NECESSARY VOCABULARY SIZE AND TWO BASIC STRATEGIES IN ENGLISH VOCABULARY LEARNING
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Published:
Feb 16, 2018
Keywords:
vocabulary size vocabulary learning strategies memorization note taking
Main Article Content
Abstract
Vocabulary learning has a high level of effect on English language understanding and learning with regard to 4 skills: listening, speaking, reading, and writing. A lack of vocabulary knowledge causes learners to have difficulties in learning English. Learners should have necessary vocabulary of at least 2,000 words for proper comprehension of English. Learners need to be educated with vocabulary learning strategies, especially memorization and note taking. By using a memorization strategy, the learners should focus on words they are interested in or words that are related to their job. These word stocks should be repeatedly memorized and repeated them over and over for storing in long-term memory. Memorizing words aloud yields better results than memorizing words silently. Meanwhile, note taking is a beneficial strategy for reviewing, retrieving, and memorizing the words as well as in using words in sentence patterns.
Article Details
How to Cite
บูรณะวนิชกุล เ., & อบรม โ. (2018). NECESSARY VOCABULARY SIZE AND TWO BASIC STRATEGIES IN ENGLISH VOCABULARY LEARNING. Sripatum Review of Humanities and Social Sciences, 17(2), 119–128. Retrieved from https://so05.tci-thaijo.org/index.php/spurhs/article/view/112210
Section
บทความวิชาการ
1. กองบรรณาธิการสงวนสิทธิ์ในการพิจารณาและตัดสินการตีพิมพ์บทความในวารสาร
2. บทความทุกเรื่องจะได้รับการตรวจสอบทางวิชาการโดยผู้ทรงคุณวุฒิ แต่ข้อความและเนื้อหาในบทความที่ตีพิมพ์เป็นความรับผิดชอบของผู้เขียนแต่เพียงผู้เดียว มิใช่ความคิดเห็นและความรับผิดชอบของมหาวิทยาลัยศรีปทุม
3. การคัดลอกอ้างอิงต้องดำเนินการตามการปฏิบัติในหมู่นักวิชาการโดยทั่วไป และสอดคล้องกับกฎหมายที่เกี่ยวข้อง
References
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Bodner, G. E., Taikh, A. and Fawcett, J. M. 2014. “The costs and benefits of production in recognition.” Psychonomic Bulletin and Review, 21 (1), 149-154.
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Catalàn, R. M. J. 2003. “Sex differences in L2 vocabulary learning strategies.” International Journal of Applied Linguistics, 13 (1), 54-77.
Chamot , A.U. and Kupper, L. 1989. “Learning Strategies in Foreign Language Instruction.” Foreign Language Annals, 22 (1), 13-22.
Concise Oxford English Dictionary. 2008. New York: Oxford University Press Inc.
Coxhead, A. 2000. “A new academic word list.” Tesol Quarterly, 34 (2), 213– 238.
Crothers, E. and Suppes, P. 1967. Experiments in second-language learning. New York: Academic Press.
Csizér, K. and Dörnyei, Z. 2005. “The Internal Structure of Language Learning Motivation and its relationship with Language Choice and Learning Effort.” Modern Language Journal, 89 (1), 19-36.
de Groot, A.M.B. 2006. “Effects of stimulus characteristics and background music on foreign language vocabulary learning and forgetting.” Language Learning, 56 (3), 463–506.
Deese, J. and Hulse, S.H. 1967. The Psychology of Learning. 3rd ed. New York: McGraw Hill.
Donovan, J. J. and Radosevich, D. J. 1999. “A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t.” Journal of Applied Psychology, 84 (5), 795-805.
Dunlosky, J., Rawson, K.A., Marsh, E. J., Nathan, M. J. and Willingham, D.T. “What Works, What Doesn’t.” Scientific American Mind, 24 (4), 47-53.
Fawcett, J. M. 2013. “The production effect benefits performance in between- subject designs: A meta-analysis.” Acta Psychologica, 142, 1–5.
Forrin, N. D., MacLeod, C. M. and Ozubko, J. D. 2012. “Widening the boundaries of the production effect.” Memory and Cognition, 40, 1046–1055.
Goulden, R., Nation, P. and Read, J. 1990. “How large can a receptive vocabulary be?” Applied Linguistics, 11 (4), 341-363.
