International Journal of Applied Linguistics and Translation

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A Comparative Study on Vocabulary Learning Strategies by Chinese English Majors and Non-English Majors

Received: Nov. 17, 2019    Accepted: Nov. 25, 2019    Published: Dec. 02, 2019
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Abstract

The present study aims to explore English vocabulary learning beliefs and strategies employed by English majors and non-English majors. A questionnaire was administered to 210 students (105 English majors and 105 non-English majors) from two universities to explore English vocabulary learning beliefs and strategies employed by English majors and non-English majors in China. The questionnaire is adapted from Gu and Hu [1]. Statistical descriptions and independent samples t-test are undertaken to process the data collected. The analyses of the data reveal both Chinese English and non-English majors are interested in learning vocabulary. They report adopting a number of learning strategies in their vocabulary learning processes. They appear to use metacognitive strategies more often when they learn vocabulary, especially self-initiation. At cognitive level, they are both inclined to adopt dictionary use, guessing, note-taking and activation strategies very often, while encoding and rehearsal are less used. English majors’ strategy use frequencies seem all higher than non-English majors, except note-taking strategies. English majors show significant differences from non-English majors in some vocabulary learning strategies like: self-initiation, dictionary use and contextual guessing. The study suggests that teachers should encourage students to hold a positive belief on vocabulary learning and to employ both metacognitive and cognitive strategies in learning vocabulary. Students should pay as much attention to cognitive strategies as to metacognitive strategies.

DOI 10.11648/j.ijalt.20190504.17
Published in International Journal of Applied Linguistics and Translation ( Volume 5, Issue 4, December 2019 )
Page(s) 89-94
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

Keywords

English Majors, Non-English Majors, Vocabulary Learning Beliefs, Vocabulary Learning Strategies

References
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[2] Garcia, G. (1991). Factors influencing the English reading test performance of Spanish-speaking Hispanic students. Reading Research Quarterly, 26: 371-392.
[3] Nation, I. S. P. (1993). Vocabulary size, growth, and use. In R. Schreuder and B. Weltens (Eds.). 1993. The bilingual lexicon. Amsterdam: John Benjamins: 115-134.
[4] Krashen, S. (1989). We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis. Modern Language Journal, 73: 440-464.
[5] Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston: Heinle and Heinle.
[6] Oxford, R. (1989). Use of language learning strategies: a synthesis of studies with implications for strategy training. System, 17: 235-247.
[7] Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House.
[8] O’Malley, J. and A. Chamot. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
[9] Oxford, R. and R. Scarcella. (1994). Second Language Vocabulary Learning Among Adults: State of the Act in Vocabulary Instruction. System, 22: 231-243.
[10] Wu, Xia, and Wang, Qiang. (1998). The Vocabulary Learning Strategies of Non-English Majors. Foreign Language Teaching and Research (1), 53-57.
[11] Liu, Jinkai. (1999). Research on Language Learning strategies-Word Guessing and Language Proficiency. Foreign Language Education (3), 31-35.
[12] Liu, Jinkai. (2001). Research on English Vocabulary Learning-Word Guessing Strategy and Cultivation of Competence. Journal of Xi’an Foreign Languages University (4), 21-24.
[13] Fan. (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.
[14] Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt and M. McCarthy (eds.) Vocabulary: Description, Acquisition, and Strategies. Cambridge: Cambridge University Press.
[15] Hsiao, T. and Oxford, R. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. Modern Language Journal, 86 (3): 368-383.
[16] Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
[17] Carter, R. and M. McCarthy. (1988). Vocabulary and Language Teaching. New York: Longman Press.
[18] Gu, Yongqi and R. K. Johnson. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46: 643-679.
[19] Ahmed, M. O. (1989). Vocabulary learning techniques. In P Meara (Ed.), Beyond Words. London: CIL: 3-14.
[20] Huckin, T. and J. Coady. (1999). Incidental Vocabulary Acquisition in a Second Language: a Review. In Wesche and Paribakht, 1999: 181-93.
[21] Leek, P. and Shaw, P. (2000). Learners’ Independent records of Vocabulary. System, 28/2: 271-289.
[22] O’Malley, J. M., Chamot, A. U., Gloria, S. M., Kupper, L. and Russo, R. P.(1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35: 21-46.
[23] Ellis, N. and Beaton, A. (1993). Psycholinguistics determinants of foreign language vocabulary learning. Language Learning, 43: 559-617.
[24] Ghazal, L. (2007). Learning Vocabulary in EFL Contexts Through Vocabulary Learning Strategies. [online]. Available: http://novitasroyal.org/Ghazal.pdf.
[25] Nation, I. S. P. (2004). Teaching and learning vocabulary. Beijing: Foreign Language Teaching and Research Press.
[26] Kojic-Sabo, I. and P. M. Lightbown. (1999). Students’ approaches to vocabulary learning and their relationship to success. Modern Language Journal, 83: 176-192.
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    Tian Tian. (2019). A Comparative Study on Vocabulary Learning Strategies by Chinese English Majors and Non-English Majors. International Journal of Applied Linguistics and Translation, 5(4), 89-94. https://doi.org/10.11648/j.ijalt.20190504.17

