Volume-9 | Issue-9 | September - 2019 | PRINT ISSN No. 2249 - 555X | DOI : 10.
36106/ijar
Original Research Paper
English
VOCABULARY LEARNING STRATEGIES: RETENTION OF NEWLY-
LEARNED VOCABULARY
K. Eliah Associate Professor, Usha Rama College of Engineering and Technology, Telaprolu
Dr. K. Suma Professor, Department of English, S.V. University, Tirupati *Corresponding Author
Kiran*
ABSTRACT Vocabulary learning is an essential one for ESL learners. The meanings of new words are very often accentuated, whether
in books or in classrooms. It is also central to language teaching and is of paramount importance to a language learner.
Recent research indicates that teaching vocabulary may be problematic because many teachers are not confident about best practice in vocabulary
teaching. In this research paper, the strategies for retention of learned vocabulary are discussed and explained some techniques to retain ample of
vocabulary when students acquire words from different sources.
KEYWORDS :
1. INTRODUCTION: impedes successful communication. Underscoring the importance of
1.1 The Definition of Vocabulary Vocabulary can be defined as '' words vocabulary acquisition, Schmitt (2000) emphasizes that “lexical
we must know to communicate effectively; words in speaking knowledge is central to communicative competence and to the
(expressive vocabulary) and words in listening (receptive acquisition of a second language” p. 55) Nation (2001) further
vocabulary)'' (Neuman&Dwyer, 2009, p. 385). Hornby (1995) defines describes the relationship between vocabulary knowledge and
vocabulary as ''the total number of International Journal of Teaching language use as complementary: knowledge of vocabulary enables
and Education Vol. III, No. 3 / 2015 24 words in a language; vocabulary language use and, conversely, language use leads to an increase in
is a list of words with their meanings”. While Ur (1998)states: vocabulary knowledge. The importance of vocabulary is demonstrated
“Vocabulary can be defined, roughly, as the words we teach in the daily in and out the school. In classroom, the achieving students
foreign language. However, a new item of vocabulary may be more possess the most sufficient vocabulary.
than just a single word: for example, post office, and mother-in-law,
which are made up of two or three words but express a single idea. A On the other hand, vocabulary has been acknowledged as L2 learners'
useful convention is to cover all such cases by talking about greatest single source of problems (Meara, 1980). This remark may
vocabulary "items"rather than "words."In addition, Burns possibly reflect that the open-endedness of a vocabulary system is
(1972)defines vocabulary as" the stock of words which is used by a perceived to be a cause of difficulty by learners. Another possible
person, class or profession. According to Zimmerman cited in Coady reason is that, unlike syntax and phonology, vocabulary does not have
and Huckin (1998)'vocabulary is central to language and of critical rules the learners may follow to acquire and develop their knowledge.
importance to the typical language learning. Furthermore, Diamond In other words, it is not clear in L2 vocabulary learning what rules
and Gutlohn (2006) in [Link]/article state that apply or which vocabulary items should be learned first. Oxford (1990)
vocabulary is the knowledge of words and word meanings.” From the also claims that vocabulary is “by far the most sizeable and
definitions above, it can be concluded that vocabulary is the total unmanageable component in the learning of any language, whether a
number of words that are needed to communicate ideas and express the foreign or one's mother tongue, because of tens of thousands of
speakers' meaning. That is the reason why it is important to learn different meanings” Despite these difficulties that language learners
