本研究主要探討台北市國中生的單字能力及性別差異是否影響其英語單字策略的使用。主要目標欲(1)探究三組單字能力組別在單字策略使用上的差異；(2)探討男女生使用單字策略的頻率；(3)發現單字策略使用上的性別差異；(4)確認單字能力組別內，在單字策略使用上的性別差異；以及(5)從性別的角度來說明單字策略使用的規則。 共有來自台北市區一所國中的203位學生參與本研究。研究工具為單字策略使用問卷及英語單字能力測驗。前者用來引出學生所認為的單字策略使用方式，而後者則是用來將學生依單字能力分成高中低三組。資料分析採用SPSS 12.0版本，分析工具包含描述性統計、單因子變異數分析、及獨立樣本t檢定。本研究結果指出(1)單字能力越高的學生，傾向使用較多的單字策略，尤以決定策略、社會策略、記憶策略、及後設認知策略最為顯著。(2)整體而言，男生及女生使用單字策略的頻率皆不高。男女生皆最常使用決定策略，最少使用後設認知策略。(3)除在整體策略、決定策略、記憶策略、認知策略有顯著較高的使用頻率外，女生也比男生較常使用與歸類相關單字、運用學習工具作手寫練習、及聽力練習等相關的單一策略。(4)單字能力組別內，亦發現十七個單一策略具有顯著的性別差異。大部份策略顯示女生運用的頻率較高。然而高分組男生使用聽英文廣播及想像單字畫面比高分組女生較頻繁，且中間組別的男生較女生常使用分析字根字首。(5)對男女生而言，發音及意思是學習單字中最難的兩部份。雙方在有效的策略上有所共識，但在無效果的策略上意見有些分歧。至於教師協助的需求方面，男生偏好動態的單字練習，女生則較喜歡靜態的學業練習。 最後，本研究建議教師應該(1)介紹學生更多元的單字策略，尤其是低成就的學生；(2)進行以策略為主的教學時，將性別差異納入考量；(3)就單字能力及性別差異的交互關係，進一步了解學生單字策略的偏好。 / This study investigated vocabulary proficiency and gender differences in English vocabulary learning strategies (VLS) used by junior high school students in Taipei. The goals were to (1) explore the differences in VLS use among three vocabulary scoring levels, (2) to investigate the frequencies use of VLS by male and female students, (3) to find out gender differences in VLS use, (4) to indentify gender difference in VLS use in terms of vocabulary scoring level, and (5) to illustrate the patterns of VLS use in gender perspectives. A total of 203 junior high school students from an urban school in Taipei City were involved in the study. A vocabulary learning strategy questionnaire (VLSQ) and an English vocabulary proficiency test (EVPT) were administered as instruments. The former was used to elicit the self-report strategy use by the students and the latter was utilized to categorize the participants into three vocabulary levels. The data was analyzed by employing SPSS version 12.0, including descriptive analysis, one-way analysis of variance, and independent t-Tests. A summary of the results are as follows. (1) The higher vocabulary level students belonged to, the more VLS they tended to apply, especially determination strategies, social strategies, memory strategies and metacognitvie strategies. (2) Both male and female students could be regarded as moderate users of VLS. Both groups favored determination strategies the most and metacognitive strategies the least. (3) Besides a significantly more frequent use of overall strategies, determination strategies, memory strategies and cognitive strategies, female students also tended to use more often individual strategies concerning grouping related words together, writing practice with study aids and auditory practice. (4) Significances found in each scoring group seemed to favor female students in strategy use, except three strategies, analyzed affixes and roots by the Intermediate-Scoring group, listening to English broadcast and image word’s meanings by the High-Scoring group. (5) To both genders, the most difficult aspects in learning vocabulary are pronunciation and meanings. As for the effectiveness of VLS, male and female students had the same opinions on the most five but thought slightly differently on the least five. Besides, sharing some similar needs for teachers’ assistance, male students preferred dynamic vocabulary activities but female students favored academic vocabulary practice. The findings suggest teachers should (1) introduce a variety of VLS to students, particularly those of lower levels, (2) take gender differences into consideration when administering strategies-based instruction, and (3) be aware of students’ preferences of VLS use with both gender and vocabulary level perspectives.

