Re-examining the importance of vocabulary learning strategies for first language English speakers

ABSTRACT

Awareness of vocabulary learning strategies has been identified as crucial in supporting learners’ vocabulary development. Using interview data from 21 adolescent first language speakers of English identified as gifted students in the U.S. education context, I analysed the vocabulary learning strategies that they used to learn, remember, and make sense of new words. I also analysed the strategies that students reported as what English language arts teachers employed in classrooms and encouraged them to use. The findings showed that reading was the most teacher-adopted, teacher-encouraged, and student-performed activity. In addition, a significant number of students expressed unawareness of specific strategies they used to develop their vocabulary. I discuss implications and highlight the need to re-examine the importance of the awareness of vocabulary learning strategies in learning English as a first language.

KEYWORDS:

• Vocabulary learning strategies
• academic vocabulary
• language learning
• first language speakers
• adolescent literacy

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study did not receive funding from any agency and there is no potential conflict of interest for this study.

Notes on contributors

Jean Kaya

Jean Kaya is Adjunct Assistant Professor and Postdoctoral Associate at the University of Calgary. His research focuses on language and critical literacies, teacher education, and intercultural understandings. His recent work has been published in journals such as Linguistics and Education, Latinos and Education, and Journal of International Students, and edited books such as The Handbook of Critical Literacies and Developing Intercultural Competence in Higher Education.