Identifying and Assessing Vocabulary Learning Strategies.

Autor/inn/en	Schmitt, Norbert; Schmitt, Diane Rae
Titel	Identifying and Assessing Vocabulary Learning Strategies.
Quelle	In: Thai TESOL Bulletin, 5 (1993) 4, S.27-33 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Learning; Comparative Analysis; Foreign Countries; Grammar; Language Patterns; Language Processing; Language Research; Language Tests; Learning Processes; Learning Strategies; Memory; Reference Materials; Second Language Learning; Second Languages; Secondary Education; Study Habits; Study Skills; Vocabulary Development; Japan + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adulte education; Adult training; Erwachsenenbildung; Ausland; Grammatik; Sprachmodell; Sprachstruktur; Sprachverarbeitung; Sprachforschung; Language test; Sprachtest; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Gedächtnis; Literaturnachweis; Zweitsprachenerwerb; Second language; Zweitsprache; Sekundarbereich; Study behavior; Study behaviour; Studienverhalten; Studientechnik; Wortschatzarbeit
Abstract	This article discusses second language vocabulary learning strategies and includes an analysis and classification of possible strategies and the report of a study conducted among second language learners in Japan. Research on vocabulary learning strategies is synthesized into two lists of strategies: 14 methods for initial learning of a new word's meaning (use of reference materials, working with others, analyzing words from available information, creating systems to analyze words, using knowledge of other languages, and avoidance) and 28 strategies for studying and remembering a word's meaning once it is known (repetition, study of formal and grammatical aspects, creation and use of study aids, perseverance, physical actions, manipulation of meaning, association systems, working with others, imaging, and use of knowledge of other languages). The study reported used these lists of strategies to determine how 600 Japanese subjects, ranging from junior high school students to adults, ranked their use and the utility of various strategies. Strategies considered to be most helpful and least helpful are listed and discussed briefly. Contains 11 references. (MSE)
Anmerkungen	Thai TESOL Bulletin, c/o Robert Burgess, Suranaree University of Technology, School of English, Muang District, Nakhon Ratchasima, Thailand.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC