Implementing learning strategies to improve vocabulary learning: a literature review
67 páginas
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Universidad de La Sabana
2019
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Acceso en línea: | http://hdl.handle.net/10818/35575 |
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Universidad de La Sabana |
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Español (Spanish) |
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Inglés -- Enseñanza Inglés -- Gramática Métodos de enseñanza Vocabulario Planificación educativa |
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Inglés -- Enseñanza Inglés -- Gramática Métodos de enseñanza Vocabulario Planificación educativa Tibaduiza Contreras, Claudia Milena Implementing learning strategies to improve vocabulary learning: a literature review |
description |
67 páginas |
author2 |
Gómez Pereira, Diana Patricia |
author_facet |
Gómez Pereira, Diana Patricia Tibaduiza Contreras, Claudia Milena |
format |
Desconocido (Unknown) |
author |
Tibaduiza Contreras, Claudia Milena |
author_sort |
Tibaduiza Contreras, Claudia Milena |
title |
Implementing learning strategies to improve vocabulary learning: a literature review |
title_short |
Implementing learning strategies to improve vocabulary learning: a literature review |
title_full |
Implementing learning strategies to improve vocabulary learning: a literature review |
title_fullStr |
Implementing learning strategies to improve vocabulary learning: a literature review |
title_full_unstemmed |
Implementing learning strategies to improve vocabulary learning: a literature review |
title_sort |
implementing learning strategies to improve vocabulary learning: a literature review |
publisher |
Universidad de La Sabana |
publishDate |
2019 |
url |
http://hdl.handle.net/10818/35575 |
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1685126277950865408 |
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ir-10818-355752020-11-27T19:58:14Z Implementing learning strategies to improve vocabulary learning: a literature review Tibaduiza Contreras, Claudia Milena Gómez Pereira, Diana Patricia Inglés -- Enseñanza Inglés -- Gramática Métodos de enseñanza Vocabulario Planificación educativa 67 páginas Research recommends that implementing explicit teaching of learning strategies to improve vocabulary learning, enhanced the students process to self-directed learning. Lately, there has been a concern in the concept of planning, implementing and evaluating explicitly learning strategies by teachers in the classroom. However, the long-term benefits of this process in the students and their vocabulary growth seems to be under researched. This review considers twenty research papers to identify the outcomes that determine the effectiveness of implementing learning strategies instruction. The findings suggest that the effort and time spent on direct teaching is favored by the outperformance on students’ vocabulary posttests and abilities. Moreover, high proficiency students trained by this explicit instruction found this process more helpful, since the exposure to the strategies assist them to determine if they adopt or neglect the use of the strategies in their vocabulary learning process; activating their self-efficacy and selfdirected learning. Further research in this area is needed to investigate the impact of the explicit training towards their self-direction process. 2019-05-23T14:28:56Z 2019-05-23T14:28:56Z 2019-03-11 masterThesis publishedVersion Alba, M., & Sagarra, N. (2006). The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish, The Modern Language Journal, 90(2), 228-243 Aktekin. N., & Güven, S. (2013). Examining the impact of vocabulary strategy training on adult EFL students. Mersin University. Journal of the Faculty of Education, 9(2), 339-352. Askari, M. (2014). The effect of meta-cognitive vocabulary strategy training on the breadth of vocabulary knowledge. Journal of Academic and Applied Studies, 4(5), 1-20. Baron, C., & Martinez, M. (2013). Metacognitive learning strategies: Their influences on vocabulary learning through a web-quest. Retrieved from http://intellectum.unisabana.edu.co Barcroft, J. (2009). Effects of synonym generation on incidental and intentional L2 vocabulary learning during reading. TESOL Quarterly.43(1), 79-103 Brown, T., & Perry, F. (1991). A comparison of three learning strategies for ESL vocabulary acquisition. TESOL Quarterly. 