The relationship among vocabulary learning strategies Essay Example

daunting for learners (Tuan, 2011). Furthermore, there is an increasing expectation for students to autonomously take control of their own learning.

With the evolution of policies of language (LLS), researchers have aimed to connect these action plans with language learning capabilities in order to improve vocabulary learning (Kalahaji ; Pourshahan, 2012). Many argue that the majority of language concepts are utilized in vocabulary learning processes. Therefore, it is important to establish vocabulary learning strategies (VLS) that are part of general language learning concepts, as they have a positive impact on successful language learning (Schmitt, 2010). According to Nation (2005), learners should engage in personal VLS by being aware of vocabulary programs, reflecting on appropriate learning methods, and motivating themselves to master the dictionary. Additionally, the acquisition of a second language heavily relies on vocabulary development. The previous literature suggests a strong emphasis on optimizing second language learners' knowledge in vocabulary (Schmitt, 2000). Teng (2015) proposes two key frameworks for vocabulary acquisition: deliberate learning and secondary learning.

According to Paribakht and Wesche (1997), conscious vocabulary mastery has been reinforced as a more efficient approach compared to subsidiary learning of vocabulary. However, due to limited class time for word by word teaching, research suggests that secondary mastery of vocabulary has been a better option. Incidental learning, described by Hulstijn (2001) as a "by-product" of education, occurs when students make an effort to understand the subject and acquire vocabulary subconsciously (Teng, 2015). Multiple authors agree that studies on the implications of important reading are often associated with secondary learning of vocabulary (Horst, 2005; Webb, 2008).

However, the gain of vocabulary from a lexicon is limited, according to Teng (2014b). Other factors

that affect vocabulary acquisition have also been identified, including understanding of topics, level of acquisition, learning strategies, and time allocated for learning (Teng, 2015).

2.3. Vocabulary Learning Strategies (VLS)

Vocabulary learning strategies (VLS) refer to the activities undertaken by language learners to facilitate the acquisition of lexicon items in a specific language. However, the definition can be modified to encompass the significance of the present research. Previous literature suggests that VLS encompasses various aspects, such as any actions taken by learners to support their learning progress. Additionally, vocabulary action plans can be associated with specific activities that enhance expertise in studying dictionaries.

Thirdly, the concept of vocabulary learning can be associated with rational activities carried out by students to facilitate vocabulary acquisition. To determine if these activities meet the criteria of Vocabulary Learning Strategies (VLS), they should conform to certain standards. According to Nation (2001), VLS can be considered teachable if they fulfill the following criteria:
1. Students should have the freedom to choose from various concepts.
2. The strategies should involve multiple stages of learning.
3. Students using these strategies should possess knowledge and receive rewards.
4. The strategies should enhance the learning process and its application.

The literature review reveals that efforts have been made to categorize VLS and other groups. Although different developers have proposed these concepts, there are some similarities among them. In particular, Schmitt (1997) classifies VLS into two categories:
1. The Discovery concept focuses on uncovering the meaning of new words.
2. The Consolidation action plan assists language learners in memorizing and recalling explanations of different words, including their spellings.

Various approaches to vocabulary acquisition, such as Cognitive, memory, social concept, and metacognitive approaches, are available. The process

of studying programs for vocabulary gain involves engaging in activities in small proportions (Gu, 2003). According to Gu (2003), important phases that require metacognitive reasoning, preference, and implementation of concepts for learning vocabulary include lexicon explanations, use of a dictionary, automatic repetition, writing of notes, etc. Furthermore, when students employ a single strategy, the degree of progress in learning and understanding can be investigated (Gu, 2003). Literature reviews by different authors have shown that focusing on vocabulary strategies can enhance vocabulary studies (Nation, 2001).

According to a study conducted by Schmitt in 1997, students reported that vocabulary mastery was more effective than tasks such as verbal performance, listening awareness, and social interactions.