Investigating the Effectiveness of Cognitive Vocabulary Strategy Instruction in Raising Learners’ Metacognitive Awareness for Long-Term Mass Lexis Learning

Authors

  • Naouel Dib University of Mentouri Constantine

Keywords:

Investigating, Effectiveness, Cognitive Vocabulary, Strategy, Instruction, Raising, Learners, Metacognitive Awareness, Long-Term, Mass Lexis Learning

Abstract

This paper reports on a study that investigates the role of learning vocabulary and the importance of intentionally instructing learners the techniques of vocabulary learning strategies. This study aimed at implementing a framework of Vocabulary Learning Strategies to enhance learners’ Metacognitive awareness resulting in maximizing their lexis repertoire. It investigates a causal relationship between the direct instruction of VLS and its impact on improving learners Metacognitive strategies towards; learning and retaining vocabulary. It is between the first variable; teaching learners how to learn vocabulary (through the means of Vocabulary Learning Strategies); in other words, the effect of Metacognitive strategy training and the impact of this instruction –the second variable- on raising their Metacognitive awareness to become autonomous and maximize their vocabulary repertoire; leading to the development of lexical knowledge and retention. Our field work consists of a questionnaire designed in accordance and in reliance with Schmidtt’s inventory of Vocabulary Learning Strategies. After gathering preliminary data from questionnaire analysis; a test is designed to serve the aim of spotting the VLS frequency use, and sum of strategies displayed. The test guides the construction of a step by step procedure to teach more elaborate strategies and enable learners become autonomous. 

Downloads

Download data is not yet available.

Author Biography

Naouel Dib, University of Mentouri Constantine

Faculty of Letters and Languages, Department of Foreign Languages

References

Aitchison, J.(2003). Words in the Mind. Oxford: Blackwell.

Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest. Education Resources Information Center.

Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, New Jersey: Lawrence Erlbaum Associates.

Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Paedagogy. San Francisco: Prentice-Hall, Inc.

Brown, H. D. (2000). Principles of Language and Teaching, Fourth Edition. White Plain, NY: Pearson Education

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. NY: Longman/ Pearson Education.

Cohen, A. (Ed.). (1998). Strategies in learning and using a second language. London: Longman.

Cohen, A. (Jan. 1999). Strategies in Learning and Using a Second Language. TESL-EJ, (3) 4.

Council of the European Union. (2001). Report from the Education Council to the European Council; the concrete future objectives of education and training systems. Brussels: Council of the European Union.

Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford UniversityPress.

Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L.B. Resnick (Ed.), The nature of intelligence. Hillsdale, NJ: Erlbaum.

Ghazal, L. (2007). Learning Vocabulary in EFL Contexts Through Vovabulary Learning Strategies. Novitas-Royal, 1(2), 84-91.

Harris, V. (Sep. 2003). Adapting Classroom-Based Strategy Instruction to a Distance Learning Context. TESL-EJ, (7) 2.

Hornby, A. (2000). Oxford Advance Learners’ dictionary of Current English. New York: Oxford University Press.

Liang, L. Z. (2010). A Study of English Vocabulary Learning Strategies for Non-English Majors in Independent College. Cross-Cultural Communication, (6) 4, 152-164.

Little, D. (1994). Autonomy in Language Learning; Some Theoretical and Practical Considerations. In Swarbrick, A. (Ed.), Teaching Modern Languages. London. The Open University/ Routledge.

Naiman, N., Frohlich, M., Stern, H. H. & Todesco, A. (1976). The good language learner. Research in Education Series No. 7. Toronto: The Ontario Institute for Studies in Education.

O’Mally. J. and Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.

Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Hinle & Hinle.

Rasekh Z. E. & Ranjbary R. (Sep. 2003). Metacognitive Strategy Training for Vocabulary Learning. TESL-EJ, (7) 2.

Richards, C. & Rodgers, T. (1985). Method: Approach, design and procedure. In Richards, C (Ed.). The Context of Language Teaching. Cambridge: Cambridge University Press.

Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt, & M. McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy (pp.199-227). Cambridge: Cambridge University Press.

Stern, H. (1975). What can we learn from the Good Language Learner? Canadian Modern Language Review, 31, 304-18.

Takač, V. P. (2008). Vocabulary learning strategies and second language acquisition. Clevedon, UK: Multilingual Matters Ltd.

Taylor, L (1990). Teaching and Learning Vocabulary. Prentice Hal New York.

Thornbury, S. (2002). How to Teach Vocabulary. England: Longman.

Wenden, A. (1991). Learner Strategies for Learner Autonomy. Hemel Hempstead: Prentice Hall International (UK).

Downloads

Published

2017-06-01

How to Cite

Dib, N. (2017). Investigating the Effectiveness of Cognitive Vocabulary Strategy Instruction in Raising Learners’ Metacognitive Awareness for Long-Term Mass Lexis Learning. Journal of Human Sciences , 28(1), 97–109. Retrieved from https://revue.umc.edu.dz/h/article/view/2559

Issue

Section

Articles

Similar Articles

<< < 25 26 27 28 29 30 31 32 33 34 > >> 

You may also start an advanced similarity search for this article.