vocabulary. face in L2 vocabulary, they still have to deal with it in their
examinations as ''vocabulary has traditionally been one of the language
1.2 Types of learning Vocabulary components measured in language tests'' (Schmitt, 1999, 189).
Indirect vocabulary learning refers to students learning vocabulary Furthermore, many learners see second language acquisition (SLA) as
when they hear and see words through conversations with adults,
essentially a matter of learning vocabulary and therefore they spend a
through being read to, and through reading on their own. Direct
great deal of time on memorising lists of L2 words and rely on their
vocabulary learning refers to students learning vocabulary through
bilingual dictionary as a basic communicative resource. As a result,
explicit instruction in both individual words and word-learning
strategies. Direct vocabulary instruction aids in reading language teachers and applied linguists now generally recognise the
comprehension. Two examples of direct vocabulary instruction importance of vocabulary learning and are exploring ways of
include: specific word instruction and word learning instruction. promoting it more effectively. Some of this research takes the form of
investigation of strategies learners use specifically for vocabulary
1.3 Common techniques of teaching vocabulary (VLS), which is our focus of attention.
Commonly, there are several techniques concerning the teaching of'
vocabulary. However, there are a few things that have to be 3. RESEARCH METHODOLOGY
remembered by most English teachers if they want to present a new The purpose of the present study is to examine the use of vocabulary
vocabulary or lexical items to their students. It means that the English learning strategies (VLS) by ESL students at college level to better
teachers want students to remember new vocabulary. Then, it needs to understand the ways that they applied to learn new words in English.
be learnt, practiced, and revised to prevent students from forgetting.
Techniques employed by teachers depend on some factors, such as the It was decided that the best method for this investigation to better
content, time availability, and its value for the learners. This makes understand the use of VLSs by these particular students is to adopt the
teachers have some reasons in employing certain strategies in qualitative research design. Cresswell (2008) identified qualitative
presenting vocabulary. In presenting one planned vocabulary item, the research as an investigative method for understanding a phenomenon
teacher usually combined more than one technique, instead of based on separate methodological traditions of inquiry that elicit
employing one single technique. Teachers, furthermore, are suggested human conditions or social problem. In addition, the researcher is the
to employ planned vocabulary presentation as various as possible main instrument of analyzing the data.
(Pinter, 2006).
Personally, the researcher is interested in this topic because he has been
2 LITERATURE REVIEW teaching in an EFL (English as a foreign language) context where it
2.1 The importance of learning vocabulary: was very difficult to gain access to teaching and learning materials of
Vocabulary knowledge is often viewed as a critical tool for second the English language. The study is conducted in different engineering
language learners because a limited vocabulary in a second language colleges.
INDIAN JOURNAL OF APPLIED RESEARCH 51
Volume-9 | Issue-9 | September - 2019 | PRINT ISSN No. 2249 - 555X | DOI : 10.36106/ijar
As Merriam (1988) explained, interview utilization is one of the major Some classes are aimed at creative writing also. Not only this, one can
sources to obtain qualitative data from subjects. Hence, the method of do exercises after class and use previous language experience to
conducting an interview is one of the most popular means to improve vocabulary.
investigate, research and to inquire data from the one phenomenon.
The interviews were conducted individually with 105 students who are 5. CONCLUSIONS AND IMPLICATIONS
randomly selected to gain a deep understanding of the subjects' varied The study has discovered that the ESL students perceive the substance
backgrounds in vocabulary learning, the strategies that they used to of vocabulary as a branch of language learning. However, some
learn new words in English. strategies such as repetition of single vocabulary, grouping the same
words and antonyms, conversation with friends or teachers, practising
As a whole, the semi-structured interview was used in this phase for the words in sentences, doing exercises and using previous learning
data collection. Everything was conducted as planned and scheduled, experience.
and thus most of the things worked quite smoothly. The next process
was to analyse data obtained after translation in order to discover Based on the results, some implications can be observed. First of all, an
vocabulary learning behaviours reported to be employed by the advantage of this study is that it will increase the public awareness on
students. the importance of vocabulary learning strategies in second language
learning and teaching. As Oxford (2003) mentioned Vocabulary is not
4. RESULTS AND DISCUSSION: explicitly taught in most language classes”. The results of the current
4.1 Vocabulary Learning Strategies to Build New Vocabulary study can assist language teachers to improve their teaching methods.
