A Meta-Analysis of Vocabulary Learning Strategies of EFL Learners

Autor/inn/en	Nematollahi, Batoul; Behjat, Fatemeh; Kargar, Ali Asghar
Titel	A Meta-Analysis of Vocabulary Learning Strategies of EFL Learners
Quelle	In: English Language Teaching, 10 (2017) 5, S.1-10 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Vocabulary Development; Second Language Learning; Meta Analysis; Learning Strategies; Metacognition; Correlation; Memory; Student Attitudes; Course Descriptions; Dictionaries; English (Second Language); Classification; Qualitative Research; Effect Size; Statistical Analysis; Second Language Instruction + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Zweitsprachenerwerb; Meta-analysis; Metaanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; Gedächtnis; Schülerverhalten; Kursstrukturplan; Dictionary; Wörterbuch; English as second language; English; Second Language; Englisch als Zweitsprache; Classification system; Klassifikation; Klassifikationssystem; Qualitative Forschung; Statistische Analyse; Fremdsprachenunterricht
Abstract	Vocabulary learning is one of the crucial matters in second language learning. There is a vast body of research in this field which has been done by famous researchers around the world, but still there is no specific solution for extending lexical knowledge in the best way. Therefore, we have conducted a meta-analysis on a body of 30 research projects to investigate the usefulness of different strategies of vocabulary learning. The results showed that the strategies which are used by students are as follows in order: determination, cognitive, memory, meta-cognitive, and social strategies. Besides, it seems that guessing from context and using the dictionary are among the strategies which are most favored by successful students. In addition, the relationship between context, treatment, and methodology by vocabulary learning strategy were studied. It was clear that learners of different contexts would prefer different strategies, and teachers used specific strategies according to their syllabus. For further research, it is suggested to select a larger body of studies. It is advised to make teachers aware of the importance of choosing an appropriate strategy of vocabulary learning for language learners to pave the way of improving lexical knowledge for them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01