The following paper provides a brief insight into the topíc of „vocabulary learning strategies“, and will present selected aspects of this extensive and complex field of language study. After briefly dealing with the question of „defining“ learning strategies, an overview concerning research into the field will be presented, and
some general conlusions which can be drawn about vocabulary learning strategies will be portrayed. Subsequently, three classification systems of vocabulary learning strategies will be delineated, whereas thereafter the paper will elaborate on two selected areas of vocabulary learning strategies, namely „guessing and inferring
meaning“ and „mnemonic devices with special regards to the keyword technique“.
Inhaltsverzeichnis (Table of Contents)
- 1. Definitions and Research into vocabulary learning strategies
- 2. General conclusions about vocabulary learning strategies
- 3. Vocabulary learning strategy classifications
- 3.1. Oxford's system
- 3.2. Cook, Mayer and Nation's distinction
- 3.3. Schmitt's taxonomy
- 4. Discussion of selected vocabulary learning strategies
- 4.1. Guessing and inferring meaning
- 4.2. Mnemonic devices with special regards to the Keyword technique
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to provide a concise overview of vocabulary learning strategies, exploring definitions, research findings, classification systems, and specific strategies. It focuses on the intersection of vocabulary acquisition and learner strategies, highlighting the complexities and nuances of this area of language study.
- Defining and researching vocabulary learning strategies
- Classifying vocabulary learning strategies using various taxonomies
- Analyzing the effectiveness of different vocabulary learning strategies
- Exploring the role of learner characteristics and cultural context
- Examining specific strategies like guessing meaning from context and mnemonic devices
Zusammenfassung der Kapitel (Chapter Summaries)
1. Definitions and Research into vocabulary learning strategies: This chapter delves into the definition of vocabulary learning strategies, situating them within the broader context of general and language learning strategies. It highlights the challenges in defining these strategies, emphasizing the need for conscious choice, complexity, knowledge application, and improved learning efficiency. The chapter reviews existing research, noting a historical gap in the intersection of vocabulary study and learner strategies, despite growing interest in the 1970s and beyond. While individual strategies were identified, a comprehensive, systematic framework was lacking until later research attempts to categorize and develop an adequate framework for these strategies. The chapter sets the stage for a deeper examination of specific vocabulary learning strategies by establishing a conceptual foundation.
2. General conclusions about vocabulary learning strategies: This chapter synthesizes research findings on vocabulary learning strategies, noting that many learners utilize such strategies, especially compared to other language tasks. This higher usage might stem from the relative ease of application compared to integrative tasks, or from learner awareness of vocabulary's importance. The chapter explores the prevalence of rote learning versus deeper strategies (such as the keyword method or making associations). While simpler strategies can be beneficial, the text emphasizes the significance of deeper processing for better retention, aligning with cognitive psychology insights. The chapter underscores the multifactorial nature of vocabulary learning success and the importance of learner self-assessment to identify individually suitable strategies. Furthermore, it highlights the influence of factors like learner proficiency level, language task, and cultural background on strategy effectiveness.
3. Vocabulary learning strategy classifications: This section presents three different classification systems for vocabulary learning strategies. While the specific details of each system (Oxford's, Cook, Mayer and Nation's, and Schmitt's) are not provided in this preview, the overarching theme is the exploration of various approaches to categorizing and understanding the diverse range of strategies used by language learners. The different frameworks likely offer unique perspectives and granularities in understanding how learners approach vocabulary acquisition. This chapter lays the groundwork for a more nuanced discussion of individual strategies in the next section.
4. Discussion of selected vocabulary learning strategies: This chapter delves into specific vocabulary learning strategies, focusing on two key areas: guessing from context and mnemonic devices (with emphasis on the keyword technique). The chapter examines how learners infer meaning from surrounding words and sentences and explores the application of memory aids to improve vocabulary retention. It likely provides detailed examples and explanations of each strategy, demonstrating their practical applications and discussing their relative strengths and weaknesses. By examining these specific strategies, the chapter provides concrete illustrations of the vocabulary learning strategies discussed conceptually in previous chapters.
Schlüsselwörter (Keywords)
Vocabulary learning strategies, language learning strategies, vocabulary acquisition, mnemonic devices, keyword technique, guessing from context, learner strategies, cognitive psychology, strategy classification, learner characteristics, cultural context.
Frequently Asked Questions: A Comprehensive Overview of Vocabulary Learning Strategies
What is this document about?
This document provides a comprehensive overview of vocabulary learning strategies. It explores definitions, research findings, classification systems, and specific strategies used in language learning. The focus is on the intersection of vocabulary acquisition and learner strategies, highlighting the complexities and nuances of this area.
What topics are covered in the Table of Contents?
The document covers definitions and research on vocabulary learning strategies, general conclusions about these strategies, different classifications of these strategies (including systems by Oxford, Cook, Mayer and Nation, and Schmitt), and a discussion of selected strategies such as guessing meaning from context and using mnemonic devices (particularly the keyword technique).
What are the main objectives and key themes of this document?
The main objectives are to define and research vocabulary learning strategies, classify them using various taxonomies, analyze their effectiveness, explore the role of learner characteristics and cultural context, and examine specific strategies like guessing meaning from context and mnemonic devices. Key themes include the complexity of defining and classifying these strategies, the effectiveness of different approaches, and the influence of learner factors.
What are the key findings summarized in each chapter?
Chapter 1 defines vocabulary learning strategies and reviews existing research, highlighting the historical development of understanding these strategies. Chapter 2 synthesizes research findings on the prevalence and effectiveness of various strategies, emphasizing the importance of deeper processing for better retention. Chapter 3 presents three different classification systems for vocabulary learning strategies without detailing the specifics of each system. Chapter 4 delves into specific strategies like guessing meaning from context and using mnemonic devices, focusing on the keyword technique.
What specific vocabulary learning strategies are discussed?
The document specifically discusses guessing meaning from context and mnemonic devices, with a particular focus on the keyword technique. These are presented as examples of the broader range of strategies covered.
What are the key classifications of vocabulary learning strategies mentioned?
The document mentions the classification systems of Oxford, Cook, Mayer and Nation, and Schmitt. However, the specifics of each system are not detailed in this preview.
What is the role of learner characteristics and cultural context in vocabulary learning?
The document highlights the influence of learner proficiency level, the specific language task, and cultural background on the effectiveness of vocabulary learning strategies. It suggests that these factors significantly impact strategy choice and success.
What are the key words associated with this document?
Key words include: Vocabulary learning strategies, language learning strategies, vocabulary acquisition, mnemonic devices, keyword technique, guessing from context, learner strategies, cognitive psychology, strategy classification, learner characteristics, and cultural context.
- Citation du texte
- Bachelor Katharina Eder (Auteur), 2006, Vocabulary learning strategies, Munich, GRIN Verlag, https://www.grin.com/document/171969