Items (BNV) Second, teachers who are interested in their students' performance in
The vocabulary learning strategies under this main category are the learn the English vocabulary can introduce the vocabulary learning
strategies that 105 students reported employing in order to build new strategies and techniques to their students by designing useful tasks
vocabulary items, especially when in class. However, some strategies and giving relevant assignments. Future studies on vocabulary
were reported employing both when in or outside class so that one can learning strategies can be carried out from two viewpoints. Studies on
achieve some particular goals of his/her vocabulary learning. Below the individuals' differences of language learners from primary to
are 10 individual strategies reported employing by the interviewees in university level can be conducted both in qualitative and quantitative
order to Retain Newly-learned Vocabulary items (RNV) that include: approaches. In addition, studying the effect of culture, home
RNV 1: Repeating a single vocabulary environment, peer groups, effective teaching methods and classroom
RNV 2: Discuss with classmates or friends atmosphere on vocabulary learning strategies could be very helpful to
RNV 3: Discuss with teachers get better understanding of the relevant strategies.
RNV 4: Singing English songs
RNV 5: Making list REFERENCES
RNV 6: Grouping according to synonyms and antonyms [1] Carter, R. (1987) Vocabulary and second/foreign language teaching. Language
Teaching. 20(1): 3-16.
RNV 7: Grouping according to the similarity of meaning, [2] Chamot and Kupper. (1989) Learning Strategies in Foreign Language Instruction.
pronunciation and spelling Foreign Language Annals , 22 (1): 13-22.
RNV 8: Doing vocabulary exercises after class [3] Cresswell, J. (2008) Research Design: Qualitative and Quantitative Approaches.
London: SAGE.
RNV 9: Practising writing in own sentences [4] Ellis, R. (2000). Instructed Second Language Acquisition. Oxford, UK and Cambridge,
RNV 10: Connecting vocabulary to one's previous learning experience USA: Blackwell.
[5] Gu, P.Y. (2003). Vocabulary Learning in a Second Language: Person, Task, Context and
4.2 Repeating a single vocabulary Strategies. Teaching | English as a Second or Foreign Language TESL-EJ . 7 (2).
[6] Gu, P.Y. (1994). Vocabulary Learning Strategies of Good and Poor Chinese EFL
For many language learners' repetition is highly valued in respect of Learners. The Twenty-Eighth
vocabulary. This practice is so ingrained in many people's thinking [7] McCarthy, M. (1992). vocabulary (2ed.). Oxford University Press (OUP) |
and practices that they find it hard to see language learning without this [8] Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge. U.K: Cambridge
University Press.
practice as a core part of it. There are in fact different kinds of
repetition. At one end of the spectrum, it is described as commonly
understanding and practising. At the other end, it is defined as “mindful
repetition”.
4.3 Conversation or Discussion
The conversation or discussion of vocabulary plays high-priority in
acquisition of vocabulary. Conversational English vocabulary lessons
can give students a powerful voice with new skills to match. It
promotes a slew of student confidence, because students will actually
be holding a conversation with teacher or a peer. Having more
speaking confidence will encourage students to speak up during any
other lesson or activity, which is always a big goal for language
teachers. It allows ESL students to engage in guided discussion.
Students will see that they can use their new language with people in
the real world, making the value of their English knowledge more
apparent. By practising this strategy, student will be able to speak
English fluently and confidently with others.
4.4 Grouping Vocabulary
Students can group their newly-learned vocabulary according to
meaning, synonyms and antonyms. By that, they have ample of
vocabulary in usage. Student can group the vocabulary with their
knowledge. For example: Criticizing or blaming words: berate
calumny, castigate, decry, defamation, denounce, deride, derisive,
diatribe, disparage, excoriate, gainsay, harangue, impugn, inveigh,
lambaste, objurgate, obloquy, opprobrium, rebuke, remonstrate,
reprove, revile, tirade, and vituperate. Likewise, a learner can group
the vocabulary with different usage. For example, lying words,
change- related words, uncaring words, weakening words, etc.
4.5 Practising in writing or doing exercises
Students can acquire newly-learned vocabulary by doing practice in
writing or doing exercises. Students can practise words in writing their
own sentences or stories. For this, some online courses are available to
boost writing skills and using new words. Some assignments and
quizzes are also helpful to students to acquire ample of vocabulary.
52 INDIAN JOURNAL OF APPLIED RESEARCH
