This study investigated into the types of vocabulary learning strategies (VLSs) employed by EFL university students. The VLSs questionnaire was conducted and the sampling in this study was 71 English major students with higher and lower educational levels in a Chinese university. The study discovered that the determination and cognitive strategies were frequently employed by students. They most frequently used written and visual repetition, rehearsed on words’ spellings and sounds, had meaning-oriented note-taking, memorised the fixed phrases and sentences, used bilingual dictionaries, guessed words’ meanings and understood words through Chinese equivalents. Students also learned to tell themselves to feel less stressed when learning vocabulary. Students mainly focused on getting words’ meanings and the mechanical strategies they used were associated with understanding. By contrast, social/affective and metacognitive strategies were the least frequently used. Also, memory strategies such as words’ grammatical forms and word association, were less often employed. Students with a higher educational level more often associated words and noticed their vocabulary learning progresses. Therefore, learning maturity had impact on students’ choices of VLSs. In these cases, it is suggested that students use more types of VLSs such as memory and metacognitive strategies. English teachers are suggested to have strategy instructions and guide students to learn vocabulary through group discussions in classes. Additionally, studying vocabulary incidentally through both intensive and extensive reading is recommended to be taken into consideration.
| Published in | International Journal of Language and Linguistics (Volume 9, Issue 6) |
| DOI | 10.11648/j.ijll.20210906.12 |
| Page(s) | 279-289 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Vocabulary Learning Strategies (VLSs), Cognitive Strategies, Mechanical Strategies, Memory Strategies, Metacognitive Strategies
| [1] | Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3 (3), 21-34. |
| [2] | Alyami, S. (2011). Vocabulary learning strategies of Saudi EFL majors of different gender, year and proficiency: use and reasons for use. PhD Thesis, University of Essex, UK. |
| [3] | Amiryousefi, M. (2015). Iranian EFL learners’ and teachers’ beliefs about the usefulness of vocabulary learning strategies. Sage Open, 5 (2), 1-10. |
| [4] | Andy, F. (2012). Discovering statistics using: IBM SPSS statistics. SAGE Publications Ltd. |
| [5] | Asgari, A., & Mustapha, G. B. (2010). The type of vocabulary learning strategies used by ESL students in university Putra Malaysia. English Language Teaching, 4 (2), 84-90. |
| [6] | Biggs, J. (1996). Western misperceptions of Confucian-heritage learning culture. In, D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural psychological and contextual influence (pp. 45-67). Hong Kong: CERC and ACER. |
| [7] | Bower, G., & Winzenz, D. (1970). Comparison of associative learning strategies. Psychonomic science, 20 (2), 119-120. |
| [8] | Catalan, R. M. J. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13 (1), 54-77. |
| [9] | Chen, J., & Zhou, C. Y. (2012). A synthesis of the studies on vocabulary learning strategies in ESL and EFL learning. Academic Research, 15 (3), 39-42. |
| [10] | Clarke, V., & Braun, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77-101. |
| [11] | Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12 (3), 297-298. |
| [12] | Cohen, A. D., & Aphek, E. (1981). Easifying second language learning, Studies in Second Language Acquisition, 3 (2), 221-236. |
| [13] | Dornyei, Z. (2011). Research methods in applied linguistics. Oxford, UK: Oxford University Press. |
| [14] | Cortazzi, M. & Jin, L. (2011). Cultures of learning: language classrooms in China. In H. Coleman (Ed.), Society and the language classroom (pp. 169-206). Cambridge, UK: Cambridge University Press. |
| [15] | Cortazzi, M. & Jin, L. (2013). Researching cultures of learning: international perspectives on language learning and education. Palgrave Macmillan. |
| [16] | Ellis, N. C. (1997). Vocabulary acquisition: word structure, collocation, word-class, and meaning. In N. Schmitt & M. Mccarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 122-139). Cambridge, UK: Cambridge University Press. |