As fundamental components of a language, words are essential for successful language learning. Vocabulary learning strategies thus become a vital important field to be focused on. This investigation is based on the framework of O' Malley and Chamot' s (1990) taxonomy about language learning strategies, which include metacognitive strategies, cognitive strategies, and social/affective strategies. This study aims at studying the relationship between students' attitudes toward vocabulary learning, their vocabulary learning strategies and their vocabulary level. The participants of this study are fifty English majors from a university in China. A vocabulary test and a questionnaire are used so as to collect data from the investigated students. Finally, this study generates the following results: (1) the students hold a neutral attitude toward vocabulary learning, and they believe vocabulary learning sometimes is interesting, but sometimes not; (2) the students adopt all the three strategies, but cognitive strategies are most frequently used; (3) the correlation analysis shows that there is a significant relationship between the students' attitudes and their strategy use, the strategy use and their vocabulary level; (4) the successful learners are more positive as regards English vocabulary learning, and adopt learning strategies more frequently than less successful learners. Based on the findings of the investigation, some pedagogical implications are provided to suggest teachers encourage and help students to hold an active and positive attitude toward English learning, and introduce more learning strategies to promote the students' English acquisition.

The use of vocabulary learning strategies is one crucial factor that affects the success of foreign vocabulary acquisition. This case study investigated a group of Chinese sophmores’ employment of learning strategies in their learning process in order to identify the most frequently used strategies and the least frequently used strategies, and compared good language learners with poor learners. A 26-item five-scale point questionnaire was employed for data collection. Through careful calculation and detailed discussion, it was found that both good and poor language learners used many effective strategies for vocabulary learning. This group of students were found that they tended to carry a pocket dictionary to look up new words while they were least likely to look up new words in an English-English dictionary. Good language learner were found to employ learning strategies more frequently than poor leaners in 21 strategies, which revealed that vocabulary learning strategies were positively related to learning outcomes.

The present study investigates which of two vocabulary learning methods best promotes long-term retention of the meaning and spelling of words. The first method is rote learning, i.e. learning by word lists, which requires pupils to memorize the meaning of new words by L1 translation. The second method is learning by sentence writing, which requires pupils to memorize new words by making up their own sentences in order to establish links between old and new knowledge.   16 pupils took part in the experiment; all were approximately 11 years old. The participants were randomly assigned to two groups. All the participants were given one receptive and one productive recall test, both in the immediate and delayed post-tests. The result demonstrates that pupils who learn words using word lists only remember words in the short-term retention, while the sentence writing method results in greater long-term retention.

This study presents three of the many strategies that pupils can use, in order to learn vocabulary. The aim of this essay is to study the combination of three strategies of learning and three methods of teaching, and compare the three different combinations in order to find out which one of them is the most efficient for pupils who learn new vocabulary. The three strategies are visual, auditory and kinesthetic strategies.               This is a pilot study that takes place in a group of students that study Spanish as a foreign language in a Swedish school. Each combination of strategy and method is tested on the group of pupils and thereafter evaluated in a semi-structured, qualitative way that consists of a questionnaire that the students fill in after each combination has been tested.               The results of the study show that, according to the pupils, the visual and the kinesthetic strategies are the most efficient ones for the pupils that participated in the study, whereas the results of the tests that were conducted show that the visual strategy was the most efficient one. The study also concludes that every student needs to find their individual strategy to learn vocabulary in a foreign language.