Gu, P.Y. 1994. Vocabulary Learning Strategies of Good and Poor Chinese EFL Learners. Paper presented at The Twenty-Eighth Annual Convention and Exposition: The Annual Meeting of the Teachers of English to Speakers of Other Languages, March 8-12, 1994, Baltimore, Maryland.
Gu, Y. and Johnson, R. K. 1996. Vocabulary learning strategies and language learning outcomes. Language Learning, 46 (4), 643-679.
Gullekson, R. 2001. How Many Vocabulary Words a Day Should You Learn? Retrieved April 18, 2016, from http://www.languagesurfer.com/2014/08/12/how-many-vocabulary-words-a-day-should-you-learn/
Harmer, J. 1997. The practice of English Language Teaching. New Edition. arlow: Longman.
Horst, J. S. 2013. “Context and Repetition in Word Learning.” Frontiers in Developmental Psychology, 4 (149), 1-11.
Hu, M. and Nation, I. S. P. 2000. “Vocabulary density and reading comprehension.” Reading in a Foreign Language, 13 (1), 403–430.
Hulstijn, J., Hollander, M. and Greidanus, T. 1996. “Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words.” The Modern Language Journal, 80, 327–339.
Kinsella, K. 2012. Academic Vocabulary Toolkit Training. California: Dr. Kate Kinsella Educational Consulting Center.
Kulikova, O. 2015. “Vocabulary learning strategies and beliefs about vocabulary learning: a study of beginning university students of Russian in the United States.” Doctoral dissertation, Second Language Acquisition, Graduate College, The University of Iowa.
Lawson,
M.J. and Hogben, D. 1966. “The Vocabulary-Learning Strategies of Foreign-Language Students.” Language Learning, 46 (1), 101-135.
Lado, R., Baldwin, B. and Lobo, F. 1967. Massive vocabulary expansion in a foreign language beyond the basic course: The effects of stimuli, timing and order of presentation. Washington, D.C.: U.S. Department of Health, Education, and Welfare.
Laufer, B. 1992. How much lexis is necessary for reading comprehension? In H. Bejoint and P. Arnaud (Eds.), Vocabulary and applied linguistics, pp.126–132.
Basingstoke & London: Macmillan Leeke, P. and Shaw, P. 2000. “Learners’ independent records of vocabulary.” ystem, 28 (2), 271–289.
Lin, O. Y. H. and MacLeod, C. M. 2012. “Aging and the production effect: A test of the distinctiveness account.” Canadian Journal of Experimental Psychology, 66, 212–216.
MacLeod, C. M. 2011. I said, you said: The production effect gets personal. Psychonomic Bulletin & Review, 18, 1197–1202.
MacLeod, C. M., Gopie, N., Hourihan, K. L., Neary, K. R. and Ozubko, J. D. 2010. “The production effect: Delineation of a phenomenon.” Journal of Experimental Psychology: Learning, Memory, Cognition, 36, 671- 685.
Mancilla-Martinez, J. and N. K. Lesaux. 2011. “The gap between Spanish speakers' word reading and word knowledge: A longitudinal study.” Child Development, 82 (5), 1544–1560.
Masgoret, A-M. and Gardner R.C. 2003. “Attitudes, motivation, and second language learning: meta-analyses of studies by Gardner and associates”, In Z. Dörnyei (ed.) Attitudes, Orientations and Motivations in Language Learning. pp. 167-210, Oxford: Blackwell.
Moghadam, S. H., Zainal, Z. and Ghaderpour, M. 2012. “A review on the important role of vocabulary knowledge in reading comprehension performance.” Social and Behavioral Sciences, 66, 555-563.
Nation, I.S.P. 2001. Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nation, I. S. P. 2004. “A study of the most frequent word families in the British National Corpus.” In P. Bogaards & B. Laufer (Eds.), Vocabulary in a second language: election,acquisition and testing, pp. 3–13. Amsterdam: John Benjamins.
Nation, I. S. P. 2006. Learning vocabulary in another language. (8th ed.). Cambridge: Cambridge University Press.
O'Dell, F. and McCarthy, M. 2008. English Collocations in Use: Advanced. Cambridge: Cambridge University Press.
O’Malley, J. M. and Chamot, A. U. 1990. Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Ozubko, J. D., Gopie, N. and MacLeod, C. M. 2012. “Production benefits both recollection and familiarity.” Memory & Cognition, 40, 326–338.
