Public Speaking
Vocabulary Learning Strategies
There are numerous different classification systems for vocabulary learning strategies. Several common used are listed at the following. Gu and Johnson (1996) developed a classification of vocabulary learning strategies that are beliefs about vocabulary learning, metacognitive regulation, guessing strategies, dictionary strategies, note-taking strategies, memory strategies (rehearsal), memory strategies (encoding) and activation strategies. Schmitt (1997) took advantage of Rebecca Oxford’s (1990, p.14) classification of learning strategies containing memory strategies, cognitive strategies, metacognitive strategies, and social strategies, and the Discover/Consolidation distinctions suggested by Cook and Mayer to propose an extensive taxonomy of vocabulary learning strategies. It can be divided into two classes. Five groups are included in these two classes.
I. Strategies are used for the discovery of a new word’s meaning
Determination strategies (DET): the strategies are used to discover a new word’s meaning without recourse to another’s expertise when learners don’t know a word. For instance, learners can use a dictionary, analyze any available pictures or gestures or guess meaning from textual context.
Social strategies (SOC): the strategies are employed to ask someone who knows. Learners can ask teacher or classmates about information in a variety of ways, such as a synonym, paraphrase, or L1 translation of new word.
II. Strategies are used for consolidating a word once it has been encountered
Social strategies (SOC): they can also be employed to consolidate learned words by interacting with other people like studying and practicing meaning in a group.
Memory strategies (MEM): the strategies (traditionally known as mnemonics) involve connecting the word to be retained with some previously learned knowledge, using some form of imagery, or grouping. A new word can be integrated into many kinds of existing knowledge (i.e.
There are numerous different classification systems for vocabulary learning strategies. Several common used are listed at the following. Gu and Johnson (1996) developed a classification of vocabulary learning strategies that are beliefs about vocabulary learning, metacognitive regulation, guessing strategies, dictionary strategies, note-taking strategies, memory strategies (rehearsal), memory strategies (encoding) and activation strategies. Schmitt (1997) took advantage of Rebecca Oxford’s (1990, p.14) classification of learning strategies containing memory strategies, cognitive strategies, metacognitive strategies, and social strategies, and the Discover/Consolidation distinctions suggested by Cook and Mayer to propose an extensive taxonomy of vocabulary learning strategies. It can be divided into two classes. Five groups are included in these two classes.
I. Strategies are used for the discovery of a new word’s meaning
Determination strategies (DET): the strategies are used to discover a new word’s meaning without recourse to another’s expertise when learners don’t know a word. For instance, learners can use a dictionary, analyze any available pictures or gestures or guess meaning from textual context.
Social strategies (SOC): the strategies are employed to ask someone who knows. Learners can ask teacher or classmates about information in a variety of ways, such as a synonym, paraphrase, or L1 translation of new word.
II. Strategies are used for consolidating a word once it has been encountered
Social strategies (SOC): they can also be employed to consolidate learned words by interacting with other people like studying and practicing meaning in a group.
Memory strategies (MEM): the strategies (traditionally known as mnemonics) involve connecting the word to be retained with some previously learned knowledge, using some form of imagery, or grouping. A new word can be integrated into many kinds of existing knowledge (i.e.