LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 20:8 August 2020
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Vocabulary Learning Strategies and English Language Performance:
A Case of Secondary School Students in Tanzania

Asteria Gabriel Ngaiza, Research Scholar and Dr. R. Saranya

Abstract

This study presents vocabulary learning strategy use and performance between male and female students in Tanzanian Secondary schools. The study adapted a vocabulary learning strategies questionnaire developed by Oxford. Like other previous studies on Vocabulary Learning Strategies, the research has made comparison of strategy use between gender and their relationship with general English language performance. The students’ performance was assessed using a comprehension text which measured their reading for comprehension ability, vocabulary knowledge ability and paraphrasing ability. The present study had a sample size of 195 students whose strategy use was compared to English language performance across genders. The study found greater use of vocabulary learning strategies among female students than male students and a higher performance among female students than their counterparts. However, there were a few Vocabulary Learning Strategies that were used most frequently by male students than female students. Even though there could be other variables that might have contributed to students’ performance, this study recommends that teachers of English as a Foreign Language to devote their time more in helping the students choose and use the appropriate Vocabulary Learning Strategies.

Keywords: Vocabulary Learning Strategies, English as a Foreign Language, Performance, Secondary School, Tanzania.

Introduction

Vocabulary is an essential aspect that contributes to proficiency in target language, and vocabulary learning strategies have been equally important to techniques that commit these words to memory and use (Schmitt, 1997; Oxford 1996). Strategies are the behaviors and thoughts that a learner engages in during learning that are intended to influence the learner’s encoding processes. Vocabulary Learning Strategies (VLSs) usually expose the learner of any language with an opportunity to acquire a new language. Many studies show that the conscious and coordinated use of vocabulary learning strategies is associated with language achievement and proficiency (O’Malley & Chamot, 1990). It is also said, in order to learn and use English efficiently; learners need to expand proper vocabulary learning strategies for long- term learning. Language learning strategies are of interest not only for revealing the ways language learners apply learning strategies, but also for demonstrating how the use of strategies is related to effective language learning. It is said that students with an extensive knowledge of target language vocabulary become more successful in second language learning.

Previous studies on vocabulary and language learning have shown that (Nation 1990, 2001; Nation and Waring, 1997; Luppescu and Day, 1993; Schmitt, 2015) knowing a sufficient number of words is necessary for language proficiency. Thus, the knowledge of vocabulary is fundamental to the field of second and foreign language learning and so must be learned in some manner in order for learners to be competent in a new language. The use of effective vocabulary learning strategies is related to higher levels of language proficiency and short of that would be a hindrance toward language competence.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Asteria Gabriel Ngaiza, Research Scholar
Centre of Advanced Study in Linguistics
Annamalai University, India
asteriangaiza106@gmail.com
Mobile: 8056325471

Dr. R. Saranya
Professor of Linguistics
Centre of Advanced Study in Linguistics
Annamalai University, India
drsaranya@gmail.com
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