Vocabulary Learner Strategies Used by Iranian EFL Learners in an "Input-Poor" Environment
Abstract
Vocabulary acquisition is of incomprehensible importance and complexity for EFL learners. Successful vocabulary learners tend to deploy a variety of strategies and they employ them more frequently than less effective ones to help them access and learn new words. Developing and managing the use of appropriate strategies for enhancing vocabulary knowledge deem absolutely essential for learners in input-poor environments. The purpose of this survey study was to shed light on the frequency of the use and types of vocabulary strategies employed by Iranian EFL university students in an input-poor environment. To achieve this, an adapted version of Vocabulary Learning Strategy Questionnaire (VLSQ) (Gu & Johnson, 1996) was administrated to 144 EFL university students. The analyses of the vocabulary questionnaire through using descriptive statistics (Mean and Standard Deviation) indicated that the students’ metacognitive awareness of vocabulary strategies was moderate (M= 3.04). Although a careful consideration of the findings showed that they are mostly poor vocabulary learners by relying heavily on memorization and bottom-up strategies such as repetition or translation into L1 rather than focusing on Top-down and metacognitive strategies. It concluded that vocabulary strategy instruction should be incorporated into EFL vocabulary training to enhance the learners’ vocabulary knowledge.
Keywords: Vocabulary Learner strategies, Metacognitive awareness, input-poor environment, Metacognitive strategy instruction, Learner autonomy.
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