Nazwa Zein 11220140000044

Vocabulary Learning Strategies

Poor Language Learners and Their Strategies With Dealing With New Vocabulary
Effective learner effort in language learning refers to the cognitive processes that
learners use to learn new concepts and skills in the target language, such as
memorization, repetition, clear study grammar , to take care of oneself, to improve
oneself. And set language learning goals. It is different from the automatic process
than that of implicit learning. A balance between conscious and unconscious learning
may be more effective for long-term language acquisition.
Language fluency refers to a person’s ability to use language effectively and
efficiently in a variety of contexts and situations. It includes a variety of skills,
including speaking, listening, reading and writing, as well as knowledge of
vocabulary, grammar and syntax. Proficiency is often defined in terms of different
levels, such as beginner, intermediate, advanced or low-level speakers, and can be
assessed through standardized language tests or self-assessment tools. A high level of
language proficiency enables individuals to communicate effectively with others,
understand complex concepts, and navigate different cultural situations.
The term “Vocabulary retention is positively correlated with vocabulary size”
means that there is a strong and positive relationship between the number of words a
person knows (vocabulary size) and their ability to remember these words over time
(word retention). . In other words, people with large vocabularies retain the words
they learn better than people with small vocabularies. The relationship between
vocabulary retention and vocabulary size suggests that building a large vocabulary
can improve the ability to remember and use new vocabulary effectively.
Importance and effectiveness of VLS depends on the learner’s goals, learning
level, and area of speech Learned that social relations support or hinder the
environment. The word goes well Active and selective learners; they analyze issues
Learn the work at hand and evaluate themselves as learners before planning in
detail.Successful learners constantly review their learning process and make changes
to the process. Along the way, evaluate the value of the plan and provide internal
feedback themselves.

Improving Foreign-Languange Learners’ Vocabulary Skills

Based on the article “Improving Foreign-Language Learner’s Vocabulary Skills”,
Faerch, Haastrup, and Phillipson define vocabulary knowledge in a foreign language
(FL) as a “continuum between the ability to make sense of a word and ability to
activate the word automatically for productive purposes”.
“Vocabulary continuum” refers to a range of vocabulary knowledge that
individuals possess. It represents the progression of vocabulary skills from basic to
advanced levels. The continuum acknowledges that individuals have varying levels of
vocabulary proficiency and highlights the different stages of vocabulary development.
It’s important to note that the vocabulary continuum is not fixed, and individuals can
progress along it through intentional vocabulary learning efforts. Of course, everyone
has their own way of improving their own vocabulary skills, in our group, each
member has their own way of improving their vocabulary skills, most of us learn
through social media, then read English quotes, read regularly English novels, there
are also those who learn through music by often listening to western songs.
The learners’ vocabulary is divided into two types: active and passive
vocabulary. Sometimes they called productive and receptive vocabulary. Receptive
vocabulary is the words that learners recognize and understand when they are used in
context, but they cannot produce. Receptive vocabulary is sometimes called passive
vocabulary; it is words that learners understand when they hear or read but do not use
it in speaking and writing. Productive vocabulary is the words that learners should be
used in their speech and writing. Therefore, productive vocabulary can be addressed
as an active process, because the learners can produce the words to express
themselves. Teachers can help the learner by giving them opportunities to practice
using new vocabulary items in spoken communication. As the learners learn more and
more words is useful because they will have many vocabularies that help them to
understand in reading context or listening material.
In the process of acquiring new vocabulary, foreign language (FL) speakers and
native speakers generally undergo similar processes but with some key differences.
Native speakers acquire vocabulary through natural immersion in their language from
birth. They are exposed to the language consistently and organically through
interactions with their family, friends, and the broader community. In contrast, FL
speakers typically start learning a new language at a later stage in life and may
initially be exposed to vocabulary through formal language learning settings like
classrooms, textbooks, or language learning apps.
Native speakers usually have a deeper and more nuanced vocabulary because
they have been exposed to the language over a longer period. They have acquired
vocabulary through extensive reading, exposure to a wide range of topics, and a
lifetime of language use. FL speakers, especially at the early stages of language
learning, may have a more limited vocabulary and may focus on acquiring words that
are essential for basic communication.
In language learning strategies, FL speakers often use specific language learning
strategies, such as memorization techniques, flashcards, and mnemonic devices, to
acquire new vocabulary. They may also rely on resources like dictionaries, online
tools, and language exchange programs to expand their vocabulary. Native speakers,
on the other hand, acquire vocabulary more intuitively and may not consciously
employ these strategies unless they are studying a foreign language themselves. While
the underlying processes of acquiring new vocabulary are similar for FL and native
speakers, the experiences and approaches differ due to factors such as immersion,
contextual understanding, depth of vocabulary, language learning strategies, and
challenges specific to each group.
There are two options in learning vocabularies. The first option is to familiarize
students with vernacular-based exercises that seek to place words in appropriate social
networks so that words acquire the same meaning for native speakers.
Example:
This is taken from Cunningsworth (1983a: 20). This is happening
 Use of related words. These words are written on the board or on a display
Spots: bowl, water bowl, egg whisk, frying pan, ladle, chopper, saucepan,
Screwdriver, spanner and spanner. Students must divide the words into pairs of related
words, and find for each group one word that describes all the words in that group.
(Two appropriate superordinates will be tools and containers.) Students are also asked
to find words that describe all the words in both groups. (Implementation will be one
of those issues). And the second option is to use any social connections that students
make (or don’t know) between each word. This type of connection depends on the
native language of the learners such as according to Cohen, associations can be
created in at least the following eight ways:
1. By combining words and sounds with the native language
Language, whether the sound of words in the language studied, or the tone of words
in another language.
2. By paying attention to one or more aspects of
Word.
3. Sees the arrangement of parts or whole words.
4. By putting words into a subject that he has.
5. Viewing the speech remotely or in text format.
6. By connecting the word with the situation it means.
7. By creating an idea of the word.
8. By combining the feelings of the body with the word.

