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مجال
التميز
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تميز دراسي وبحثي
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البحوث المنشورة
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البحث (1):
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عنوان البحث:
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Investigating
the Most and the Least used Vocabulary Learning Strategies among Saudi
Undergraduate Learners
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رابط إلى البحث:
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NYA
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تاريخ النشر:
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23/06/2016
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موجز عن البحث:
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This paper investigates the most and the least
frequently used vocabulary learning strategies (VLSs) among Saudi
undergraduate learners, in Najran University, Saudi Arabia. It forms part of
a larger study investigating the different uses of VLSs and how they are
perceived by Saudi learners studying a range of different majors. The sample
consisted of 158 male and female students, who were asked to report their
uses of the seventy-five VLSs (which were divided into 12 dimensions) using a
five-point Likert scale in which 1 represents “never”, 2 represents “rarely”,
3 represents “sometimes”, 4 represents “often”, and 5 represents “always”. A
questionnaire was used for the purpose of collecting the data, which were
subsequently computed and analysed using descriptive statistics. This
involved calculating the overall means of all dimensions and ranking them in
order, as well as giving the mean values for the most and least used VLSs in
order. The results indicated that, in certain situations, learners tend to focus
more on the meaning of words in L1 than in L2. This is the case, for example,
when students use a dictionary to look up the meaning of a new word, when
they ask teachers or classmates about the L1 equivalent of an English word,
and when they are writing down new L2 words with their L1 translations. The
least frequently used strategies were those that require higher order
thinking skills, such as “organizing words by meaning group”. Moreover, the
most frequently used dimension was “reasons for note taking strategies”,
while the least frequently used dimension was “ways of organizing notes
taken”.
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المؤتمرات العلمية:
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المؤتمر (1):
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عنوان المؤتمر:
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17th
Warwick International Postgraduate Conference in Applied Linguistics
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تاريخ الإنعقاد:
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24/06/2014
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مكان
الإنعقاد:
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Coventry, UK
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طبيعة المشاركة:
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Poster presentation
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عنوان المشاركة:
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Vocabulary Learning Strategies used by
Undergraduate L2 Learners
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ملخص المشاركة:
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Wilkins
(1972, p.111) said
“without grammar very little can be conveyed, without vocabulary nothing can
be conveyed.” Lexical competence is now seen to be at the heart of
communicative competence. One of the most important aspects that L2 learners
will face during the process of second language learning is learning lexical
items. Vocabulary has been recognized as crucial to language use in which
insufficient vocabulary knowledge of the learners led to difficulties in
second language learning. Thus, in the case of learning the vocabulary in
second language, students need to be educated with vocabulary learning
strategies. The research investigates the different types and taxonomies of
vocabulary learning strategies (VLS) to discover how often these are used by
undergraduate students taking both English and non-English majors. This
research will investigate the relationship between, the academic field of
study, and the use of vocabulary learning strategies. It will also
investigate the effectiveness of VLS, according to learners’ perceptions. One
of the aims of the research is also looking at the strategic behaviour of the
participants after one-year gap. A sample of 200 male and female students
will participate in the study. The data collection will be carried out
through a questionnaire, and interview. The collected data will be computed
and analysed via SPSS program.
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المؤتمر (2):
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عنوان المؤتمر:
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3rd International Postgraduate Conference on
Modern Foreign Languages, Literature and Linguistics
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تاريخ الإنعقاد:
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20/06/2016
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مكان
الإنعقاد:
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Preston, UK
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طبيعة المشاركة:
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Poster presentation
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عنوان المشاركة:
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Vocabulary Learning Strategies among
Saudi Undergraduate Learners
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ملخص المشاركة:
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Numerous scholars have argued that
vocabulary is more important than other aspects of language knowledge (e.g.,
Bowen et al., 1985; Folse, 2004; McCarthy, 1990; Nation, 1990; Schmitt,
2010). McCarthy (2001) (cited in Fan, 2003: 221) noted that vocabulary constitutes
the meaning of any language and is also the biggest problem for most
learners. Wilkins (1972) observed that without grammar, you can say little,
and without lexis, you can say nothing. Due to the importance of vocabulary,
researchers have proposed a number of classifications for vocabulary learning
strategies (VLSs) to facilitate the learning of L2 vocabulary and help
students develop their repository of L2 vocabulary. Therefore, research on
VLSs has emerged in recent years as a new line of enquiry within the body of
L2 vocabulary research.
However, there is a lack of research that
investigates the effectiveness of these strategies or examines uses of
various VLSs among students majoring in English and non-English subjects in
Saudi Arabia. This research is therefore an attempt to answer the following
question for the pilot study
RQP1: Which are the most and least
frequently reported VLSs?
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