Effects of three vocabulary learning techniques on vocabulary retention

This study investigates the effects of three vocabulary learning techniques,which are Contextual Clues,Dictionary Strategy and TMM Vocabulary,in retaining words learnt among ESL learners.Conducting the study serves several purposes. Firstly,it aims at finding which of the vocabulary learning techni...

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Main Author:	Zuraina, Ali
Format:	Thesis
Language:	English
Published:	2012
Subjects:	P Philology Linguistics
Online Access:	http://umpir.ump.edu.my/id/eprint/3591/1/ZURAINA_BT_ALI.PDF
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id	my-ump-ir.3591
record_format	uketd_dc
spelling	my-ump-ir.35912017-08-28T01:30:40Z Effects of three vocabulary learning techniques on vocabulary retention 2012-03 Zuraina, Ali P Philology. Linguistics This study investigates the effects of three vocabulary learning techniques,which are Contextual Clues,Dictionary Strategy and TMM Vocabulary,in retaining words learnt among ESL learners.Conducting the study serves several purposes. Firstly,it aims at finding which of the vocabulary learning techniques may result in the highest number of words retained, as measured in the immediate and delayed recall tests.Secondly, it investigates the students' attitudes after they are exposed to the vocabulary learning techniques. Finally, it seeks to find out students' preferences and difficulties of using the techniques in retaining words learnt.The results of the study support Ellis' Model of Second Language Acquisition (SLA) in that instructions need to match L2 learners' aptitude of helping them to retain the words learnt using the vocabulary learning techniques taught to them. Social Constructivist Learning Theory is also used to explain the findings. The theory describes that the construction of knowledge inside the classroom depends on the inter-dependence of social and individual processes.While learners interpret the learning in their own ways, they also need to be dependent on their friends and be facilitated by their teachers in their attempt to retain the vocabulary learnt in class.The study has adopted both quantitative and qualitative methods in collecting its data. A quasi-experiment that tested the effects of retaining vocabulary using Dictionary Strategy, Contextual Clues and TMM Vocabulary involved 123 first-year university students.A survey gauged their attitudes after being exposed to the techniques. Qualitative procedures included the collection of data from interviews,which were conducted to identify both their preferences and the hindrances they encountered in using the techniques.Results from the study showed that there was a significant difference (p = .033 <05) in Immediate Recall Tests when students were exposed to Dictionary Strategy,Contextual Clues and TMM Vocabulary. The finding for the Delayed Recall Posttest,however, was not supported (p = .735 < .05). There was also evidence that students' attitudes were found to be significant (p = .002 < .05) when they were exposed to the three vocabulary learning techniques. Finally, students' preferences and hindrances relating to the use of the respective vocabulary learning techniques were dependent on the treatments as well as their proficiency levels. 2012-03 Thesis http://umpir.ump.edu.my/id/eprint/3591/ http://umpir.ump.edu.my/id/eprint/3591/1/ZURAINA_BT_ALI.PDF application/pdf en public phd doctoral Universiti Putra Malaysia Educational studies
institution	Universiti Malaysia Pahang Al-Sultan Abdullah
collection	UMPSA Institutional Repository
language	English
topic	P Philology Linguistics
spellingShingle	P Philology Linguistics Zuraina, Ali Effects of three vocabulary learning techniques on vocabulary retention
description	This study investigates the effects of three vocabulary learning techniques,which are Contextual Clues,Dictionary Strategy and TMM Vocabulary,in retaining words learnt among ESL learners.Conducting the study serves several purposes. Firstly,it aims at finding which of the vocabulary learning techniques may result in the highest number of words retained, as measured in the immediate and delayed recall tests.Secondly, it investigates the students' attitudes after they are exposed to the vocabulary learning techniques. Finally, it seeks to find out students' preferences and difficulties of using the techniques in retaining words learnt.The results of the study support Ellis' Model of Second Language Acquisition (SLA) in that instructions need to match L2 learners' aptitude of helping them to retain the words learnt using the vocabulary learning techniques taught to them. Social Constructivist Learning Theory is also used to explain the findings. The theory describes that the construction of knowledge inside the classroom depends on the inter-dependence of social and individual processes.While learners interpret the learning in their own ways, they also need to be dependent on their friends and be facilitated by their teachers in their attempt to retain the vocabulary learnt in class.The study has adopted both quantitative and qualitative methods in collecting its data. A quasi-experiment that tested the effects of retaining vocabulary using Dictionary Strategy, Contextual Clues and TMM Vocabulary involved 123 first-year university students.A survey gauged their attitudes after being exposed to the techniques. Qualitative procedures included the collection of data from interviews,which were conducted to identify both their preferences and the hindrances they encountered in using the techniques.Results from the study showed that there was a significant difference (p = .033 <05) in Immediate Recall Tests when students were exposed to Dictionary Strategy,Contextual Clues and TMM Vocabulary. The finding for the Delayed Recall Posttest,however, was not supported (p = .735 < .05). There was also evidence that students' attitudes were found to be significant (p = .002 < .05) when they were exposed to the three vocabulary learning techniques. Finally, students' preferences and hindrances relating to the use of the respective vocabulary learning techniques were dependent on the treatments as well as their proficiency levels.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Zuraina, Ali
author_facet	Zuraina, Ali
author_sort	Zuraina, Ali
title	Effects of three vocabulary learning techniques on vocabulary retention
title_short	Effects of three vocabulary learning techniques on vocabulary retention
title_full	Effects of three vocabulary learning techniques on vocabulary retention
title_fullStr	Effects of three vocabulary learning techniques on vocabulary retention
title_full_unstemmed	Effects of three vocabulary learning techniques on vocabulary retention
title_sort	effects of three vocabulary learning techniques on vocabulary retention
granting_institution	Universiti Putra Malaysia
granting_department	Educational studies
publishDate	2012
url	http://umpir.ump.edu.my/id/eprint/3591/1/ZURAINA_BT_ALI.PDF
_version_	1783731902598873088

Effects of three vocabulary learning techniques on vocabulary retention

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