This study looks at English as a Second Language (ESL) students• use of vocabulary learning strategies and whether use of specific strategies is related to success in vocabulary recall and comprehension tests. The primary part of the study focuses on the hypothesis that phonological practice with new words will aid long-term recall and comprehension of these words. An empirical experiment with an experimental and control group was designed to test this hypothesis. The secondary section of the study discusses how often subjects reported using the vocabulary learning strategies categorized by Rebecca Oxford in Language Learning Strategies: What Every Teacher Should Know. In addition, it researches possible correlations between use of these strategies, and scores on subsequent vocabulary recall and comprehension tests. Finally, this study describes how a representative group of students actually apply specific strategies to their vocabulary learning.
| Identifer | oai:union.ndltd.org:pdx.edu/oai:pdxscholar.library.pdx.edu:open_access_etds-5285 |
| Date | 01 January 1991 |
| Creators | DuBois, Kristi Allyn |
| Publisher | PDXScholar |
| Source Sets | Portland State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Dissertations and Theses |
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