Comparing Intentional Vocabulary Learning Strategies of Rote-Copying versus Read-Plus

Anie Attan, Sze Wei Wong

Abstract


The purpose of this within-group experimental study was to compare the effectiveness of treatment on vocabulary acquisition and retention using two explicit vocabulary learning strategies (VLS) of Rote-Copying (RC) and Read-Plus (RP).  Thirty five Form 1 Malaysian secondary school learners with poor English proficiency participated in both treatments for two weeks with each treatment carried out once in each week. A post-test was administered a week after the treatments. Participants read adapted texts and underwent different treatments. The RC required participants to copy L2 words, sentence in context and their translated L1 equivalent twice; while three vocabulary enhancement activities were used in RP. Nation’s 1000 Level Vocabulary Test was used in this study. Results indicate that there was no significant difference between RC and RP in vocabulary learning. Both treatments led to significant vocabulary learning, however, participants showed better vocabulary gain in the post-test after undergoing the RP treatment. Interview findings indicate that participants preferred the more cognitively-challenging RP treatment. In contrast, the RC was deemed boring and ineffective. Nevertheless, RC was useful for low proficient ESL learners. In sum, intentional VLS seemed to be the key to vocabulary learning.

 

DOI: http://dx.doi.org/10.17576/3L-2014-2002-06

 

Keywords:  intentional vocabulary learning; vocabulary learning strategies (VLS); Rote-Copying; Read-Plus; low proficiency ESL learners


Full Text:

PDF

References


Barcroft, J. (2009). Effects of synonym generation on incidental and intentional L2 vocabulary learning during reading. TESOL Quarterly.Vol. 43 (1), 79-103.

Batty, A. (2012). Identifying dimensions of vocabulary knowledge in the word associates test. Vocabulary Learning and Instruction. Vol 1.(1), 70-77.

Dakun, W. (2000). Vocabulary acquisition: Implicit learning and explicit teaching. REACT. Vol. 2, 15-22.

Ellis, N. C. (1994). Implicit and explicit language learning: An overview. In N. C. Ellis (Eds.). Implicit and explicit learning of languages (pp. 1-32). London: Academic Press.

File, K. A. & Adams, R. (2010). Should vocabulary instructions be integrated or isolated? TESOL Quarterly, 44(2), 222-249.

Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition. Vol. 21(2), 303-317.

Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Eds.).Cognition and second language instruction (pp 258-287). Cambridge: Cambridge University Press.

Hulstijn, J. H. & Laufer, B. (2001).Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning. Vol. 51 (3), 539-558.

Hummel, K. M. (2010). Translation and short-term L2 vocabulary retention: Hindrance or help? Language Teaching Research. Vol. 14(1), 61-74.

Khoii, R., & Sharififar, S. (2013). Memorisation versus semantic mapping in L2 vocabulary acquisition. ELT Journal, 1-11.

Levels Test (Recognition) Level 1k. Test 1. Retreieved May 31,2013 from http://www.lextutor.ca/tests/levels/recognition/1k/test_1.html.

Min, H. T. (2008). EFL vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning. Vol. 58 (1), 73- 115.

Ministry of Education. (2012). Malaysia education blueprint 2013-2025. Retrieved May 31, 2013 from http://www.moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-ExecSummary-Eng.pdf

Mizumoto, A., & Takeuchi, O. (2009). Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL university students. Language Teaching Research. Vol. 13(4), 425-449.

Mostafa Mirzaii. (2012). Implicit vs. explicit vocabulary learning: Which approach serves long-term recall better? 3L: The Southeast Asian Journal of English Language Studies. Vol. 18(2), 1 – 12.

Nation, I.S.P. (1990). Teaching and Learning Vocabulary. Boston: Heinle & Heinle.

Nation, P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.

Peters, E. (2012). The differential effects of two vocabulary instruction methods on EFL word learning: A study into task effectiveness. International Review of Applied Linguistics in Language Teaching. Vol. 50 (3), 213-238.

Richards, J. C., Platt, J., & Platt, H. (1992). Longman Dictionary of Language Teaching & Applied Linguistics (2nd Ed.). Harlow: Longman.

Shima K., Ghazali M., & Roselan B. (2012). The influence of formal language learning environment on vocabulary learning strategies. Journal of Language Teaching and Research Vol. 3(1), 23-29,

Sonbul, S., & Schmitt, N. (2010). Direct teaching of vocabulary after reading: Is it worth the effort? ELT Journal. Vol. 64 (3), 253-260.

Tan, B. K., Foo, B., Lim, S. K., Ong, C., & Tan, A. (2002). English: Form 1. Petaling Jaya: Sasbadi.

Thomas, M.H., & Dieter, J.N. (1987). The positive effects of writing practice on integration of foreign words in memory. Journal of Educational Psychology. Vol. 79(3), 249–53.

Vienna, A. R. (2003). Implicit and explicit learning in incidental vocabulary acquisition. Paper presented at the EUROSLA. Edinburgh, Scotland.


Refbacks

  • There are currently no refbacks.


 

 

 

eISSN : 2550-2247

ISSN : 0128-5157