Study on Vocabulary Learning Strategies for Chinese English-Majors

Lou, Yougen

doi:10.2991/icmess-14.2014.13

Cited by 2 publications

(8 citation statements)

References 6 publications

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“…Similarly, Al-Khasawneh (2012) also found these strategies were the second least used among Jordanian students with a mean score of 2.68 mean score. However, the use of cognitive strategies was found to be moderate among Moroccan (Ghouati, 2014) and Chinese (Lou, 2014) EFL learners with a percentage of 22.04% and a mean score of 3.30, respectively. In contrast, Komol and Sripetpun (2011) showed that these strategies were highly used by Thai students, with a mean score of 3.20.…”

Section: Cognitive Strategiesmentioning

confidence: 86%

“…Similarly, Lou (2014) showed that these strategies were the most frequently utilized among Chinese students (mean = 3.57). Similarly, Komol and Sripetpun (2011) found that these strategies were found to be common among Thai undergraduates (mean = 3.00).…”

Section: Metacognitive Strategiesmentioning

confidence: 92%

“…On the other hand, this type of strategy was the most frequently used by university students in learning new words in Al-Khasawneh's (2012) study in Jordan with a mean score of 3.03. However, social strategies were among the least used by Chinese (Lou, 2014) and Moroccan (Ghouati, 2014) EFL learners. These latter two findings are parallel with that of Komol and Sripetpun (2011), who showed that social strategies were the least employed type of VLS among Thai EFL learners.…”

Section: Social Strategiesmentioning

confidence: 92%

“…In the past few years, several studies in China (e.g., Gu & Johnson, 1996;Peacock & Ho, 2003;Wu, 2008;Gu, 2010;Lou, 2014;Teng, 2015;Zhang, 2011) have been conducted to investigate the VLSs and vocabulary knowledge of Chinese EFL students at different educational levels (secondary school, preparatory level, and university level). One of the most significant studies on the effects of direct and indirect VLSs is that of Teng (2015), who conducted a study among 145 Chinese undergraduates in China.…”

Section: Past Studies On Vocabulary Learning Strategiesmentioning

confidence: 99%

“…Efficient use of time and knowing when to actively study a new word are also useful metacognitive strategies. Some studies (e.g., Kafipour et al, 2011;Komol & Sripetpun, 2011;Lou, 2014) found a high frequency use of metacognitive strategies in learning new words, whereas some other studies (e.g., Al-Khasawneh, 2012; Ghouati, 2014) found a low frequency of use. Kafipour et al (2011) revealed that Iranian EFL learners rely heavily on metacognitive strategies for learning new vocabulary.…”

Section: Metacognitive Strategiesmentioning

confidence: 99%

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Vocabulary size and vocabulary learning strategy usage among Chinese undergraduates at Universiti Putra Malaysia

Jasim

Rahman

2020

JML

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While studies have investigated the strategies used by Chinese English as a Foreign Language (EFL) learners to learn new words and the relationship with their current vocabulary knowledge, there is a lack of studies that examine the vocabulary learning strategies (VLSs) and vocabulary sizes of Chinese students studying abroad in the L2 context. In view of the increasing number of Chinese students studying in ESL communities, this study aims to determine the vocabulary size of Chinese undergraduates at a high-ranking public university in Malaysia-Universiti Putra Malaysia (UPM)and to discover the extent to which they employ a range of VLSs. Accordingly, 30 students enrolled in various degree programmes were randomly selected to take part in this study. The vocabulary size test (Schmitt, Schmitt, & Clapham, 2001) and a vocabulary level questionnaire based on Schmitt's (1997) taxonomy of VLSs were adopted as the data collection instruments. The findings showed that, on average, the participants have a "Threshold" vocabulary size at the 3,000 and the 5,000-word level, which according to Vocabulary size and vocabulary learning strategy 100 Schmitt et al. (2001) enables learners in reading different authentic texts. However, Nation and Beglar (2007), Schmitt and Schmitt (2014), Coxhead, Nation, and Sim (2015) suggested that non-native undergraduates studying in English as a medium of instruction (EMI) colleges and universities require a vocabulary size of 9,000-word family. The findings of this research raised important concerns that require our attention on the Chinese undergraduates studying in EMI context are at risk due to their insufficient vocabulary size. Moreover, results also revealed that the participants used direct VLSs such as memory and cognitive strategies the most. Taken together, the findings of this research provide insights into undergraduates' overall inadequate vocabulary size, and how different VLSs were employed to cope with academic demands.

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Section: Cognitive Strategiesmentioning

confidence: 86%

Section: Metacognitive Strategiesmentioning

confidence: 92%

Section: Social Strategiesmentioning

confidence: 92%

Section: Past Studies On Vocabulary Learning Strategiesmentioning

confidence: 99%

Section: Metacognitive Strategiesmentioning

confidence: 99%

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Vocabulary size and vocabulary learning strategy usage among Chinese undergraduates at Universiti Putra Malaysia

Jasim

Rahman

2020

JML

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Vocabulary Instruction in ELT: A Neglected Situation?

Zhu¹

2020

OALib

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This article reports on an empirical study aiming to investigate the impact of vocabulary instruction on the teaching and learning of vocabulary in senior middle schools in China. Vocabulary instruction offers the teachers and the students with systematic vocabulary guidance. The differences between before and after the intervention of vocabulary instruction are discussed to evaluate its impact. Data are collected from the Teacher Log, the Student Questionnaire and the Follow-up Teacher Interview. Based upon a one-semester experiment with participants from two schools, it has been found: 1) vocabulary instruction could work more effectively than a word list in stimulating the students' interest in vocabulary learning and in developing their vocabulary; 2) National College Entrance Examination System in China and institutional resistance to change are the main reasons that vocabulary instruction is neglected in English language teaching (ELT).

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Study on Vocabulary Learning Strategies for Chinese English-Majors

Cited by 2 publications

References 6 publications

Vocabulary size and vocabulary learning strategy usage among Chinese undergraduates at Universiti Putra Malaysia

Vocabulary size and vocabulary learning strategy usage among Chinese undergraduates at Universiti Putra Malaysia

Vocabulary Instruction in ELT: A Neglected Situation?

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