Second Language (L2) Vocabulary Acquisition in Icelandic Contexts
Although several studies have examined second language vocabulary acquisition (SLVA) through context, the best way to effectively learn or teach vocabulary is still unknown. The lack of published research on the use of vocabulary-learning strategies (VLSs) in Icelandic language learning guided the researcher to conduct this study. This study examines the use of VLSs reported by college-level Icelandic learners, specifically within the framework of Schmitts (1997) discovery of understanding strategies (discovery strategies) and learning strategies (memory, cognitive, meta-cognitive, and social strategies). During this study, the researcher examined a collegelevel Icelandic course that was paired with an online course. This study investigated the patterns of VLS use and questioned whether the learners Germanic language background (e.g., Norwegian, Swedish, German, or English) or the teachers instruction style affected strategy use. For this study, the researcher interviewed two post-PhDs, one graduate student, and four undergraduate students attending a Midwestern state university, each with different majors. The researcher and the course instructor were included as participants among this group. Datagathering procedures were course observation and a survey on VLSs. The survey results indicated that during the vocabulary-learning process, learners reported using a variety of strategies, but on average, individuals used only slightly more than 60％ (12 of 20) of the possible strategies questioned. Discovery strategies were reported as used primarily by experienced learners, while learning strategies were used most by less experienced learners.
Nilüfer Misirh
Minnesota State University
国际会议
2009 International Conference on Applied Linguistics & Language Teaching(2009应用语言学暨语言教学国际研讨会)
台湾
英文
163-172
2009-04-01（万方平台首次上网日期，不代表论文的发表时间）