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A Study of Vocabulary Learning Strategies Among Undergraduate Learners of A.M.U.



Author(s)

Sadaf Zarrin, Zoya Khan

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DOI:10.17265/1539-8080/2014.01.008

Aligarh Muslim University, Aligarh, India

One of the most important challenges that learners face during the process of second language learning is learning vocabulary. Vocabulary has been recognized as crucial to language use in which insufficient vocabulary knowledge of the learners lead to difficulties in second language learning. Thus, in the case of learning vocabulary in second language, students need to be educated with VLS (vocabulary learning strategies). For this study, we used Schmitt’s (1997) classification of VLS that are classified as determination, social, memory, cognitive, and meta-cognitive strategies. The main purpose of this paper is to examine and investigate the use of current vocabulary teaching and learning strategies among undergraduate learners at A.M.U. (Aligarh Muslim University). The paper first reviews the problems encountered by learners in learning language due to lack of vocabulary. It then discusses some common VLS. Based on the aim of this study, it was decided that the best method for this investigation to better understand the use of VLS by these particular students is to adopt the quantitative research design. The present study, by the use of questionnaire has investigated the second language vocabulary learning situation among 46 under-graduates in terms of their perspective of vocabulary learning, strategy use. Furthermore, statistical analysis of the data revealed that memory strategy was found as the most frequently used strategy whereas metacognitive strategy as the least frequently one. It indicated that the participants of the current study need more training on VLS to become more familiar with all types of VLS. Effective vocabulary learning and teaching strategies need to be incorporated into learners’ vocabulary learning process.

VLS (vocabulary learning strategies), Schmitt’s (1997) classification of VLS, ELT (English language teaching) pedagogy