Ozubko, J. D., Hourihan, K. L. and MacLeod, C. M. 2012. “Production benefits learning; The production effect endures and improves memory for text.” Memory, 20, 717–727.
Oxford, R. 1990. Language Learning Strategies. What Every Teacher Should Know. Boston: Heinle & Heinle Publishers.
Oxford, R. 2003. “Toward A More Systematic Model Pf L2 Learner Autonomy.” In Palfreyman, P., and Smith, R.(Eds.), Learner Autonomy Across Cultures:Language Education Perspectives, pp. 75-91. Great Britain: Palgrave Macmillan.
Richler, J. J., Palmeri, T. J. and Gauthier, I. 2013. “How does using object names influence visual recognition memory?” Journal of Memory and Language, 68, 10–25.
Saragi, T., Nation, I. S. P. and Meister, G. F. 1978. “Vocabulary learning and reading.” System, 6 (2), 72-78.
Schmidt, R. and Watanabe, Y. 2001. “Motivation, strategy use, and pedagogical preferences in foreign language learning.” In Z. Dörnyei and R. Schmidt (eds.) Motivation and Second Language Acquisition (Technical Report #23). pp. 313-359, Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center.
Schmitt, N. and Schmitt, D. 1995. “Vocabulary notebooks: Theoretical underpinnings and practical suggestions.” ELT Journal, 49 (2), 133–143.
Sinhaneti, K. and Kyaw, E.K. 2012. “A Study of the Role of Rote Learning in Vocabulary Learning Strategies of Burmese Students.” US-China Education Review A, 12 (1), 987-1005.
Siriwan, M. 2007. “English Vocabulary Learning Strategies Employed by Rajabhat University.” Doctoral dissertation, English Language Studies, Graduate School, Suranaree University of Technology.
Spears, R. A. 2005. McGraw-Hill Dictionary of American Idioms and Phrasal. New York: The McGraw-Hill Companies, Inc.
Webb, W. B. 1962. “The effects of prolonged learning on learning.” Journal of Verbal Learning and Verbal Behaviour, 1, 173-182.
Wenden, A. 1991. Learner strategies in language learning. London: Prentice Hall.
Wenden, A. and Rubin, J. 1987. Learner strategies in language learning. Englewood Cliffs: NJ: Prentice-Hall.
White, C. J. 1996. “Note-taking strategies and traces of cognition in language learning.” RELC Journal, 27(1), 89–102.
Yu, B. and Watkins, D.A. 2008. “Motivational and cultural correlates of second language acquisition: an investigation of international students in the universities of the People’s Republic of China.” Australian Review of Applied Linguistics, 31 (2), 17.1-17.22.
Zhang, L. J. and Anual, S. B. 2008. “The Role of Vocabulary in Reading Comprehension The Case of Secondary School Students Learning English in Singapore.” RELC Journal, 39 (1), 51-76.
Asgari, A. and Mustapha, G.B. 2011. “The Type of Vocabulary Learning Strategies Used by ESL Students in University Putra Malaysia.” English Language Teaching, 4 (2), 84-90.
Bernaus, M. and Gardner, R.C. 2008. “Teacher Motivation Strategies, Student Perceptions, Student Motivation, and English Achievement.” The Modern Language Journal, 92 (3), 387-401.
Bodner, G. E. and Taikh, A. 2012. “Reassessing the basis of the production effect in memory.” Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 1711–1719.
Bodner, G. E., Taikh, A. and Fawcett, J. M. 2014. “The costs and benefits of production in recognition.” Psychonomic Bulletin and Review, 21 (1), 149-154.
Cameron, L. 2001. Teaching languages to young learners. Cambridge: Cambridge University Press.
Catalàn, R. M. J. 2003. “Sex differences in L2 vocabulary learning strategies.” International Journal of Applied Linguistics, 13 (1), 54-77.
Chamot , A.U. and Kupper, L. 1989. “Learning Strategies in Foreign Language Instruction.” Foreign Language Annals, 22 (1), 13-22.
Concise Oxford English Dictionary. 2008. New York: Oxford University Press Inc.
Coxhead, A. 2000. “A new academic word list.” Tesol Quarterly, 34 (2), 213– 238.
