Vocabulary learning beliefs, strategies of form six students of SMK Sungai Tapang, Samarahan / Frankie AK Subon

Vocabulary acquisition is one of the important determinants that enables students to be proficient L2 users. Students’ vocabulary size is built up through a variety of learning experiences. VL strategies are classified into ‘incidental’ and ‘intentional’ learning strategies that are present in taxon...

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Main Author:	AK Subon, Frankie
Format:	Thesis
Language:	English
Published:	2011
Subjects:	Malaysia
Online Access:	http://ir.uitm.edu.my/id/eprint/15858/ http://ir.uitm.edu.my/id/eprint/15858/1/TM_FRANKIE%20AK%20SUBON%20ED%2011_5.pdf

id	uitm-15858
recordtype	eprints
spelling	uitm-158582016-12-16T01:59:13Z http://ir.uitm.edu.my/id/eprint/15858/ Vocabulary learning beliefs, strategies of form six students of SMK Sungai Tapang, Samarahan / Frankie AK Subon AK Subon, Frankie Malaysia Malaysia Vocabulary acquisition is one of the important determinants that enables students to be proficient L2 users. Students’ vocabulary size is built up through a variety of learning experiences. VL strategies are classified into ‘incidental’ and ‘intentional’ learning strategies that are present in taxonomies of VL learning strategies by Oxford (1990), Schmitt (1997), Sokmen (1997), etc. Notably, researchers have differing views on which strategy is the key to vocabulary acquisition. In recent years, researchers have begun to take into account all the strategies and recognize their influence on vocabulary learning (Gu & Johnson, 1996). In this study, a taxonomy of VL strategies by Gu & Johnson (1996) and Fan (2003) cited in Ming (2007) was used to identify the pattern of VL strategies of Form Six students. The results revealed that the samples had a medium frequency of strategy use with an overall mean of A/=3.21 (SD=.45). They had the highest frequency of use for guessing “I guess the meaning of words I don’t know” (M=3.80; SD=.94) and the least “I carry a pocket dictionary to look up the words I don't know” (M=2.22; SD= 1.17). Guessing strategy was the most frequently used strategy, followed by perception and encoding strategies. In contrast with previous research by Gu & Johnson (1996) and Ming (2007), management strategy turned out to be the least frequently used strategy. There were significant differences in strategy use by field of study and gender and a moderate positive correlation between attitude towards VL and strategy use, but there was no significant difference in strategy use in terms of self-rated English proficiency and no correlation between perception of problems in VL and strategy use. Thus, the implication is Form Six students should read extensively and practise meaning-focused reading to learn new vocabulary incidentally from context. They should also be made aware of effective strategies to use. Besides, direct instruction or intentional study such as the use of dictionary, activation and management strategies are still beneficial to enhance vocabulary acquisition and should not be neglected. 2011 Thesis NonPeerReviewed text en http://ir.uitm.edu.my/id/eprint/15858/1/TM_FRANKIE%20AK%20SUBON%20ED%2011_5.pdf AK Subon, Frankie (2011) Vocabulary learning beliefs, strategies of form six students of SMK Sungai Tapang, Samarahan / Frankie AK Subon. Masters thesis, Universiti Teknologi MARA.
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Teknologi MARA
building	UiTM Institutional Repository
collection	Online Access
language	English
topic	Malaysia Malaysia
spellingShingle	Malaysia Malaysia AK Subon, Frankie Vocabulary learning beliefs, strategies of form six students of SMK Sungai Tapang, Samarahan / Frankie AK Subon
description	Vocabulary acquisition is one of the important determinants that enables students to be proficient L2 users. Students’ vocabulary size is built up through a variety of learning experiences. VL strategies are classified into ‘incidental’ and ‘intentional’ learning strategies that are present in taxonomies of VL learning strategies by Oxford (1990), Schmitt (1997), Sokmen (1997), etc. Notably, researchers have differing views on which strategy is the key to vocabulary acquisition. In recent years, researchers have begun to take into account all the strategies and recognize their influence on vocabulary learning (Gu & Johnson, 1996). In this study, a taxonomy of VL strategies by Gu & Johnson (1996) and Fan (2003) cited in Ming (2007) was used to identify the pattern of VL strategies of Form Six students. The results revealed that the samples had a medium frequency of strategy use with an overall mean of A/=3.21 (SD=.45). They had the highest frequency of use for guessing “I guess the meaning of words I don’t know” (M=3.80; SD=.94) and the least “I carry a pocket dictionary to look up the words I don't know” (M=2.22; SD= 1.17). Guessing strategy was the most frequently used strategy, followed by perception and encoding strategies. In contrast with previous research by Gu & Johnson (1996) and Ming (2007), management strategy turned out to be the least frequently used strategy. There were significant differences in strategy use by field of study and gender and a moderate positive correlation between attitude towards VL and strategy use, but there was no significant difference in strategy use in terms of self-rated English proficiency and no correlation between perception of problems in VL and strategy use. Thus, the implication is Form Six students should read extensively and practise meaning-focused reading to learn new vocabulary incidentally from context. They should also be made aware of effective strategies to use. Besides, direct instruction or intentional study such as the use of dictionary, activation and management strategies are still beneficial to enhance vocabulary acquisition and should not be neglected.
format	Thesis
author	AK Subon, Frankie
author_facet	AK Subon, Frankie
author_sort	AK Subon, Frankie
title	Vocabulary learning beliefs, strategies of form six students of SMK Sungai Tapang, Samarahan / Frankie AK Subon
title_short	Vocabulary learning beliefs, strategies of form six students of SMK Sungai Tapang, Samarahan / Frankie AK Subon
title_full	Vocabulary learning beliefs, strategies of form six students of SMK Sungai Tapang, Samarahan / Frankie AK Subon
title_fullStr	Vocabulary learning beliefs, strategies of form six students of SMK Sungai Tapang, Samarahan / Frankie AK Subon
title_full_unstemmed	Vocabulary learning beliefs, strategies of form six students of SMK Sungai Tapang, Samarahan / Frankie AK Subon
title_sort	vocabulary learning beliefs, strategies of form six students of smk sungai tapang, samarahan / frankie ak subon
publishDate	2011
url	http://ir.uitm.edu.my/id/eprint/15858/ http://ir.uitm.edu.my/id/eprint/15858/1/TM_FRANKIE%20AK%20SUBON%20ED%2011_5.pdf
first_indexed	2023-09-18T22:54:48Z
last_indexed	2023-09-18T22:54:48Z
_version_	1777417782492659712

Vocabulary learning beliefs, strategies of form six students of SMK Sungai Tapang, Samarahan / Frankie AK Subon

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