A Preliminary Study on Vocabulary Learning Strategies Used by the Students from the Faculty of Accountancy

Abstract

Abstract-Communication is almost important without words. Learners with limited vocabulary face difficulties in conveying their messages to others. Therefore, they should acquire enough words to communicate their ideas in L2. Besides, knowing the right strategies to acquire words is also important to help learners in their study. Because of that, the study aims to unveil the usefulness of vocabulary learning strategies among students from the faculty of Accountancy in a public university in northern Malaysia. 52 participants (44 female and 8 male) from this faculty participated in the study. From the total of 52 participants, 30 are from the Diploma in Accountancy and the remaining 22 are the students from Diploma in Accounting Information System. The study focuses on second language vocabulary learning acquisition. Participants were asked to answer questionnaires during normal class time. The questionnaire contains seven questions on vocabulary learning strategies where participants had to choose the four options given from 'very useful' to 'not useful at all' based on their L2 study experience on their L2 vocabulary learning process. The findings show that learners preferred to communicate, read books and listen to English songs in order to acquire vocabulary. In addition, they also acquire vocabulary explicitly from their daily routine activities. These suggest that lecturers should focus more on explicit teaching vocabulary because previous research shows that this strategy helps learners in their vocabulary acquisition.Index Terms-Language learning strategies, vocabulary, vocabulary knowledge, vocabulary learning strategies.

Advancing Vocabulary Acquisition by Integrating Visual Image and Texts in Writing:

“…It is in line with Raoofi et al [36] argument that by exposing the students to authentic input into their language learning can accelerate the learning itself. These results once again verify the argument made by experts Hashemi and Hadavi [37], Nayan and Krishnasamy [38] regardless the difference on thearticipant educational background stating that students who were facilitated with rich instructions and explicit vocabulary learning strategy could be determined as independent learners who were capable to gradually develop their vocabulary acquisition, self-confidence, involvement, and proficiency.…”

Students’ Vocabulary Learning Strategies of Discovery and Consolidation in Malaysian Primary School English Language Classrooms

“…Studies have documented the use of VLS as supporting ELL's learning of vocabulary. ELLs are able to learn vocabulary by connecting words to synonyms and antonyms (Yazdi & Kafipour, 2014), use dictionaries, do guesswork and interact in the classroom (Mutalib et al, 2013), and communicate, read and listen to English songs (Nayan & Krishnasamy, 2015). However, a lack of exposure to VLS could hinder learners from performing well in vocabulary learning (Mutalib et al, 2013) and affect efforts for vocabulary retention (Dollah & Shah, 2016).…”

The Application of Visual Vocabulary for ESL Students’ Vocabulary Learning

“…Hence, it is not a surprise that vocabulary acquisition continues to be one of the areas of concern among English language practitioners, due to the great impacts that it might have on the ESL learners. Nayan and Krishnasamy (2015), for example, claimed that learners with vocabulary problems could find it challenging to make progress in their studies, mainly when subjects they learn are taught using the English medium. Also, when these learners advance to the tertiary education later, they will need to conduct many presentations in English, not only for the language subjects but for all the topics under their area of specialization.…”