| [17] | Ellis, R. (2008). Second language acquisition. Oxford, UK: Oxford University Press. |
| [18] | Fan, M. Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. The Morden Language Journal, 87 (2), 222-241. |
| [19] | Gu, P. Y. (2003). Fine brush and freehand: the vocabulary-learning art of two successful Chinese EFL learners. TESOL Quarterly, 37 (1), 77-104. |
| [20] | Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46 (4), 643-679. |
| [21] | Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Applied thematic analysis. London, UK: Sage Publications. |
| [22] | Hatch, E., & Brown, C. (2000). Vocabulary, Semantics, and Language Education. Cambridge, UK: Cambridge University Press. |
| [23] | Khalifa, S. H. M., & Shabdim, A. A. (2016). Analysis of variance in vocabulary learning strategies theory and practice: A case study in Libya. Advances in Language and Literary Studies, 7 (3), 220-234. |
| [24] | Kvale, S. (1996). Interviews: an introduction to qualitative research interviewing. SAGE Publications, Inc. |
| [25] | Laufer, B. (1997). What’s in a word that makes it hard or easy: some intralexical factors that affect the learning of words. In N. Schmitt & M. Mccarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 140-155). Cambridge, UK: Cambridge University Press. |
| [26] | Leeke, P., & Shaw, P. (2000). Learners’ independent records of vocabulary. System, 28 (2), 271-289. |
| [27] | Li, X. (2004). An analysis of Chinese EFL learners’ beliefs about the role of rote learning in vocabulary learning strategies. PhD Thesis, University of Sunderland. |
| [28] | Li, X., & Cutting, J. (2011). Rote learning in Chinese culture: reflecting active Confucian-based memory strategies. In M. Cortazzi & L. Jin (Eds.), Researching Chinese learners: skills, perceptions and intercultural adaptations (pp. 21-42). Basingstoke, UK: Palgrave Macmillan. |
| [29] | Lip, P. C. H. (2009). Investigating the most Frequently used and most useful vocabulary language learning strategies among Chinese EFL postsecondary students in Hong Kong. Electronic Journal of Foreign Language Teaching, 6 (1), 77-87. |
| [30] | Liu, Z. L. (2010) A study on English vocabulary learning strategies for non-English majors in independent college. Cross-Cultural Communication, 6 (4), 152-164. |
| [31] | Ma, H. (2015). An investigation into college English vocabulary learning strategies. China Academic Journal. Retrieved June 10, 2017, from http://www.cnki.net. |
| [32] | Mackey, A., & Gass, S. M. (2005). Second Language research: methodology and design. London, UK: Lawrence Erlbaum Associates, Publishers. |
| [33] | Marton, F., Alba, G. D., & Kun, T. L. (1996). Western misperceptions of Confucianheritage learning culture. In, D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural psychological and contextual influence (pp. 45-67). Hong Kong: CERC and ACER. |
| [34] | Meara, P. (1997). Towards a new approach to modelling vocabulary acquisition. In N. Schmitt & M. Mccarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 109-121). Cambridge, UK: Cambridge University Press. |
| [35] | Michael, L. C. (2013). Teaching vocabulary. Maryland, USA: TESOL International Association. |
| [36] | Nation, P. (2011). Teaching vocabulary, Asian EFL Journal. Retrieved June 10, 2017, from https://www.asian-efl-journal.com/1304/quarterly-journal/2005/09/teaching-vocabulary/ |
| [37] | Nation, I. S. P. (2013). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press. |
| [38] | Nyikos, M., & Fan, M. (2011). A review of vocabulary learning strategies: focus on language proficiency and learner voice. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies (pp. 251-273). Oxford, UK: Oxford University Press. |
| [39] | O’Malley, J., & A. Chamot. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press. |
| [40] | On, W. L. (1996). The cultural context for Chinese learners: conceptions of learning in the Confucian tradition. In, D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural psychological and contextual influence (pp. 25-41). Hong Kong: CERC and ACER. |
| [41] | Oxford, R. L. (1990). Language learning strategies: what every teacher should know. Boston, Massachusetts: Heinle & Heinle Publishers. |
| [42] | Oxford, R. L. (1993). Research on second language learning strategies. Annual Review of Applied Linguistics, 13 (13), 175-187. |
