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Investigate whether some vocabulary learning strategies are superior to other

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Vocabulary learning strategies Introduction There are diverse techniques of obtaining vocabulary in a second language. Linguists propose different strategy of vocabulary attainment in reference to numerous factors (Meara, 110, 1997). There are diverse factors that are involved in the process of vocabulary attainment. These involve task, personal and environmental factors that dictate the effectiveness of vocabulary learning by an individual. Task factors may involve complexity and generality of the language at hand. Personal factors involve self-concept, attitudes and prior knowledge of the second language. Environmental factors may involve the host culture and output opportunities. Therefore, the effectiveness of the diverse strategies of learning vocabularies is dependent on the factors. There is no superior strategy of learning vocabularies in a second language because they depend on the personal, task and environmental factors.
Research aims
To identify the diverse strategies of vocabulary attainment
To examine the effectiveness of diverse vocabulary attainment strategies
To determine the requirements of the different strategies of vocabulary attainment in a second language
To explore the factors influencing the effectiveness of vocabulary attainment strategies
To evaluate the relationship of vocabulary attainment strategies with personal, environmental and task factors
Research Question (s)
Is there the most effective strategy of learning vocabularies among the diverse strategies in existence?
Literature review
There have been diverse sets of professionals who take interest in the strategies of learning vocabulary of a second language. The professionals who conducted research under the subject entailed linguists, psychologists, sociologists, and language teachers (Meara,109, 1997). In their studies they established outstanding facts in regard to the strategies of vocabulary attainment. Studies show that there are diverse strategies of vocabulary attainment in a second language. The diverse strategies of vocabulary attainment in a second language entail dictionary use, guessing, and rote rehearsal (Cohen, 76, 2001). A learner may use either strategy for the maximization of new vocabulary in a second language.
Guessing as a strategy towards vocabulary attainment in a second language is common in learning processes (McCarthy, 102, 1990). The first language is majorly developed through multiple exposures to vocabularies. It does not develop as a result of direct instruction (Ellis, 125, 1997). Therefore, second language development would as well follow the trial and error approach. Depending on personal factors such as prior familiarity and generality, this would be an ideal strategy (Wenden, 578, 1987). Self-efficacy as a personal factor would enhance this strategy (Flavell, 910, 1979). Simplicity of the language as a task factor would as well enhance the learning process. Therefore, an individual lacking the factors would not qualify this as an ideal strategy of vocabulary attainment.
Dictionary use and rote rehearsal would as well be effective dependent of the personal, environmental and task factors (McCarthy, 104, 1990). Personal factors such as intelligence and passion would be requisite for dictionary use and rote rehearsal as learning strategies. Complexity as a task factor would as well require dictionary use and rote rehearsal as an ideal strategy of obtaining vocabulary (Flavell, 915, 1979). Availability of multiple output opportunities would enhance the dictionary and rote rehearsal techniques as a leaner would have platforms to practice the vocabularies. This environmental factor would therefore qualify dictionary use and rote rehearsal as ideal strategies of vocabulary attainment (Wenden, 582, 1987). Therefore, all the strategies would be dependent on personal, environmental and task factors for their effectiveness.
Methodology
The participants of the study would be students of a second language from a specific institution. A sample would be obtained from the entire population of the institution. All characteristics would be observed in the sample for maximum representation. For instance, the sample would entail both gender and different levels of study of the students. This would maintain the validity, accuracy and objectivity of the research. The method of data collection would entail questionnaires to the sample population. The questionnaires would entail open and close ended questions with multiple choice tests. This would enhance the accuracy and comprehensiveness of the responses.
Bibliography
MEARA, P. 1997. “Towards a new approach to modelling vocabulary acquisition.” Vocabulary: Description, acquisition and pedagogy. Cambridge: Cambridge University Press.
COHEN, A. D. 2001. “The learners side of foreign language learning: Where do styles, strategies, and tasks meet?” Unpublished manuscript, University of Minnesota.
MCCARTHY, M. J. 1990. Vocabulary. Oxford: Oxford University Press.
ELLIS, N. C. 1997. Vocabulary acquisition: Word structure, collocation, word-class, and meaning. Vocabulary: Description, acquisition and pedagogy. Cambridge: Cambridge University Press.
FLAVELL, J. H. 1979. “Metacognition and cognitive monitoring: A new area of cognitive- developmental inquiry.” American Psychologist, 34.
WENDEN, A. 1987. “Metacognition: An expanded view of the cognitive abilities of L2 learners.” Language Learning, 37(4).