Date of Award
Winter 2-6-2018
Document Type
Thesis
Degree Name
Master of Arts in Teaching English to Speakers of Other Languages (MA-TESOL)
Department
TESOL
First Advisor/Committee Member
Dr. Katya Nemtchinova
Second Advisor/Committee Member
Dr. William Nagy
Third Advisor/Committee Member
Dr. Kathryn Bartholomew
Abstract
Given that the importance of understanding the academic language is strongly associated with the academic vocabulary size, vocabulary knowledge is regarded as one of the most crucial areas of language competence to bolster academic achievement. The present study investigates the effectiveness of two different strategies of vocabulary acquisition in English including 1) learning from sample sentences and 2) learning from word parts. Results are significant for immediate testing and reveal the beneficial role of explicit instruction on vocabulary learning strategies that increases international students’ English vocabulary learning ability. The study also discusses survey responses from the participants in relation to their use of vocabulary learning strategies and their own approaches to acquiring new vocabulary words. It is recommended that self-learning strategies should be explicitly taught in English for Academic Purposes (EAP) programs to help students acquire words from higher levels in academic settings. Some implications for teachers include integrating a variety of learning strategies and multimodal activities into vocabulary instruction and engaging students in learning pronunciation, common rules of word stress, word context, and word parts while encountering unfamiliar words.
Recommended Citation
Lau, Wing Shuen, "International Students’ Responses to Explicit Instruction on Vocabulary Learning Strategies: Implications for EAP Courses" (2018). TESOL Theses. 2.
https://digitalcommons.spu.edu/tesol_etd/2
Copyright Status
http://rightsstatements.org/vocab/InC/1.0/
Additional Rights Information
Copyright held by author.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, English Language and Literature Commons, Language and Literacy Education Commons
