ROLE OF VOCABULARY LEARNING STRATEGIES IN EFL LEARNERS’ WORD ATTRITION (Published)
The use of vocabulary learning strategies (VLS) by foreign language (FL) learners has been described as steps taken by learners to enrich their word growth which would eventually enable them to function effectively in English. Research has shown fruitful outcomes of VLS, supporting the significant role it has in effective vocabulary learning, but whether VLS prevents English as a Foreign Language (EFL) learners’ attrition of vocabulary knowledge has been under-researched. To help close this research gap, the current study attempted to shed more light on the role of VLS in memorisation of vocabulary, both word attrition and retention, of 41 Arabic learners of English before and after completion of a B.A. course. Questionnaires and semi-structured interviews were used to indicate patterns of VLS use. Vocabulary achievement tests were used to examine the attrition of receptive and productive knowledge of learned words. The results showed that the use of rote learning (repeating an English item with its Arabic translation) led to more attrition in receptive word knowledge, while note taking strategies (writing an English item with its synonym and definition) emerged as a positive predictor of learners’ retention in receptive and productive word knowledge. The findings have significant implications for adoption and teaching effective VLS that prevent or minimize vocabulary attrition by L2 learners.
Keywords: Attrition, Vocabulary, memory strategies, note taking, qualitative, quantitative, repetition
Analyzing Classroom Strategy: Improving Comprehension and Reading Skills by Evaluating the Concept Mapping Technique at SSC Level in Pakistan (Review Completed - Accepted)
This study documents the usage of Concept Mapping in the teaching-learning situation of English at SSC Level. The study is descriptive and analytical in nature which tries to investigate the effects which Concept Mapping renders in the academic environment in the context of ESL classroom setting. The research offers strategies for the adopting certain techniques and up gradation of the content taught at the mentioned level by the inculcation of such techniques. Overall, the study produced a range of implementable outcomes by a pervasive discussion of Concept Mapping, the role of the textbooks, the importance of adding the technique to the contents of ESL classroom setting. For data collection and data analysis, two classes were selected. Both were taught the same content under controlled conditions. The concept mapping technique in the class guided the learners towards the improved way of learning the text of second language
Keywords: Concept Mapping, Reading skills, SSC level, Understanding/Comprehension, Vocabulary