A case study of Iraqi Primary schools in Malaysia Anfal Sabeeh P71843

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Presentation transcript:

A case study of Iraqi Primary schools in Malaysia Anfal Sabeeh P71843 Investigating the effect of Vocabulary Learning Strategies on Iraqi students Vocabulary Knowledge A case study of Iraqi Primary schools in Malaysia Anfal Sabeeh P71843

Introduction Learning English language as a foreign or second language needs lexical knowledge which plays a vital role to learn this language effectively. Vocabulary acquisition makes second language learners (L2) adept in accurate meaning, spelling and derivations (Ramírez, Chen, & Pasquarella, 2013).

Problem Statement EFL students mostly fail to achieve proficiency in the target language since they do not have enough vocabulary knowledge which is dependent on vocabulary learning strategies where most learners identify the acquisition of vocabulary as their greatest source of problems ( Abdo and Breen,2010)

Research Aims This research will achieve the following objectives: Determine the vocabulary level of EFL Iraqi students. Determine the relationships between different VLSs and vocabulary level of EFL Iraqi students.

RESEARCH QUESTIONS Q1; What is the vocabulary level of EFL Iraqi students? Q2; What is the relationship of current learning strategies and vocabulary level of EFL Iraqi students?

Research Significance This research is significant in identifying the vocabulary learning strategies of EFL Iraqi students to enable English language instructors gaining a better understanding of the VLS. It will also help the EFL instructors acquainting vocabulary learning strategies which are not practiced by these students.

Research Significance This study also encourages lecturers to find more practical techniques to teach students English vocabulary, especially the most needed words for them, so that they can increase their ability to communicate. The researcher hopes that lecturers will encourage students to learn English more efficiently, and it may help lecturers to better understand how students learn and how to teach the strategies successfully.

Research Scope This study focuses on the second language acquisition process, or the process by which EFL Iraqi students learn languages in addition to their native language(s).

Literature Review Despite the importance of vocabulary in the academic achievement of L2 learner, vocabulary acquisition seems to be given a little attention in the curriculum designed in the middle-east universities and schools (Francisco, 2013). Moreover, teaching vocabulary learning strategies is also given least attention in EFL classrooms (Abdo & Breen, 2010).

Literature Review During reviewing the literature, the researcher found the most influenced and active VLSs are the one proposed by (Gu & Johnson, 1996) such as: context clues linguistic clues memorization/repetition note taking, and activation. Therefore, the research put forth a theory named receptive vocabulary knowledge in order to explain how different VLSs can affect individual’s own knowledge to learn English

References Abdo, I. B., & Breen, G.-M. (2010). Teaching EFL to Jordanian students: New strategies for enhancing English acquisition in a distinct Middle Eastern student population. Creative Education, 1, 39. Abdulkareem, M. N. (2013). An Investigation Study of Academic Writing Problems Faced by Arab Postgraduate Students at Universiti Teknologi Malaysia (UTM). Theory & Practice in Language Studies, 3(9). Francisco, A. E. (2013). My Teaching and Administrative Experience in the Middle East: A Cultural Perspective. MA TESOL Collection. from http://digitalcollections.sit.edu/ipp_collection/697

References Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643-679. Ma, Q. (2013). Matching vocabulary learning process with learning outcome in L2 academic writing: An exploratory case study. Linguistics and Education, 24(2), 237-246. Ramírez, G., Chen, X., & Pasquarella, A. (2013). Cross-linguistic transfer of morphological awareness in Spanish-speaking English language learners: The facilitating effect of cognate knowledge. Topics in Language Disorders, 33(1), 73-92. Wu, L.-F. (2014). Technical College Students’ Perceptions of English for Specific Purposes Vocabulary Learning and Teaching. International Journal of English Language Education, 2(1), pp. 176-186.