| [43] | Oxford, R., & Nyikos, M. (1989). Variables effecting choice of language learning strategies by university students. The Modern Language Journal, 73 (3), 291-300. |
| [44] | Oxford, R. L., & Scarcella, R. (1994). Second language vocabulary learning among adults: state of the art in vocabulary instruction. System, 22 (2), 231-243. |
| [45] | Politzer, R. L., & McGroarty, M. (1985). An exploratory study of learning behaviors and their relationship to gains in linguistic and communicative competence. TESOL Quarterly, 19 (1), 103-123. |
| [46] | Rashidi, N., & Omid, A. (2011). A survey in Iranian EFL learners’ beliefs on the role of rote memorisation in learning vocabulary and its effect on vocabulary achievement. Pan-Pacific Association of Applied Linguistics, 15 (1), 139-161. |
| [47] | Read, J. (2011). Assessing Vocabulary. Cambridge, UK: Cambridge University Press. |
| [48] | Rubin, J. (1975). What the “good learner” can teach us. TESOL Quarterly, 9 (1), 41-51. |
| [49] | Safian, N. H., Malkar, S., & Kalajahi, S. A. R. (2014). Exploring vocabulary learning strategies used by UPM TESL undergraduates. Advances in Language and Literary Studies, 5 (5), 1-4. |
| [50] | Sanaoui, R. (1995). Adult learners’ approaches to learning vocabulary in second languages. Modern Language Journal, 79 (1), 15-28. |
| [51] | 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. |
| [52] | Schmitt, N. (2010). Vocabulary in language teaching. Cambridge, UK: Cambridge University Press. |
| [53] | Sinhaneti, K., & Kyaw, E. K. (2012). A study of the role of rote learning in vocabulary learning strategies of Burmese students. US-China Education Review, 2012 (12), 987-1005. |
| [54] | Subasi, G. (2014). Vocabulary learning beliefs and strategies of Turkish ELT students. Online International Journal of Arts and Humanities, 7 (3), 91-104. |
| [55] | Tan, P. (2011). Towards a culturally sensitive and deeper understanding of “rote learning” and “memorisation” of adult learners. Journal of Studies in International Education, 15 (2), 124-145. |
| [56] | Wang, Z. (2011) English vocabulary learning strategies employed by postgraduates of non-English majors. IEEEXplore. Retrieved April 26, 2017, from http://xueshu.baidu.com. |
| [57] | Wenden, A. (1987). How to be a successful language learner: Insights and prescriptions from L2 learners. In A. Wenden, & J. Rubin (Eds.). Learner strategies in language learning (103-118). New York, USA: Prentice Hall. |
| [58] | Wilkins, D. A. (1972). Linguistics in language teaching. London, UK: Edward Arnold. |
| [59] | Wu, M. M. (2008). Language learning strategy use of Chinese ESL leaners of Hong Kong: findings from a qualitative study. Electronic Journal of Foreign Language Teaching, 5 (1), 68-83. |
| [60] | Wu, W. S. (2005). Use and helpfulness rankings of vocabulary learning strategies employed by EFL learners in Taiwan. Journal of Humanities and Social Sciences, 1 (2), 7-13. |
| [61] | Yazdi, M., & Kafipour, R. (2014). A qualitative study of vocabulary learning strategies applied by Iranian undergraduate EFL learners in real learning setting. English Language Teaching, 7 (7), 1-7. |
| [62] | Yuan, Y., & Xie, Q. (2013). Cultures of learning: an evolving concept and an expanding field. In M. Cortazzi & L. Jin (Eds.), Researching cultures of learning: international perspectives on language learning and education (pp. 21-40). Palgrave Macmillan. |
| [63] | Zhang, B. (2011). A study of the vocabulary learning strategies used by Chinese students. hkr.diva-portal.org. Retrieved April 26, 2017, from http://xueshu.baidu.com. |
| [64] | Zhou, Y., & Dai, Z. (2015). Empirical studies on English vocabulary learning strategies in mainland China over the past two decades. Journal of Arts and Humanities, 4 (2), 1-10. |
| [65] | Zimmerman, C. B. (1997) Historical trends in second language vocabulary instruction. In J. Coady & T. Huckin (Eds.), Second Language Vocabulary Acquisition (pp. 519). Cambridge, UK: Cambridge University Press. |
APA Style
Sijing Fu. (2021). Chinese EFL University Students’ Use of Vocabulary Learning Strategies. International Journal of Language and Linguistics, 9(6), 279-289. https://doi.org/10.11648/j.ijll.20210906.12
ACS Style
Sijing Fu. Chinese EFL University Students’ Use of Vocabulary Learning Strategies. Int. J. Lang. Linguist. 2021, 9(6), 279-289. doi: 10.11648/j.ijll.20210906.12
