Vocabulary Learning Strategies and their Influence on Language Proficiency of Multilingual Undergraduate ESL Learners
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Abstract
The purpose of this study was to focus primarily upon the Vocabulary Learning Strategies and investigate their effects on comprehension, awareness and language competence of ESL undergraduate learners in Karachi, Pakistan. Today's learners in the classroom are more diverse in a number of areas, including linguistic, culture, location, and socioeconomics. This increasing variety inside the classroom highlights the demand for a transition toward education that is more learner-centred and supported by more resources. A system of education that is centred on the learner requires teachers to make use of their expertise and the available resources in order to determine how individual students learn best and then encourage them to actively engage with the appropriate vocabulary learning strategies in the diverse cultural classrooms. The current study used a cross-sectional descriptive survey design and utilized a quantitative research method. The data was processed to derive the facts and figures from the responses of undergraduate respondents. In consideration of vocabulary learning methodologies, data analysis for vocabulary knowledge and vocabulary acquisition was accomplished. The researchers examined the demographics and the questionnaire responses from (n=350), 193 (55.1%) males and 157 (44.9%) females undergraduate ESL/EFL learners using Statistical Packages for the Social Sciences. Results showed that majority of the learners agreed that vocabulary can be enhanced through different but appropriate intensive reading strategies like; words of their interest, reading story books, repeating lesson through rhyming words, repetition of new words and words while listening to colleagues and others, most of the learners rated high scores to intensive reading strategies. In order to gradually improve the learners' language proficiency, comprehension, and expression for practical application in daily life, English vocabulary must be taught taking into account their unique needs and cultural background. The study also showed that undergraduate ESL/EFL learners require support with lexical knowledge for vocabulary learning through a variety of ways. English language is utilized in every aspect of life, so it is essential to provide ESL learners with appropriate lexical knowledge for excellent language competence.
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