ERIC Number: ED420195
Record Type: RIE
Publication Date: 1998-Mar
Vocabulary Learning Strategies for Specialized Vocabulary Acquisition: A Case Study.
A study investigated and compared the vocabulary learning strategies (VLSs) of five non-native English-speaking and six native English-speaking (NES) graduate students of theology in a core course. The students of English as a Second Language (ESL) were all native speakers of Cantonese or Mandarin Chinese. Specifically, the research explored (1) what VLSs the ESL and NES students use to learn the specialized vocabulary of their discipline, (2) how these VLSs may be classified in relation to previous studies, and (3) whether a particular approach (structured vs. unstructured) or strategy (consulting a dictionary) predicts success in lexical acquisition. Data were gathered using a test of theological language that elicited information about both breadth and depth of vocabulary knowledge at the beginning and end of the term, mid-term interviews with each student concerning VLSs and overall study strategies, and a term-end questionnaire on specific vocabulary learning opportunities and strategies. All are appended. Results confirmed the expectation that most students do not use a structured VLS, and that structure in the VLS does not appear to predict success in developing vocabulary knowledge. Individual variations in VLS are discussed, and implications for specialized vocabulary teaching are examined. Contains 28 references. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Pacific Second Language Research Forum (3rd, Tokyo, Japan, March 26, 1998).