The Relationship between Vocabulary Learning Strategies and Vocabulary Level among Malaysian English Major Undergraduates
DOI:
https://doi.org/10.37134/ajelp.vol11.1.6.2023Keywords:
English major students, vocabulary knowledge, vocabulary size and level, vocabulary learning, vocabulary acquisitionAbstract
As the heart of our language learning, vocabulary knowledge is pivotal and even more crucial for the students who major in English. However, previous studies revealed that vocabulary size and level of English major students is subpar from what is expected. Therefore, efforts must be made to identify the best strategies that would facilitate their vocabulary learning and acquisition. This study aimed to identify the vocabulary size and level of Malaysian English major undergraduates and their use of VLS, as well as to analyse the relationship between VLS employment and vocabulary level and size. The research was done quantitatively, utilising a questionnaire as the primary source of data. With the use of Vocabulary Learning Strategies (VLS) and Laufer and Nation’s Productive Vocabulary Levels Test (1999) as the instruments, the data were collected and further analysed by using descriptive statistic tests and Pearson correlation tests. The findings revealed that despite most of the students acquired 2000-word level, only a small number successfully passed UWL and 10000-word level. Metacognitive strategy was the most employed VLS, whereas cognitive strategy was the least preferred. In general, the correlation test demonstrated no significant relationship between VLS and vocabulary level, but specifically, the findings revealed a positive relationship between VLS and the strategy of linking words with mental image. Therefore, this study could suggest some insights as to what strategies should the students employ or minimise to facilitate their vocabulary learning.
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