Crothers, E. and Suppes, P. 1967. Experiments in second-language learning. New York: Academic Press.
Csizér, K. and Dörnyei, Z. 2005. “The Internal Structure of Language Learning Motivation and its relationship with Language Choice and Learning Effort.” Modern Language Journal, 89 (1), 19-36.
de Groot, A.M.B. 2006. “Effects of stimulus characteristics and background music on foreign language vocabulary learning and forgetting.” Language Learning, 56 (3), 463–506.
Deese, J. and Hulse, S.H. 1967. The Psychology of Learning. 3rd ed. New York: McGraw Hill.
Donovan, J. J. and Radosevich, D. J. 1999. “A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t.” Journal of Applied Psychology, 84 (5), 795-805.
Dunlosky, J., Rawson, K.A., Marsh, E. J., Nathan, M. J. and Willingham, D.T. “What Works, What Doesn’t.” Scientific American Mind, 24 (4), 47-53.
Fawcett, J. M. 2013. “The production effect benefits performance in between- subject designs: A meta-analysis.” Acta Psychologica, 142, 1–5.
Forrin, N. D., MacLeod, C. M. and Ozubko, J. D. 2012. “Widening the boundaries of the production effect.” Memory and Cognition, 40, 1046–1055.
Goulden, R., Nation, P. and Read, J. 1990. “How large can a receptive vocabulary be?” Applied Linguistics, 11 (4), 341-363.
Gu, P.Y. 1994. Vocabulary Learning Strategies of Good and Poor Chinese EFL Learners. Paper presented at The Twenty-Eighth Annual Convention and Exposition: The Annual Meeting of the Teachers of English to Speakers of Other Languages, March 8-12, 1994, Baltimore, Maryland.
Gu, Y. and Johnson, R. K. 1996. Vocabulary learning strategies and language learning outcomes. Language Learning, 46 (4), 643-679.
Gullekson, R. 2001. How Many Vocabulary Words a Day Should You Learn? Retrieved April 18, 2016, from http://www.languagesurfer.com/2014/08/12/how-many-vocabulary-words-a-day-should-you-learn/
Harmer, J. 1997. The practice of English Language Teaching. New Edition. arlow: Longman.
Horst, J. S. 2013. “Context and Repetition in Word Learning.” Frontiers in Developmental Psychology, 4 (149), 1-11.
Hu, M. and Nation, I. S. P. 2000. “Vocabulary density and reading comprehension.” Reading in a Foreign Language, 13 (1), 403–430.
Hulstijn, J., Hollander, M. and Greidanus, T. 1996. “Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words.” The Modern Language Journal, 80, 327–339.
Kinsella, K. 2012. Academic Vocabulary Toolkit Training. California: Dr. Kate Kinsella Educational Consulting Center.
Kulikova, O. 2015. “Vocabulary learning strategies and beliefs about vocabulary learning: a study of beginning university students of Russian in the United States.” Doctoral dissertation, Second Language Acquisition, Graduate College, The University of Iowa.
Lawson,
M.J. and Hogben, D. 1966. “The Vocabulary-Learning Strategies of Foreign-Language Students.” Language Learning, 46 (1), 101-135.
Lado, R., Baldwin, B. and Lobo, F. 1967. Massive vocabulary expansion in a foreign language beyond the basic course: The effects of stimuli, timing and order of presentation. Washington, D.C.: U.S. Department of Health, Education, and Welfare.
Laufer, B. 1992. How much lexis is necessary for reading comprehension? In H. Bejoint and P. Arnaud (Eds.), Vocabulary and applied linguistics, pp.126–132.
Basingstoke & London: Macmillan Leeke, P. and Shaw, P. 2000. “Learners’ independent records of vocabulary.” ystem, 28 (2), 271–289.
Lin, O. Y. H. and MacLeod, C. M. 2012. “Aging and the production effect: A test of the distinctiveness account.” Canadian Journal of Experimental Psychology, 66, 212–216.
MacLeod, C. M. 2011. I said, you said: The production effect gets personal. Psychonomic Bulletin & Review, 18, 1197–1202.
MacLeod, C. M., Gopie, N., Hourihan, K. L., Neary, K. R. and Ozubko, J. D. 2010. “The production effect: Delineation of a phenomenon.” Journal of Experimental Psychology: Learning, Memory, Cognition, 36, 671- 685.
