1. UKM Learning and Research Repository
2. PHD Thesis / Tesis PHD
3. Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

Title:	Vocabulary learning strategies of Sudanese EFL learners
Authors:	Fatima Salaheldeen Ahmed Hamza (P66649)
Supervisor:	Mohamed Subakir Mohd Yasin, Dr.
Keywords:	Vocabulary -- Study and teaching English language -- Study and teaching -- Foreign speakers Vocabulary Universiti Kebangsaan Malaysia -- Dissertations Dissertations, Academic -- Malaysia
Issue Date:	15-Aug-2019
Description:	The effectiveness of the vocabulary learning has been questioned by various researchers in the past. It is largely because the learning of new vocabulary/words as a part of English for Foreign Language (EFL) teaching and learning has not been investigated thoroughly. However in recent years various studies have shown that proper strategies in acquiring new words could be one of the keys to effective language learning among EFL learners. The present study investigates the use of vocabulary learning strategies (VLSs) by Sudanese EFL learners at Khartoum University, Sudan. The three selected categories of vocabulary learning strategies - metacognitive, discovery and consolidation - were chosen according to taxonomy proposed by Al-Fuhaid which based on Schmitt's & Nation's work. These VLSs were then evaluated using Han's Information Processing Theory, Craik & Lockhart's Depth of Processing Theory, Bartlett's Schema Theory and Flavell's Metacognitive Theory to achieve the three objectives guiding this study. The first objective used the thinkaloud protocols (TAPs) to determine the vocabulary learning strategies Sudanese EFL learners employed while reading English language texts. The second objective used a questionnaire to examine the use of VLSs among the respondents while learning vocabulary in English language. The third objective used an in-depth interview to identify the perceptions of respondents towards the use of VLSs.The results from TAPs data indicated that discovery strategies were the most frequently used by respondents namely the use of the dictionary and guessing sub-strategies. The questionnaire showed that metacognitive strategies were the most frequently used VLS among the three. The in-depth interview data showed that the perceptions of the respondents towards all three VLS were positive and considered these strategies very useful in acquiring as well as understanding new words. These findings suggested that language learners in Sudan should be taught the vocabulary enhancing techniques while language instructors should use and teach these VLS to learners explicitly. In addition, curriculum designers are urged to design language instructions using the same VLS in order to achieve the goal of effective vocabulary learning.,'Certification of Masters/Doctoral Thesis' is not available,Ph.D.
Pages:	411
Call Number:	PE1128.A2H334 2019 tesis
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.