Myth About Second Language Vocabulary Learning

The eight myths listed in the myth are: (myth 1) grammar is more important than
words in learning a foreign language; (myth 2) subtitles are ineffective in learning
vocabulary; (myth 3) words should be presented in semantic order; (myth 4) using
translation is a bad way to learn new words; (myth 5) saying words from context is a
useful way to learn many words quickly; (myth 6) the best language learners use one
or two very good specific language learning strategies; (myth 7) monolingual
dictionaries are better than bilingual ones for learning new words; (Fiction 8) has been
well covered in our program and study. We summarized that there are three remaining
myths about teaching semantically (myth 3), using translation to learn new words
(myth 4), and promoting the use of pointers as a good way to learn new words (myth
5) .
Myth 3: Words should be presented in semantic order There are two common
ways to introduce words: in semantic order or in word order. Learners have more
difficulty learning new words presented in semantic clusters than they do learning
unrelated words. Waring (1997) found that Japanese learners needed about 50%
longer to learn related word pairs than unrelated pairs. Similarly, Tinkham (1997)
concluded that semantic clustering has a negative effect on language learning while
thematic clustering supports learning. But organizing from the curriculum is more
advanced because it is easier to come up with words in the curriculum than to create a
piece of creativity that includes all the words in the list of words. However, the main
thing is that the students remember words are easier when words are presented in a
series of topics such as “Luke’s Saturday game”.
 Myth 4: Using translations is a bad way to learn new words. It is not a problem
for the learner to use translation to put it in his head or write it in his notebook. And it
will be if they meet a new word for the first time. That translation is harmful or it
doesn’t really happen in the world. When given a choice, learners choose translation;
Also, translations have proven to be more effective than English glosses in learning
vocabulary. In the end the translation is not bad; they can be a useful tool for learning
new foreign language words. Therefore, future research should focus on important
questions such as whether translation works well with certain types of speech (such as
verbs or idioms) or whether translation can work well. And notification level. Initial
or subsequent assessment.
Myth 5: Discussing the context helps ways to learn more words quickly. Of
course, it is a good plan but not an effective or practical method. To overcome the
major societal challenges that our ELLs face. But his method is based on the false
assumption that learning a second language is a process similar to learning our first
language. Paradoxically, a learner must have a wide range of words to be able to
correctly infer the meaning of unfamiliar words from the surrounding cues. The
limitations of this language system seriously impair students or students with limited
vocabulary. In research on the effects of exercise type writing practice.

