THE IMPORTANCE OF VOCABULARY INSTRUCTION IN LANGUAGE PROFICIENCY: AN ANALYSIS OF STRATEGIES WITHIN CHINA’S EDUCATIONAL FRAMEWORK.

Abstract

Within the scope of this research project, the vocabulary learning strategies (VLSs) that are employed by students who are acquiring English as a foreign language (EFL) were extensively examined. 71 English majors from a Chinese institution participated in this study endeavour by filling out a questionnaire created by VLSs. The questionnaire was sent to the students. There was a wide range of educational levels represented among the students, ranging from undergraduate to graduate degrees. In accordance with the findings of the study, it was discovered that students typically utilised techniques that entailed cognitive efforts and determination. The use of visual and textual repetition, the practice of spelling and sound, the taking of notes with a focus on meaning, the memorisation of fixed phrases and sentences, the utilisation of bilingual dictionaries, the formation of educated guesses regarding the meanings of words, and the acquisition of Chinese equivalents were all strategies that they utilised. Students also learnt strategies for engaging in self-talk in order to assist them in overcoming the anxiety that is associated with learning a new language. This was done in order to help students overcome the anxiety. On the other hand, the metacognitive and social/affective strategies were not utilised to the extent that they could have been. In addition, a lesser percentage of individuals relied on memory techniques such as word associations or grammatical patterns because they were beneficial. Those pupils who had completed higher levels of study demonstrated more pronounced symptoms of expanding their vocabulary and learning to associate words with one another. Consequently, the level of learning maturity exhibited by the students had an effect on the variable learning systems that they chose to implement in their education.