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Al-Fuhaid, Mohammad R.T.

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Al-Fuhaid, Mohammad R T

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Vocabulary learning strategies : an empirical study of their use and evaluation by Saudi EFL learners majoring in English

Durham e-Theses

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106In addition to

192.1.3.1 Cultural Background Learners from different cultures use certain types of strategies at different levels

2. Bilingual dictionaries usually provide less information than monolingual dictionaries (Huckin and

2.1.1 2.1.3 Factors Affecting Use of LLSs The relationship

2.1.3.10 Tolerance of Ambiguity Students who are more tolerant of ambiguity use significantly different learning strategies in some instances than do students who are less tolerant

2.1.3.12 Strategy Training

2.1.3.5 Language Learning Environment Gu

2.1.3.6 Language Learning Styles L2 learners from different cultural backgrounds may

2.1.3.8 Gender Previous empirical studies on strategy use involving gender report more strategy

2.2.1.1 Aspects of L2 Vocabulary Knowledge One of the important aspects of L2 vocabulary

2.2.2.1 Schmitt's (1997) Taxonomy Schmitt's taxonomy classifies VLSs into two main types of strategy: discovery and consolidation strategies (see appendix seven). Together the types total 58 individual strategies. As Schmitt notes, his

2.2.3.1.3 Maximising Exposure to the English media The strategy of maximising exposure to the English media is an efficient metacognitive vocabulary learning strategy (Schmitt,

2.2.3.1.5 Ignoring some new words Bearing in mind the estimated number of words known by native speakers of English and the much smaller number of words needed by ESL/EFL learners, it is then very

2.2.3.1.7 Evaluating L2 vocabulary knowledge Evaluating L2 vocabulary knowledge gives indications as to an effective choice of strategy (Schmitt, 1997). That is, a learner can

2.2.3.2.1 Using dictionaries Strategies of using a dictionary depend on the purpose for which they are

202.1.3.3 Stage of Learning/Proficiency Research has shown that L2 learners tend to use different LLSs

212.1.3.4 Motivation Previous research reports that there is a relatively strong correlation between motivation and use of LLSs. The more motivated learners are found to use more types of LLSs (Ehrman and Oxford,

232.1.3.7 Attitudes and Beliefs Attitudes towards and

242.1.3.11 Age Strategy use

252.1.4 Taxonomies

283i

293Strategy training should aim to facilitate L2 learning by making learners more aware of a wide range of possible strategies: the L2 learning curriculum should thus include strategy-based instruction (Green and Oxford, 1995;

3. The

3.2 Objectives The main objectives of the study are: 1. to provide quantitative analysis of VLSs used by Saudi EFL learners majoring in English in Saudi Arabia,

313Baddeley, A. (1990). Human Memory. London: Lawrence Erlbaum Associates.

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3In recent years, however, there has been an increasing,

4.1.2.10 Social strategies The social strategies achieved significantly different rating

40O'Malley and

5. McCarthy (1990) states that when looking up bilingual

51It is clear that the requirements for receptive knowledge are easier. Nation (2001) maintains that this assumption can be attributed to

56productive

57Implicit learning has a critical role to play in developing L2 vocabulary, especially during

5Nowadays, L2 lexis has started to take an intermediate position

6 Also called 'semantic field displays' by Hatch and Brown (1995:37) and more

623. Explicit learning of L2 vocabulary is necessary for L2 learners because it widens their vocabulary store quickly and efficiently.

882.2.3.1.6 Planning vocabulary revision Reviewing well through spaced intervals is the third main memory strategy in Oxford's classification. Both of the two types of memory

A number of researchers (e.g. Rubin, 1989; Wenden, 1987; Horwitz, 1985) also assert the need

A very

A very important language task is learning a large number of L2 vocabulary items. Oxford (1990) maintains that indirect metacognitive strategies permit language learners

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Vocabulary learning strategies : an empirical study of their use and evaluation by Saudi EFL learners majoring in English

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