Exploring Vocabulary Learning Strategies across ESL/EFL Contexts: Juggling between Experiential and Traditional Modes of Learning

Autor/inn/en	Ali, Lubna Farhan; Zaki, Sajida
Titel	Exploring Vocabulary Learning Strategies across ESL/EFL Contexts: Juggling between Experiential and Traditional Modes of Learning
Quelle	In: Journal of Education and Educational Development, 6 (2019) 2, S.201-218 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2310-0869
Schlagwörter	Learning Strategies; English (Second Language); Second Language Learning; Second Language Instruction; Vocabulary Development; Cross Cultural Studies; Foreign Countries; Profiles; Student Characteristics; Teaching Methods; Cultural Context; Educational Environment; Taxonomy; China; Congo; Libya; Sudan; Malaysia; Philippines; Turkey; Iran; Algeria; India; Saudi Arabia + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Cultural comparison; Kulturvergleich; Ausland; Charakterisierung; Profilanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Taxonomie; Kongo; Libyen; Philippinen; Türkei; Algerien; Indien; Saudi-Arabien
Abstract	Though vocabulary learning strategies (VLS) have drawn continuous attention in SLA research in the past three decades, there remain many unanswered questions, many unknown caveats and many unexplored regions. Quite a few historical reviews of vocabulary learning strategies have been undertaken by researchers over the past years, tracing its growth over the years. However, no research until now has captured the VLS profile of learners from diverse ESL/EFL backgrounds and presented an analysis from a geographical point of view. This study aims to capture the VLS profile of the diverse learners and takes up the task of the geographical review of vocabulary learning strategies landscaping the VLS research over many countries. For this purpose, the researcher has chosen specifically the research happening in the backdrop of ESL/EFL contexts. Fourteen papers have been selected for review belonging to Philippine, Turkey, Algeria, Iran, Malaysia, Congo, China, India, Sudan, Libya and The Kingdom of Saudi Arabia. A detailed analysis reveals not only the juggling between the experiential and traditional modes of vocabulary learning but also the reasons behind the insufficient vocabulary size of the learners in myriad contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01