VOCABULARY LEARNING STRATEGIES AMONG BRUNEIAN UNIVERSITY STUDENTS OF FRENCH, GERMAN, JAPANESE AND VIETNAMESE
DOI:
https://doi.org/10.55197/qjssh.v6i2.619Keywords:
Bruneian students, foreign language acquisition, learning skills enhancement, vocabulary learning strategiesAbstract
This study explores the frequently employed Vocabulary Learning Strategies (VLS) among Bruneian university students learning foreign languages (FLs), including French, German, Japanese, and Vietnamese, and examines the relationship between VLS and the targeted FL. Scholars assert that mastering vocabulary is the paramount communication skill in FL. Consequently, learners must employ VLS to store and utilize new words effectively. However, students encounter challenges in learning, retaining, and applying FL vocabulary. Recognising the critical role of vocabulary knowledge in FL learning, this research addresses gaps in the existing literature regarding VLS application by Bruneian students and the comparative application of VLS across different FLs. Utilising Schmitt taxonomy, which classifies VLSs into Discovery (Determination, Discovery-Social) and Consolidation (Consolidation-Social, Memory, Cognitive, Metacognitive) strategies, a revised questionnaire was administered to 418 students. Learners rated their use of 65 VLS based on a 5-point Likert scale. Descriptive statistical analysis and MANOVA tests were conducted to interpret the data and identify any covariance between FL and VLS usage. The findings revealed the students’ preference for rote, cross-language, and technology-based individual VLS. Overall, Bruneian learners were moderate VLS users, with Japanese learners employing VLS the most, followed by French, Vietnamese, and German learners. Statistically significant relationships were observed, such as the correlations between Japanese learners and Consolidation strategies, Vietnamese learners and Social strategies, and Japanese and French learners and Metacognitive strategies. The study underscores the importance of social-interactive, communicative, and blended teaching approaches and recommends incorporating VLS training on a short-term basis to enhance students’ FL vocabulary and self-confidence in FL learning.
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