A comparison of three vocabulary learning : strategies for ESL students

النوع : Mémoire

This study explores the effect of three vocabulary-learning strategies (the use of context clues, the use of games and the keyword technique) of ESL vocabulary in order to examine the usefulness and effectiveness of each strategy. One hundred and twenty Lebanese grade-six students were involved in this study. The participants were randomly assigned to a control group and an experimental group and a test was given to each group. The test on the use of context clues consisted of a long passage and short sentences with underlined words, and students were asked to provide the meaning of these words. Moreover, multiple-choice questions were employed in this test. The test on the use of games contained matching exercises (students had to match words with other words of the same or opposite meanings) and a cross-word puzzle. The test on the keyword technique included 10 words, and students had to give a keyword for each word, make a connection between the keyword and the meaning of the unknown word and give the meaning of the given word. A t-test was used to test significant differences between the means of the experimental and control groups of the same test type as well as for important differences among the three tests on the three distinct techniques for the experimental group. Results showed that instruction contributed highly in obtaining better results. Thus, students who received instruction on each of the three vocabulary learning strategies outperformed students who did not receive instruction. The results also indicated that there are significant differences among the three vocabulary-learning strategies. The use of context clues produced significantly better results than the use of games and the keyword technique when instruction was given.