1,098
Views
0
CrossRef citations to date
0
Altmetric
Articles

Vocabulary learning strategy instruction in the EFL secondary classroom: an exploratory study

, ORCID Icon & ORCID Icon
Pages 94-113 | Received 18 Sep 2020, Accepted 03 Sep 2021, Published online: 27 Sep 2021

References

  • Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77–117). International Reading Association.
  • Barcroft, J. (2009). Strategies and performance in intentional L2 vocabulary learning. Language Awareness, 18(1), 74–89. https://doi.org/10.1080/09658410802557535
  • Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23(4), 647–678. https://doi.org/10.2307/3587536
  • Chamot, A. U., & Harris, V. (Eds.). (2019). Learning strategy instruction in the language classroom: Issues and implementation. Multilingual Matters.
  • Clarke, D. C. (2018). Student responses to vocabulary learning strategies on an ESAP course. ELT Journal, 72(3), 319–328. https://doi.org/10.1093/elt/ccy001
  • Cohen, A. D. (1990). Language learning. Insights for learners, teachers, and researchers. Newbury House.
  • Cohen, A. D. (1998). Strategies in learning and using a second language. Addison Wesley Longman.
  • David, A. (2008). Vocabulary breadth in French L2 learners. Language Learning Journal, 36(2), 167–180. https://doi.org/10.1080/09571730802389991
  • Fan, M. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. The Modern Language Journal, 87(2), 222–241. https://doi.org/10.1111/1540-4781.00187
  • Farquhar, C., & Das, R. (1999). Are focus groups suitable for ‘sensitive’ topics. In R. Barbour, & J. Kitzinger (Eds.), Developing focus group research: Politics, theory and practice (pp. 47–63). Sage.
  • Farrokh, P., & Sharifi, F. (2019). On the impact of determination and compensation strategies on language learners’ vocabulary development. International Journal of Instruction, 12(3), 105–118. https://doi.org/10.29333/iji.2019.1237a
  • Gao, X., & Ma, Q. (2011). Vocabulary learning and teaching beliefs of pre-service and in-service teachers in Hong Kong and mainland China. Language Awareness, 20(4), 327–342. https://doi.org/10.1080/09658416.2011.579977
  • Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643–679. https://doi.org/10.1111/j.1467-1770.1996.tb01355.x
  • Kojic-Sabo, I., & Lightbown, P. M. (1999). Students’ approaches to vocabulary learning and their relationship to success. The Modern Language Journal, 83(2), 176–192. https://doi.org/10.1111/0026-7902.00014
  • Lai, Y. C. (2013). Integrating vocabulary learning strategy instruction into EFL classrooms. Taiwan Journal of TESOL, 10(1), 37–76.
  • Lee, I. (2005). English language teaching in Hong Kong special administrative region: A continuous challenge. In G. Braine (Ed.), Teaching English to the world: History, curriculum, and practice (pp. 35–45). Lawrence Erlbaum Associates.
  • Levin, J. R., Levin, M. E., Glasman, L. D., & Nordwall, M. B. (1992). Mnemonic vocabulary instruction: Additional effectiveness evidence. Contemporary Educational Psychology, 17(2), 156–174. https://doi.org/10.1016/0361-476X(92)90056-5
  • Macalister, J. (2012). Pre-service teacher cognition and vocabulary teaching. RELC Journal, 43(1), 99–111. https://doi.org/10.1177/0033688212439312
  • Macaro, E., & Erler, L. (2008). Raising the achievement of young-beginner readers of French through strategy instruction. Applied Linguistics, 29(1), 90–119. https://doi.org/10.1093/applin/amm023
  • McDonough, S. H. (1999). Learner strategies. Language Teaching, 32(1), 1–18. https://doi.org/10.1017/S0261444800013574
  • Meara, P., & Milton, J. (2003). X_Lex. The Swansea levels test. Express Publishing.
  • Milton, J. (2007). Lexical profiles, learning styles and the construct validity of lexical size tests. In H. Daller, J. Milton, & J. Treffers-Daller (Eds.), Modelling and assessing vocabulary knowledge (pp. 47–58). Cambridge University Press.
  • Mizumoto, A., & Takeuchi, O. (2009). Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL university students. Language Teaching Research, 13(4), 425–449. https://doi.org/10.1177/1362168809341511
  • Moir, J., & Nation, I. S. P. (2002). Learners’ use of strategies for effective vocabulary learning. Prospect Journal, 17, 15–35.
  • Nassaji, H. (2006). The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success. The Modern Language Journal, 90(3), 387–401. https://doi.org/10.1111/j.1540-4781.2006.00431.x
  • Nation, I. S. P. (1982). Beginning to learn foreign vocabulary: A review of the research. RELC Journal, 13(1), 14–36. https://doi.org/10.1177/003368828201300102
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
  • O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
  • O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Russo, R. P., Küpper, L., & Kupper, L. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(3), 557–584. https://doi.org/10.2307/3586278
  • Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House.
  • Oxford, R. L. (1996). Employing a questionnaire to assess the use of language learning strategies. Applied Language Learning, 7(1), 28–47.
  • Oxford, R. L. (2017). Teaching and researching language learning strategies. Self-regulation in context (2nd ed.). Routledge.
  • Oxford, R. L., & Amerstorfer, C. M. (2018). Language learning strategies and individual learner characteristics: Situating strategy use in diverse contexts. Bloomsbury.
  • Plonsky, L. (2011). The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61(4), 993–1038. https://doi.org/10.1111/j.1467-9922.2011.00663.x
  • Plonsky, L. (2019). Recent research on language learning strategy instruction. In A. U. Chamot & V. Harris (Eds.), Learning strategy instruction in the language classroom: Issues and implementation (pp. 3–21). Multilingual Matters.
  • Rasekh, Z. E., & Ranjbary, R. (2003). Metacognitive strategy training for vocabulary learning. TESL-EJ, 7(2), 1–18.
  • Read, J. (2000). Assessing vocabulary. Cambridge University Press.
  • Rubin, J., Chamot, A., Harris, V., & Anderson, N. (2007). Intervening the use of strategies. In A. D. Cohen, & E. Macaro (Eds.), Language learning strategies: thirty years of research and practice (pp. 141–160). Oxford University Press.
  • Sanaoui, R. (1995). Adult learners’ approaches to learning vocabulary in second languages. The Modern Language Journal, 79(1), 15–28. https://doi.org/10.1111/j.1540-4781.1995.tb05410.x
  • Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 199–227). Cambridge University Press.
  • Takač, V. P. (2008). Vocabulary learning strategies and foreign language acquisition. Multilingual Matters.
  • Tang, E., & Nesi, H. (2003). Teaching vocabulary in two Chinese classrooms: Schoolchildren’s exposure to English words in Hong Kong and Guangzhou. Language Teaching Research, 7(1), 65–97. https://doi.org/10.1191/1362168803lr113oa
  • Tarricone, P. (2011). The taxonomy of metacognition. Psychology Press.
  • Tragant, E., & Victori, M. (2012). Language learning strategies, course grades, and age in EFL secondary school learners. Language Awareness, 21(3), 293–308. https://doi.org/10.1080/09658416.2011.609622
  • van Hell, J. G., & Mahn, A. C. (1997). Keyword mnemonics versus rote rehearsal: Learning concrete and abstract foreign words by experienced and inexperienced learners. Language Learning, 47(3), 507–546. https://doi.org/10.1111/0023-8333.00018
  • Wilkinson, S. (2004). Focus group research. In D. Silverman (Ed.), Qualitative research: Theory, method, and practice (pp. 177–199). Sage.
  • Yamada, H. (2018). Exploring the effects of metacognitive strategies on vocabulary learning of Japanese junior high school students. Journal of Asia TEFL, 15(4), 931.
  • Zaki, H., & Ellis, R. (1999). Learning vocabulary through interacting with a written text. In R. Ellis (Ed.), Learning a second language through interaction (pp. 153–169). John Benjamins Publishing.
  • Zhang, L. (2003). Research into Chinese EFL learner strategies: Methods, findings and instructional issues. RELC Journal, 34(3), 284–322. https://doi.org/10.1177/003368820303400303
  • Zhang, X., & Lu, X. (2015). The relationship between vocabulary learning strategies and breadth and depth of vocabulary knowledge. The Modern Language Journal, 99(4), 740–753. https://doi.org/10.1111/modl.12277

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.