An Analysis of Vocabulary Learning Strategies Employed by Thai EFL Undergraduates: Dictionary Use

Autor/in	Panduangkaew, Ratiporn
Titel	An Analysis of Vocabulary Learning Strategies Employed by Thai EFL Undergraduates: Dictionary Use
Quelle	In: rEFLections, 25 (2018) 1, S.116-125 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1513–5934
Schlagwörter	Learning Strategies; Vocabulary Development; Undergraduate Students; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Taxonomy; Bilingualism; Dictionaries; Preferences; Teaching Methods; Instructional Effectiveness; Thailand + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Taxonomie; Bilingualismus; Dictionary; Wörterbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	As a number of researchers in Thailand have investigated the use of vocabulary learning strategies by Thai learners at all levels, it is now worth specifically looking at how undergraduates learn new vocabulary words since these learners are considered more mature and might have learned more strategies compared to those with lower levels of education. In this article, the VLS taxonomy from Schmitt (1997) is emphasized with an aim to recognize possible links among the results from various studies on the use of VLS by Thai learners at a university level. Among the various research studies the writer looked at, only five of them with a VLS questionnaire adapted from Schmitt's (1997) were selected to be presented in this paper. The findings all revealed that Thai EFL undergraduates prefer using a bilingual dictionary to other vocabulary strategies in their attempt to comprehend the meaning of the target word. This not only affirms the learners' preference but also reflects how they were involved in VLS instruction throughout their lifelong learning. Hence, this article provides some thoughts concerning the popularity and benefits of bilingual dictionaries. Also, Thai lecturers can make use of the findings to improve their VLS instruction and inquire further as to whether this strategy is still a top ranking one in long-term observations in order to be better able to handle effective VLS instruction. (As Provided).
Anmerkungen	King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01