Learning Vocabulary in EFL Contexts through Vocabulary Learning Strategies

Yabancı dil öğrenirken, öğrencilerin karşılaştığı en büyük zorluklardan bir tanesi de kelime öğrenmektir. Bu zorluğu aşabilme yöntemlerinden biri, öğrencileri dil öğrenme sürecinde bağımsız kılabilmektir. Bu da ancak öğrencilere kelime öğrenme stratejilerini en etkin biçimde nasıl kullanabileceklerini öğretme ile mümkündür. Bu çalışmanın amacı, İngilizceyi yabancı dil olarak öğrenen öğrencilere yönelik, kelime öğrenme stratejileri eğitiminin genel bir çerçevesini çizmektir. Ayrıca, kelime öğrenme stratejilerine ait farklı sınıflandırmalar ve strateji eğitiminin gerekliliğine dair sebepler sunulacaktır.

Vocabulary learning is one of the major challenges foreign language learners face during the process of learning a language. One way to alley the burden is to assist students in becoming independent learners during the process of L2 vocabulary learning. This could be achieved through instructing learners to apply vocabulary learning strategies as efficiently as possible. The main pursuit of the present article is to suggest a framework for training EFL learners in vocabulary learning strategies. In so doing, an account of different taxonomies of vocabulary learning strategies and a rationale for strategy training are presented.

___

Chamot, A. U. (1999). Learning strategy instruction in the English classroom. Retrieved January 7, 2007 from http:// www.Jalt-publications.org/tlt/article/1999/Chamot/.

Chamot, A. U. (2001). The role of learning strategies in second language acquisition. In M. P.

Breen (Ed.), Learner contributions to language learning (pp.24-44).Essex: Pearson Education.

Chamot, A. U., & Rubin, J. (1994). Comments on Jennie Rees-Miller’s ‘ A critical appraisal of learner training: Theoretical bases and training implications.’ TESOL Quarterly, 28(4), 771-6.

Coady, J. (1997). L2 vocabulary acquisition: A synthesis of research. In J. Coady & Th. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp.273-91). Cambridge: Cambridge University Press.

Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.

Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning 46 (4), 643 – 79.

Hatch, E., & Brown, C. (1995). Vocabulary, semantics, and language education, Cambridge: Cambridge University Press.

Morin, R. & Goebel, J. (2001). Basic vocabulary instruction teaching strategies or word? Foreign Language Annals, 34 (1), -16.

Nation, P. (1990). Teaching and learning vocabulary. New York: Newbury House.

Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press

Nation, P., & Newton, J. (1997). Teaching vocabulary. In J. Coady & Th. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp.238-55). Cambridge: Cambridge University Press

Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.

Porte, G. (1988). Poor language learners and their strategies for dealing with new vocabulary. ELT Journal, 42 (3), 167-71.

Richards, J. C. (1976). The role of vocabulary teaching. TESOL Quarterly, 10 (1), 77.

Sanaoui, R. (1995). Adult learner’s Approaches learning vocabulary in second languages. The Modern Language Journal, 79 (1), 15 – 28.

Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.),Vocabulary: description, acquisition and pedagogy (pp.199-228). Cambridge: Cambridge University Press.

Schmitt, N., & Schmitt, D. R. (1995). Vocabulary notebooks: Theoretical underpinnings and practical suggestions. English Language Teaching Journal, 49(2), 133-43.

Seal, B. D. (1991). Vocabulary learning and teaching. In M. Celci- Murcia (Ed.), Teaching English as a second or foreign language. Boston, MA: Heinle & Heinle.

Sokmen, A.J. (1997). Current trends in teaching second language vocabulary. In N. Schmitt & M. McCarthy (Eds.),Vocabulary: Description, acquisition and pedagogy (pp.237-58). Cambridge: Cambridge University Press.