A Comparative Study of Vocabulary Learning Strategies Used by Marine Engineering Students and Iranian EFL Learners

Subject Areas : Research in English Language Pedagogy

Davood Mashhadi Heidar ¹ , Majid Sadeghzadeh Hemayati ²

1 - Assistant professor, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
2 - MA student, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

Received: 2016-12-21 Accepted : 2017-11-06 Published : 2017-11-06

Keywords: Vocabulary learning strategy, determination strategies, Metacognitive strategies, Social Strategies, Cognitive strategies,

Abstract :

The present study explored the vocabulary learning strategies used by Iranian EFL learners and Marine Engineering (ME) students by using the categorization of vocabulary learning strategies proposed by Schmitt (1997). A vocabulary learning strategies questionnaire was administered to 30 EFL learners and 43 ME students. Then, the strategies used by each group were determined and the two groups were compared with each other. It was found that both groups used determination strategies more frequently than social strategies for discovering a new word’s meaning. The most frequently used discovery strategy by both groups was found to be “bilingual dictionary”. The second and third most frequently used strategy for discovery by EFL learners and ME students was found to be “monolingual dictionary” and “guess from textual context”, respectively. It was also revealed that EFL learners used memory strategies more frequently than other strategies for consolidating the meaning of new words and ME students used cognitive strategies the most frequently. Both groups were found to use “verbal repetition” more frequently than all other consolidation strategies. The second most frequently used strategy by EFL learners was “use Englishlanguage media” whilst for ME students they were “written repetition” and “word lists”. The comparison of the strategy use by the participants in the two groups showed no significant difference.

References:

Abedini, A., Rahimi, A., & Zare-ee, A. (2011). Relationship between Iranian EFL learners' beliefs about language learning, their language learning strategy use and their language proficiency. Procedia - Social and Behavioral Sciences , 28, 1029-1033.

Catalán, M. J. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics , 13 (1), 54-77.

Çelik, S., & Toptas, V. (2010). Vocabulary learning strategy use of Turkish EFL learners. Social and Behavioral Sciences , 3, 62-71.

Chastain, K. (1988). Developing second-language skills: theory and practice. Orlando, Florida: Harcourt Brace Jovanovich, Inc.

Dansereau, D. F. (1988). Cooperative learning strategies. In C. E. Weistein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Isses in assessment, instruction, and evaluation. New York: Academic Press.

Dóczi, B. (2011). Comparing the vocabulary learning strategies of high school and university students: a pilot study. WoPaLP , 5, 138-158.

Folse, K. S. (2004). Myths about teaching and learning second language vocabulary: what recent research says. TESL Reporter , 37 (2), 1-13.

Ghavamnia, M., Kassaian, Z., & Dabaghi, A. (2011). The relationship between language learning strategies, language learning beliefs, motivation, and proficiency: A study of EFL learners in Iran. Journal of Language Teaching and Research , 2(5), 1156-1161.

Ghorbani, M. R. (2009). ELT in Iranian high schools in Iran, Malaysia and Japan: Reflections on how tests influence use of prescribed textbooks. Reflections on English Language Teaching , 8 (2), 131-139.

Hamzah, M. S., Kafipour, R., & Abdullah, S. K. (2009). Vocabulary learning strategies of Iranian undergraduate EFL students and its relation to their vocabulary size. European Journal of Social Sciences , 11(1), 39-50.

Heidari, Sh., & Tavakoli, M. (2012).  The Effects of Repetition and L1 Lexicalization on Incidental Vocabulary Acquisition by Iranian EFL Learners.  The Language Learning Journal, 40, 1-16.

Llach, M. P. (2011). Lexical errors and accuracy in foreign language writing. Multilingual Matters.

Magogwe, J. M., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: a study of language learners in Botswana. System , 35, 338-352.

Meara, P. (1987). Vocabulary in a second language, Vol. 2. London, UK: Centre for Information on Language Teaching and Research (CILT).

Min, Y. K. (2013). Vocabulary acquisition: practical strategies for ESL students. Journal of International Students, 3 (1), 64-69.

Mohseni-Far, M. (2007). Techniques and strategies utilized for vocabulary acquisition: the necessity to design a multifaceted framework with an instrucionally wise equilibrium. Porta Linguarum , 8, 137-152.

Nacera, A. (2010). Languages learning strategies and the vocabulary size. Procedia Social and Behavioral Sciences , 2, 4021-4025.

O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, US: Newbury House.

Ping, A. M., & Siraj, S. (2012). Exploring self-regulatory strategies for vocabulary learning among Chinese EFL learners. Procedia - Social and Behavioral Sciences , 47, 1211-1215.

Salahshour, F., Sharifi, M., & Salahshour, N. (2013). The relationship between language learning strategy use, language proficiency level and learner gender. Procedia - Social and Behavioral Sciences , 70, 634-643.

Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt, & M. McCarthy (Eds.), Vocabulary: description, acquisition and pedagogy (pp. 199-227). Cambridge, UK: Cambridge University Press.

Shintani, N. (2013). The Effect of Focus on Form and Focus on Forms Instruction on the Acquisition of Productive Knowledge of L2 Vocabulary by Young Beginning-Level Learners. TESOL Quarterly, 47(1), 36-62. 

Stern, H. H. (1975). What can we learn from the good language Learner? Canadian Modern Language Review , 31, 304-318.

Tam, K. C.-H. (2013). A study on language learning strategies (LLSs) of university students in Hong Kong. Taiwan Journal of Linguistics , 11 (2), 1-42.

Wanpen, S., Sonkoontod, K., & Nonkukhetkhong, K. (2013). Technical vocabulary proficiencies and vocabulary learning strategies of engineering students. Procedia - Social and Behavioral Sciences , 88, 312-320.

Webb, S. 2007. The Effects of Repetition on Vocabulary Knowledge. Applied Linguistics, 28, 46–65.

Yilmaz, C. (2010). The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: a study of ELT learners in Turkey. Procedia Social and Behavioral Sciences , 2, 682-687.

 

Zimmerman, C. B. (1997). Historical trends in second language vocabulary instruction. In J. Coady, & T. Huckin (Eds.), Second language vocabulary acquisition: a rationale for pedagogy (pp. 5-19). Cambridge, UK: Cambridge University Press.