Is It Worth Teaching Vocabulary?

A word can be learned in two main ways: by paying attention to it and by
encountering it. using message-oriented language. A four-pronged approach (Nation,
2007; Nation, 2013b) outlines the learning opportunities used in learning focused
input (listening and reading), focused production (speaking and writing), and
production focus (speaking and writing). Listening, speaking, reading and writing. A
teacher's role is to plan, organize, train, test and teach. These are listed in order of
imleverage for learning. Strategies include ensuring that vocabulary learning occurs
across all four levels as an equal unit and ensuring that learners focus on the most
useful vocabulary. The second task, organization, is to ensure that class work and
homework are going well. The third task of the teacher, training, is to help students
learn the most useful vocabulary learning techniques of guessing from context, using
word cards and flash cards (Nakata, 2011), using parts of speech (Wei and No, 2013)
and using a dictionary.
Inability to teach vocabulary there is a lot of work, teaching rate, learning rate,
word card learning performance. Vocabulary learning research (Nakata, 2020)
provides valuable insight into how to effectively learn with flashcards:
1. Write a word to learn on one side of the card and its translation on the other side
the river. This forces the item to be returned after the first meeting. Every recovery is
stressful
the connection between the form of the word and its meaning. Seeing the two together
is happening
don't do that. The higher the recovery, the better the learning. It seems that he is not
recovering
itself which reinforces learning, but effort goes into achieving recovery.
2. Use a flash card program, such as iKnow, Anki or the programs at English Central
(which affects the learning process well) is also a good idea instead of the word
card.
3. First start with a small card - around 15 or 20 words. Hard things must be learned
into small groups to allow for more repetition and better planning. As you learn
easy, increasing the pack to over 50 seems unmanageable just to connect the maps
together and go through them all at once.
4. Remove the items frequently. Distance results in more long-lasting learning than
repeated accumulation in one study session. Also, having a big gap (several days) in
between
Learning time helps with retention. Specialization can increase the effort required to
retrieve it, making it easier to learn. It seems that there is no benefit in spacing
samples out again and others,
although having a large opening is important. Increasing the space can help increase
the effort required
make a recovery, so it may be worth using an incremental expansion. The most
important principle for learning word cards, however, is to repeat the blanks.
5. If you are learning a word just to listen or read, remember the meaning (receptive
acquisition)
when using word cards. In the flash card program, many optional items are also useful
for this receptive learning. If you want to use words orally and in writing, create too
recall (productive recovery).
6. Using the main meaning of translation or sense helps to use words that have
multiple meanings
(eg, soft, neutral).
7. Don't put too much information on a word card. Learning word maps has a limited
but very important purpose, and too much information can distract from learning the
meaning of the shape. 8. For difficult words or phrases to learn, use deeper methods
such as topic analysis or part-of-speech analysis. The more you interact with
something, the better it will be remembered.
9. Placing spelling words or related items on a single card does not help
learn and can make the first learning more difficult.
ten. Continue changing the order of words in the pack. This will avoid rote learning
where the meaning of one word reminds you of the meaning of the next word in the
pack. 11. Say the word out loud to yourself. Having a stable pronunciation helps the
genre stick in the long-term memory.
12. Write a summary of the words on the card when it helps. This usually applies to
verbs. Some more useful words are learned in sentences.
Learning words through language. The three strings are oriented towards the
meaning of the entry meaning, the exit meaning of the fluency development lacks a
clear focus on issues. However, organizing these strands can have a significant impact
on increasing vocabulary learning, especially if the language-focused strand is used
with the other three strands. Table 2 provides guidelines for ensuring that vocabulary
learning occurs in lessons.
The first word checking suggestion finds that learners don't spend their time
focusing on words that are beyond their current level of knowledge and are unlikely to
be repeated in the process. In this well-known program, every word should be learned.
 When language teaching does not jump from topic to topic but takes a lot of time the
same subject or in a closely related matter, there are a few different words in teaching
and speech have lots of opportunities for rehearsals. Because repetition is so
important to learning, having a structured process of returning to the same material
ensures that there is more repetition. Returning to the same thing can only be done by
repeating the same operation or changing it in some way. A fourth tip is to include
flashcards or flashcards. This method has proven to be effective and efficient and all
learners should know how to do it properly. The final recommendation is to include a
pioneering component with well-developed programs targeting the four skills of
listening, speaking, reading and writing. Learners need to be able to use what they
already know, and this is the goal of good development resources.