This thesis mainly intends to study and reach some conclusions related to major challenges concerning vocabulary teaching or learning, how vocabulary teaching can be improved, findings obtained from the studies in order to reach that purpose and to what extend the suggested alternative vocabulary techniques are effective. It is also aimed to outline the basic insights of the mind, storage, and retrieval from the literature involving linguistics and language teaching. Based on above mentioned background knowledge, it is also intended to derive some significant conclusions to improve the effectiveness and thus the quality of vocabulary teaching in language instruction. In accordance with the principles of the human memory, how we can alter current vocabulary instruction techniques and activities and what scholars offer language teachers and learners are dealt with in detail. So as to validate and prove the efficiency of suggested techniques and activities, a case study is carried out and findings are discussed at large. Additionally, interviews about vocabulary teaching have been carried out with the involved students and instructors and the obtained data has been evaluated. In the final part of the research, some implications and suggestion related to vocabulary teaching are provided along with the underlying rationale behind them aiming to increase the quality of teaching of lexical items and as a result to increase overall quality of language instruction.

This paper discusses the teaching and learning of Arabic vocabulary with respect to the needs and desires of the modern learner of Arabic. It begins with an explanation of Arabic diglossia and a review of current research regarding the desires and goals of the modern Arabic learner. It then discusses the issue of teaching Arabic vocabulary showing that learning two varieties of Arabic at the same time, because it is a case of synonymy, creates a learning burden for Arabic learners but is nonetheless necessary. This paper then discusses a number of other reasons that make Arabic vocabulary acquisition a challenge and suggests possible methods to overcome this challenge. / text

The purpose of this study was to investigate the effects of a supplemental vocabulary intervention on the content area vocabulary word and definition knowledge of DHH student in grades K-2, the integrity with which itinerant teachers implemented the supplemental vocabulary intervention, and the effects and benefits of coaching to support treatment integrity. Mixed methods were employed; a single subject multiple baseline across subjects and content design was used to investigate student word and definition knowledge, while quantitative and qualitative methodologies were used to examine the effects of coaching on teachers' treatment integrity. The supplemental vocabulary intervention included explicit and implicit strategies and was designed to fit the context of itinerant teacher services. Various levels of support were employed to coach teachers as they gained familiarity with the intervention and improved their treatment integrity during implementation. Student word and definition knowledge was examined in relation to teacher treatment integrity to determine if teacher implementation had an effect on student outcomes. Results showed a functional relationship between the supplemental vocabulary intervention and student word and definition knowledge. Teachers' treatment integrity was found to have a greater effect on student definition knowledge than word knowledge. Teachers responded positively to the coaching they received, and their implementation improved over the course of the study. Practical and research implications for using supplemental vocabulary instruction with DHH students, as well as the need to provide support to teachers to improve treatment integrity, are discussed.

abstract: This study investigated the effects of different types of play-embedded instruction on preschoolers' vocabulary learning during a vocabulary intervention known as Say-Tell-Do-Play (STDP). The goal of this study was to determine whether or not two types of play - Story Drama and a Vocabulary Matching Game - enhanced the effectiveness of the STDP strategy. To investigate this goal, the researcher implemented the STDP instructional routine for 17 children with three different picture books and their corresponding play activities and a control condition (Drawing) in a counterbalanced order. Descriptive statistics were utilized to understand the effects of these different play activities on the children's receptive and expressive vocabulary learning. Findings showed that the STDP vocabulary instructional strategy had a much larger impact on children's receptive vocabulary than on expressive vocabulary learning. The play activities did not seem to make much difference in the learning of receptive and expressive vocabulary. The results indicated that the STDP strategy is an effective way to teach receptive vocabulary. There was a lack of evidence that the different types of play significantly affected children's vocabulary learning. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2012

abstract: The present research study investigated the effects of 8 versions of a computer-based vocabulary learning program on receptive and productive knowledge levels of college students. The participants were 106 male and 103 female Korean EFL students from Kyungsung University and Kwandong University in Korea. Students who participated in versions of the vocabulary learning program with target-word based sentences as well as definitions tended to perform better on receptive and productive vocabulary assessments than those who participated in versions of the program with definitions of words only. Furthermore, results indicated that the difference in receptive scores from immediately after the program to one week later showed a higher drop-rate than the difference in productive scores. In addition, female learners performed receptively better than male learners in post and one-week delayed tests, but significant gender difference failed to occur for the productivity measure. Overall, these results emphasized the importance of productive vocabulary knowledge for better retention of English vocabulary words. / Dissertation/Thesis / Ph.D. Educational Technology 2013