25(4), 655-670 Chamot, A. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching 1(1), 14-26. Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Retrieved from https://rm.coe.int/16802fc1bf De la, M. J. (2006). Classroom L2 vocabulary acquisition: Investigating the role of pedagogical tasks and form-focused instruction. Language Teaching Research. 10(3), 263-295 Fandiño, Y. (2008). Action research on affective factors and language strategies: A pathway to critical reflection and teacher and learner autonomy, Profile: Issues in Teachers’ Professional Development, 10(1),195-210. Faraj, A. (2015). Effective strategies for turning receptive vocabulary into productive vocabulary in EFL context. Journal of Education and Practice, 6(27), 10-19. Foo, T., & Naeimi, M. (2015). Vocabulary acquisition through direct and indirect learning of strategies. English Language Teaching 8(10), 142-151. Retrieved from https://files.eric.ed.gov/fulltext/EJ1079088.pdf He, Y. (2010). A study of L2 vocabulary learning strategies. Retrieved from http://www.divaportal.org/smash/get/diva2:326994/fulltext01.pdf Kamalian, K., & Marzban. A. (2013). Effects of implicit versus explicit vocabulary instruction on intermediate EFL learners’ vocabulary knowledge, ELT Voices-India 3(6), 84-95 Kudo, Y. (1999). L2 vocabulary learning strategies, second language teaching and curriculum center. Retrieved: from https://scholarspace.manoa.hawaii.edu/bitstream/10125/8951/NW14.pdf Kulikova, O. (2015). Vocabulary learning strategies and beliefs about vocabulary learning: A study of beginning university students of Russian in the United States. Retrieved from http://ir.uiowa.edu/etd/1868 Mattheoudakis, M., & Nikolaidis, K. (2012). The PRO-VOC method: Combining pronunciation and vocabulary teaching. IRAL: International Review of Applied Linguistics in Language Teaching 50(4), 303-321 Mehring, J. (2005). Developing vocabulary in second language acquisition: From theories to the classroom. Retrieved from http://www.hpu.edu/CHSS/LangLing/TESOL/ProfessionalDevelopment/200680TWPfall 06/03Mehring.pdf Min, H. (2008). EFL vocabulary acquisition and retention: reading plus vocabulary enhancement activities and narrow reading. language learning. Language Learning Research Club, University of Michigan 58(1), 73–11. Mizumoto, A., & Takeuchi, O. (2009). Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL university students. Language Teaching Research, 13(4), 425-449. Mosquera, C. (2013). Applying metacognitive strategies for vocabulary acquisition through learning portfolios. Retrieved from http://intellectum.unisabana.edu.co Natpassorn, R. (2008). A survey study of vocabulary learning strategies of gifted English students at Triam Udomsuksa School in the first semester of academic year. Retrieved from http://digi.library.tu.ac.th/thesis/lg/0600/title-appendices.pdf Schmitt, N., & Schmitt, D. (1993). Identifying and assessing vocabulary learning, Thailand TESOL Bulletin, 5(4), 27-33. Schmitt, N., & Sonbul, S. (2009). Direct teaching of vocabulary after reading: Is it worth the effort? ELT Journal 64(3), 253-260. Shintani, N. (2011). A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners. Language Teaching Research, 15(2), 137-158. Rahimi, R., & Shams, K. (2012). An investigation of the effectiveness of vocabulary learning strategies on Iranian EFL learners’ vocabulary test score. Retrieved from https://files.eric.ed.gov/fulltext/EJ1067091.pdf Restrepo F. (2015). Incidental vocabulary learning in second language acquisition: A literature review. Profile 17(1), 157-166. Taghinezhad, A., Azizi, M., Shahmohammadi, S., Kashanifar, F., & Azadikhah, M. (2016). Comparing the effects of direct and indirect learning strategies on Iranian EFL Learners’ vocabulary learning, Journal of applied linguistics and language Research 3(1), 133-143. http://hdl.handle.net/10818/35575 272177 TE10133 spa Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ openAccess application/pdf Universidad de La Sabana Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido Departamento de Lenguas y Culturas Extranjeras Universidad de La Sabana Intellectum Repositorio Universidad de La Sabana |
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12,131701 |