English word that looks similar. Auditory encoding I remember together words that sound similar. Word-structure I analyze words in terms of prefixes, stems, and suffixes. Semantic encoding When I meet a new word, I search in my memory and see if I have any synonyms and antonyms in my vocabulary stock. Contextual encoding When I try to remember a word, I remember the sentence in which the word is used. Activation strategies I try to use newly learned words as much as possible in speech and writing. 28 Schmitt’s (1997) taxonomy is one that has been extensively exploited in a number of relevant studies due to its several advantages over others. Based on Oxford’s (1990) six-fold classification of language learning strategies, Schmitt proposed his two-dimension taxonomy of vocabulary learning strategies that consisted of Discovery strategies and Consolidation strategies. Discovery strategies are used to determine the meaning of new words, and Consolidation strategies are those that learners use to keep the meaning related information in memory. For the subcategories under the two dimensions, Schmitt adopted four of the six categories in Oxford’s taxonomy – social, memory, cognitive, and metacognitive strategies. He noted that there was no category in Oxford’s system which adequately describes the kind of strategies used by an individual when faced with discovering a new word’s meaning without recourse to another person’s knowledge. Accordingly, he proposed the category of determination strategies to make his taxonomy more complete and suitable for categorizing vocabulary-specific strategies. As shown in Table 8, the subcategories in discovery strategies included determination and social strategies, and consolidation strategies included social, memory, cognitive and metacognitive strategies. Social strategies were included in both categories because they can be used for both purposes. Table 8 Download 1.08 Mb. Do'stlaringiz bilan baham: |
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