Poor language learners and Their strategies for Dealing With new vocabulary
The analysis of structured interviews with fifteen under-achieving EFL
Learners in private language schools in London demonstrated that these learners
were using strategies for dealing with new vocabulary which were very similar to
those found in studies of the good language learner’. Furthermore, the use of these
strategies in class was seen to be affected by Factors of present and past language
learning experience. This article discusses the implications of these results and
suggests ways in which teachers can help under-achieving EFL learners to
identify, develop and, where feasible, refine these strategies in order to make them
more efficient.
While it would be unwise to draw too many conclusions from the small
number of under-achievers involved, it does seem clear that researchers and
teachers still have much to learn from enquiring into the way under-achievers go
about learning a foreign language. Particularly when dealing with weak learners,
we can as teachers ill afford to carry through our own methodologies in spite of
the learners’ own strategies for handling a particular activity. Indeed, in many
cases we may have been guilty of drawing over-hasty conclusions about why our
weaker learners were unable to be more successful in activities such as dealing
with new vocabulary. It is vital to know to what extent the difficulties experienced
by the weaker learner are due to an inability to learn languages per se, and how far
at least part of the problem lies in an inappropriately applied, unsophisticated, or
iIncomplete set of learning strategies. We may discover that many apparently
‘poor’ EFL learners do not need merely to copy their ‘betters’ in order to improve.
Such learners may often be better served by making sure that we help them to
identify, nurture and, where necessary and feasible, refine teir own current
repertoire of learning strategies.

Bnjbn
In a modern article, McCarthy (1990) said that in recent years language
teaching has come into its own in ELT, but there is one difference the experts now
have a lot to think about (and five ). Since). The discovery of computers has given
us a lot of information about how words behave and how they interact in real
communication; The study of psycholinguistics provided further insight into how
the mind processes and stores speech, and we know more about effective teaching
and learning strategies. As a result, the traditional view of what language teaching
entails seems no longer possible. This article discusses the evidence that supports
this claim. At first,
We present results that clearly show that vocabulary proficiency should be
understood as proficiency in use rather than just knowing the meaning of words.
We also discuss the implications for school teaching.
Nanyang Technological University, Singapore. The subjects were asked to
complete two general interest texts each containing 50 deleted items. The sample
of students was stratified to represent three proficiency levels – high (SH),
intermediate (SI), and low (SL). A maximum elimination method was used and
responses were judged using an accepted word scoring system. Data analysis
showed that only qualitative differences between the performance of native
speakers and SH learners depends on that fact native speakers can often provide
first-word responses; otherwise, SH is close to native speakers. However, the
program was discriminatory against native language speakers. The rest of this
article is based on the power of speech as presented in it the performance of these
subjects in some selected speech instruments. Focus on verbs, in our opinion, will
affect nouns, adjectives and adverbs. These data show that SI and SL function is
impaired by (a) Insufficient appreciation of differences and similarities; (b)
insufficient knowledge of good collocations, and (c) incomplete knowledge of
word output. Below, we discuss examples from the data. In languages that have a
lot of words, it is unlikely that we will find words that work together. A word may
share some semantic features but not others. It cannot be assumed that students
will know this if it is taught properly. Generally speaking, incidental learning will
not produce this awareness. Tables 1 to 3 show the responses to the tests that show
this assessment is incomplete.
It is argued that the purpose of language teaching should be enable the
learner to be more discriminating about the meaning and use of words. To achieve
this, it is necessary to combine lexicon, grammar and vocabulary. This can be
achieved by teaching language through reading and thinking in terms of ‘tasks’
with a more flexible focus than a well-defined ‘subject’. This approach has
advantages, especially in that learners can be involved in the process of deciding
what to teach and when. This should increase motivation and engagement. It was
also argued that the content of the course should meet the needs of the learners.
This will mean that, for intermediate and advanced learners, traditional selection
methods (frequency, coverage, availability, etc.) may provide a lower priority than
those that offer themselves for different types of processing. Different, as
compared. Summary.