Mancilla-Martinez, J. and N. K. Lesaux. 2011. “The gap between Spanish speakers' word reading and word knowledge: A longitudinal study.” Child Development, 82 (5), 1544–1560.
Masgoret, A-M. and Gardner R.C. 2003. “Attitudes, motivation, and second language learning: meta-analyses of studies by Gardner and associates”, In Z. Dörnyei (ed.) Attitudes, Orientations and Motivations in Language Learning. pp. 167-210, Oxford: Blackwell.
Moghadam, S. H., Zainal, Z. and Ghaderpour, M. 2012. “A review on the important role of vocabulary knowledge in reading comprehension performance.” Social and Behavioral Sciences, 66, 555-563.
Nation, I.S.P. 2001. Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nation, I. S. P. 2004. “A study of the most frequent word families in the British National Corpus.” In P. Bogaards & B. Laufer (Eds.), Vocabulary in a second language: election,acquisition and testing, pp. 3–13. Amsterdam: John Benjamins.
Nation, I. S. P. 2006. Learning vocabulary in another language. (8th ed.). Cambridge: Cambridge University Press.
O'Dell, F. and McCarthy, M. 2008. English Collocations in Use: Advanced. Cambridge: Cambridge University Press.
O’Malley, J. M. and Chamot, A. U. 1990. Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Ozubko, J. D., Gopie, N. and MacLeod, C. M. 2012. “Production benefits both recollection and familiarity.” Memory & Cognition, 40, 326–338.
Ozubko, J. D., Hourihan, K. L. and MacLeod, C. M. 2012. “Production benefits learning; The production effect endures and improves memory for text.” Memory, 20, 717–727.
Oxford, R. 1990. Language Learning Strategies. What Every Teacher Should Know. Boston: Heinle & Heinle Publishers.
Oxford, R. 2003. “Toward A More Systematic Model Pf L2 Learner Autonomy.” In Palfreyman, P., and Smith, R.(Eds.), Learner Autonomy Across Cultures:Language Education Perspectives, pp. 75-91. Great Britain: Palgrave Macmillan.
Richler, J. J., Palmeri, T. J. and Gauthier, I. 2013. “How does using object names influence visual recognition memory?” Journal of Memory and Language, 68, 10–25.
Saragi, T., Nation, I. S. P. and Meister, G. F. 1978. “Vocabulary learning and reading.” System, 6 (2), 72-78.
Schmidt, R. and Watanabe, Y. 2001. “Motivation, strategy use, and pedagogical preferences in foreign language learning.” In Z. Dörnyei and R. Schmidt (eds.) Motivation and Second Language Acquisition (Technical Report #23). pp. 313-359, Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center.
Schmitt, N. and Schmitt, D. 1995. “Vocabulary notebooks: Theoretical underpinnings and practical suggestions.” ELT Journal, 49 (2), 133–143.
Sinhaneti, K. and Kyaw, E.K. 2012. “A Study of the Role of Rote Learning in Vocabulary Learning Strategies of Burmese Students.” US-China Education Review A, 12 (1), 987-1005.
Siriwan, M. 2007. “English Vocabulary Learning Strategies Employed by Rajabhat University.” Doctoral dissertation, English Language Studies, Graduate School, Suranaree University of Technology.
Spears, R. A. 2005. McGraw-Hill Dictionary of American Idioms and Phrasal. New York: The McGraw-Hill Companies, Inc.
Webb, W. B. 1962. “The effects of prolonged learning on learning.” Journal of Verbal Learning and Verbal Behaviour, 1, 173-182.
Wenden, A. 1991. Learner strategies in language learning. London: Prentice Hall.
Wenden, A. and Rubin, J. 1987. Learner strategies in language learning. Englewood Cliffs: NJ: Prentice-Hall.
White, C. J. 1996. “Note-taking strategies and traces of cognition in language learning.” RELC Journal, 27(1), 89–102.
Yu, B. and Watkins, D.A. 2008. “Motivational and cultural correlates of second language acquisition: an investigation of international students in the universities of the People’s Republic of China.” Australian Review of Applied Linguistics, 31 (2), 17.1-17.22.
Zhang, L. J. and Anual, S. B. 2008. “The Role of Vocabulary in Reading Comprehension The Case of Secondary School Students Learning English in Singapore.” RELC Journal, 39 (1), 51-76.