Vocabulary learning strategies : a case study of Sudanese learners of English
This study sets out to investigate the vocabulary learning strategies used by Sudanese learners of English, the vocabulary achievement of the same learners, and the relationship between strategy use and four learner factors: (i) the level of overall language achievement, (ii) the use of English as a medium of instruction for other school or university subjects, (iii) the number of years learning English, and (iv) the level of vocabulary learning achievement. The subjects were 300 Sudanese learners of English. The data was collected using self-report, observation, and interview, and was analysed using Cluster Analysis. The major findings suggest that the level of overall language achievement (~ good~ .and ~poor~) is related to word-learning strategy choice. However, the results also suggest that neither the ~good~ learners nor the ~poor~ ones form a homogeneous group. Different stages of development in strategy use were identified for the two groups. The choice of strategies can be said to be related to all the factors included in the analysis (i.e. the simple dichotomy of ~good~ and ~poor~ learners is by no means the only factor). The cluster diagnostics illuminated, inter alia which strategies the learners
Ahmed, M. O.
Linguistics
Vocabulary learning strategies : a case study of Sudanese learners of English. This study sets out to investigate the vocabulary learning strategies used by Sudanese learners of English, the vocabulary achievement of the same learners, and the relationship between strategy use and four learner factors: (i) the level of overall language achievement, (ii) the use of English as a medium of instruction for other school or university subjects, (iii) the number of years learning English, and (iv) the level of vocabulary learning achievement. The subjects were 300 Sudanese learners of English. The data was collected using self-report, observation, and interview, and was analysed using Cluster Analysis. The major findings suggest that the level of overall language achievement (~ good~ .and ~poor~) is related to word-learning strategy choice. However, the results also suggest that neither the ~good~ learners nor the ~poor~ ones form a homogeneous group. Different stages of development in strategy use were identified for the two groups. The choice of strategies can be said to be related to all the factors included in the analysis (i.e. the simple dichotomy of ~good~ and ~poor~ learners is by no means the only factor). The cluster diagnostics illuminated, inter alia which strategies the learners
vocabulary_learning strategy case_study sudanese learner_english study set_investigate vocabulary_learning strategy_use sudanese learner_english vocabulary achievement learner relationship strategy_use learner factor level overall language achievement use english medium instruction school university subject iii number year learn_english level vocabulary learning achievement subject sudanese learner_english data_collect use self report observation_interview analyse_use cluster_analysis major finding_suggest level overall language achievement good and poor relate word learning strategy choice however also_suggest neither good learner poor form homogeneous_group different_stage development strategy_use identify two_group choice_strategy say related factor_include analysis simple dichotomy good poor learner mean factor cluster diagnostics illuminate inter strategy_learner