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    Tian Tian. A Comparative Study on Vocabulary Learning Strategies by Chinese English Majors and Non-English Majors. Int. J. Appl. Linguist. Transl. 2019, 5(4), 89-94. doi: 10.11648/j.ijalt.20190504.17

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    AMA Style

    Tian Tian. A Comparative Study on Vocabulary Learning Strategies by Chinese English Majors and Non-English Majors. Int J Appl Linguist Transl. 2019;5(4):89-94. doi: 10.11648/j.ijalt.20190504.17

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  • @article{10.11648/j.ijalt.20190504.17,
      author = {Tian Tian},
      title = {A Comparative Study on Vocabulary Learning Strategies by Chinese English Majors and Non-English Majors},
      journal = {International Journal of Applied Linguistics and Translation},
      volume = {5},
      number = {4},
      pages = {89-94},
      doi = {10.11648/j.ijalt.20190504.17},
      url = {https://doi.org/10.11648/j.ijalt.20190504.17},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijalt.20190504.17},
      abstract = {The present study aims to explore English vocabulary learning beliefs and strategies employed by English majors and non-English majors. A questionnaire was administered to 210 students (105 English majors and 105 non-English majors) from two universities to explore English vocabulary learning beliefs and strategies employed by English majors and non-English majors in China. The questionnaire is adapted from Gu and Hu [1]. Statistical descriptions and independent samples t-test are undertaken to process the data collected. The analyses of the data reveal both Chinese English and non-English majors are interested in learning vocabulary. They report adopting a number of learning strategies in their vocabulary learning processes. They appear to use metacognitive strategies more often when they learn vocabulary, especially self-initiation. At cognitive level, they are both inclined to adopt dictionary use, guessing, note-taking and activation strategies very often, while encoding and rehearsal are less used. English majors’ strategy use frequencies seem all higher than non-English majors, except note-taking strategies. English majors show significant differences from non-English majors in some vocabulary learning strategies like: self-initiation, dictionary use and contextual guessing. The study suggests that teachers should encourage students to hold a positive belief on vocabulary learning and to employ both metacognitive and cognitive strategies in learning vocabulary. Students should pay as much attention to cognitive strategies as to metacognitive strategies.},
     year = {2019}
    }
    

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    AB  - The present study aims to explore English vocabulary learning beliefs and strategies employed by English majors and non-English majors. A questionnaire was administered to 210 students (105 English majors and 105 non-English majors) from two universities to explore English vocabulary learning beliefs and strategies employed by English majors and non-English majors in China. The questionnaire is adapted from Gu and Hu [1]. Statistical descriptions and independent samples t-test are undertaken to process the data collected. The analyses of the data reveal both Chinese English and non-English majors are interested in learning vocabulary. They report adopting a number of learning strategies in their vocabulary learning processes. They appear to use metacognitive strategies more often when they learn vocabulary, especially self-initiation. At cognitive level, they are both inclined to adopt dictionary use, guessing, note-taking and activation strategies very often, while encoding and rehearsal are less used. English majors’ strategy use frequencies seem all higher than non-English majors, except note-taking strategies. English majors show significant differences from non-English majors in some vocabulary learning strategies like: self-initiation, dictionary use and contextual guessing. The study suggests that teachers should encourage students to hold a positive belief on vocabulary learning and to employ both metacognitive and cognitive strategies in learning vocabulary. Students should pay as much attention to cognitive strategies as to metacognitive strategies.
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Author Information
  • College English Teaching & Research Office, School of Foreign Languages & Cultures, Beijing Wuzi University, Beijing, China

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