AMA Style
Sijing Fu. Chinese EFL University Students’ Use of Vocabulary Learning Strategies. Int J Lang Linguist. 2021;9(6):279-289. doi: 10.11648/j.ijll.20210906.12
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijll.20210906.12,
author = {Sijing Fu},
title = {Chinese EFL University Students’ Use of Vocabulary Learning Strategies},
journal = {International Journal of Language and Linguistics},
volume = {9},
number = {6},
pages = {279-289},
doi = {10.11648/j.ijll.20210906.12},
url = {https://doi.org/10.11648/j.ijll.20210906.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20210906.12},
abstract = {This study investigated into the types of vocabulary learning strategies (VLSs) employed by EFL university students. The VLSs questionnaire was conducted and the sampling in this study was 71 English major students with higher and lower educational levels in a Chinese university. The study discovered that the determination and cognitive strategies were frequently employed by students. They most frequently used written and visual repetition, rehearsed on words’ spellings and sounds, had meaning-oriented note-taking, memorised the fixed phrases and sentences, used bilingual dictionaries, guessed words’ meanings and understood words through Chinese equivalents. Students also learned to tell themselves to feel less stressed when learning vocabulary. Students mainly focused on getting words’ meanings and the mechanical strategies they used were associated with understanding. By contrast, social/affective and metacognitive strategies were the least frequently used. Also, memory strategies such as words’ grammatical forms and word association, were less often employed. Students with a higher educational level more often associated words and noticed their vocabulary learning progresses. Therefore, learning maturity had impact on students’ choices of VLSs. In these cases, it is suggested that students use more types of VLSs such as memory and metacognitive strategies. English teachers are suggested to have strategy instructions and guide students to learn vocabulary through group discussions in classes. Additionally, studying vocabulary incidentally through both intensive and extensive reading is recommended to be taken into consideration.},
year = {2021}
}
TY - JOUR T1 - Chinese EFL University Students’ Use of Vocabulary Learning Strategies AU - Sijing Fu Y1 - 2021/11/10 PY - 2021 N1 - https://doi.org/10.11648/j.ijll.20210906.12 DO - 10.11648/j.ijll.20210906.12 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 279 EP - 289 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20210906.12 AB - This study investigated into the types of vocabulary learning strategies (VLSs) employed by EFL university students. The VLSs questionnaire was conducted and the sampling in this study was 71 English major students with higher and lower educational levels in a Chinese university. The study discovered that the determination and cognitive strategies were frequently employed by students. They most frequently used written and visual repetition, rehearsed on words’ spellings and sounds, had meaning-oriented note-taking, memorised the fixed phrases and sentences, used bilingual dictionaries, guessed words’ meanings and understood words through Chinese equivalents. Students also learned to tell themselves to feel less stressed when learning vocabulary. Students mainly focused on getting words’ meanings and the mechanical strategies they used were associated with understanding. By contrast, social/affective and metacognitive strategies were the least frequently used. Also, memory strategies such as words’ grammatical forms and word association, were less often employed. Students with a higher educational level more often associated words and noticed their vocabulary learning progresses. Therefore, learning maturity had impact on students’ choices of VLSs. In these cases, it is suggested that students use more types of VLSs such as memory and metacognitive strategies. English teachers are suggested to have strategy instructions and guide students to learn vocabulary through group discussions in classes. Additionally, studying vocabulary incidentally through both intensive and extensive reading is recommended to be taken into consideration. VL - 9 IS - 6 ER -
Information
Email: