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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/4135

Title: STRATEGIES OF VOCABULARY LEARNING OF AAU FRESHMEN LEARNING ENGLISH AS A SECOND/FOREIGN LANGUAGE
Authors: Abebe, Gebre-Tsadik
Advisors: Dr.Tadele Adamu
Keywords: VOCABULARY LEARNING
SECOND/FOREIGN LANGUAGE
Copyright: Jul-1997
Date Added: 29-Nov-2012
Publisher: ADDIS ABABA UNIVERSITY
Abstract: Vocabulary is an important component of foreign/second language acquisition. Knowledge of vocabulary is crucial for learning language skills in reading, listening, writing, and speaking. Both language teachers and learners feel that learning vocabulary is a difficult task, because there are too many different vocabulary items in any language. Each item has different meanings and these meanings are dynamic. This thesis addresses the issue of vocabulary from the learner's point of view. It provides a detailed analysis of strategies for English vocabulary acquisition by Ethiopian tertiary level students. In doing so, it draws from two domains of second/foreign language learning, namely, vocabulary and strategy. Within the framework of these two domains it focuses on L2 vocabulary acquisition strategies. It is primarily concerned with identifying strategies learners use at this level of learning. It investigates two related aspects of the learning process- the interaction between systemic(linguistic) and strategy knowledge in a classroom learning context. It is assumed that the learning context may determine the rate and type of strategy use. Processes involved in vocabulary acquisition are examined first, the concept of 'strategy' is surveyed next as it is found along with other related concepts such as 'process' 'study habits' and 'techniques' or in learning and communication strategies. The concepts of both 'vocabulary' and 'strategy' are combined next through reviews of the literature. Vocabulary acquisition strategies are investigated through a two st.-:.geand four phase design where two sets of data (quantitative and qualitative) were collected at each stage using a multi-method approach comprising questionnaires, interviews and think-aloud. At stage one data for the pilot study were collected and analysed. At stage two data for the mainline study were gathered from 143 learners. The data are analysed using quantitative and qualitative techniques. The results shed some light on learners' profile of strategy use, first, of the entire sample population, second, of two achievement groups of students.
URI: http://hdl.handle.net/123456789/4135
Appears in:Thesis - Teaching English as a Foreign Language

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