Vocabulary Acquisition Strategies for ESL/ELL Students

Introduction

English as a foreign/second language (EFL/ESL) classrooms widely neglected the area of vocabulary until recently. Grammar lessons are founded on a collection of rules with coherent structure, expected to be remembered and followed by students. However, the same does not hold true when it comes to vocabulary (Jeff, 2010). In the past few years, vocabulary has gained importance as a necessary component of English learning for ESL students. Many consider it just as crucial as reading, speaking, writing, and listening (Jeff, 2010). Research indicates that knowledge of vocabulary aids language use, which in turn helps expand vocabulary knowledge, while knowledge about the world leads to increased language use and vocabulary knowledge (p. 6). This contextualized outlook toward vocabulary learning will aid students in expanding their vocabulary through authentic communication (Jeff, 2010).

Of all languages, English is believed to possess the most extensive vocabulary (Min, 2013). Literate native English speakers typically know around 70,000 words, or 20,000 word families. Meanwhile, literate non-native English speakers possess fewer than a quarter of native speakers' vocabulary and must work to build their knowledge for success in English-medium academic settings. A strong vocabulary foundation is crucial at all stages of ESL learners' language development, regardless of their pronunciation and grammar skills. Effective communication is not possible without sufficient vocabulary knowledge. Vocabulary skills development ultimately leads to richer speaking, listening, writing, and reading skills (Min, 2013). Studies emphasize that systematic learning of new words is essential for word retention and for facilitating later production by the learner (Min, 2013; Nation, 2009).

Literature Review: Vocabulary Learning Strategies

Strategies for vocabulary learning have been explored from two key perspectives: cognitive psychological and second language (L2) acquisition (Adel, 2015). Researchers define a learning strategy as a particular action learners take to make their learning easier, more enjoyable, more effective, faster, more transferable, and more self-directed (Adel, 2015). Studies on vocabulary acquisition had not garnered much attention before the early 1980s. A majority of applied linguists ignored vocabulary learning — a fact that has been criticized and its negligence explained by researchers in their Second Language Acquisition (SLA) work (Adel, 2015). No clear vocabulary acquisition theories existed until the latter part of the 1970s (Adel, 2015). Other vocabulary learning researchers agree that further investigation is required in this field, which has attracted the attention of numerous SLA research scholars over the past thirty years (Adel, 2015).

English Language Learners (ELLs) grasp vocabulary differently compared to native speakers (Adel, 2015). Recent research revealed that the average native English speaker learns 1,000 words per year before reaching college, after which he or she begins learning approximately 2,000 words annually (Peregoy & Boyle, 2013). Meanwhile, vocabulary study time often needs to be doubled for ELLs, particularly in the academic context (Adel, 2015). Additionally, a majority of recent studies on vocabulary teaching concentrate on the need to expose ELLs to new words through written and oral resources from various curricular contexts (Peregoy & Boyle, 2013). For ELLs to grasp the functional, universal meaning of novel vocabulary, they must be explicitly exposed to vocabulary knowledge. For instance, research asserts that ELLs require a minimum of 5–16 exposures to master new terms. Beyond curricular instruction, ELLs devote several hours per week to communicating in or studying the language, thus encountering large amounts of vocabulary daily (Adel, 2015).

Similar to first language acquisition, SLA is gradually maintained through ELLs' learning environment. However, ELLs typically develop their vocabulary base via conversation — that is, through social interactions with fluent English speakers both within and outside of school (Peregoy & Boyle, 2013). In doing so, ELLs must choose suitable strategies for gaining better insight into new texts they encounter. It is therefore important to understand the strategies and methods ELLs use when studying vocabulary, and to identify which strategies lead to greater success. Numerous strategies have been introduced in language learning research. Boyle and Peregoy (2013), for example, introduced the following strategies for ELLs and their instructors: Total Physical Response (TPR), web tools for vocabulary learning, word cards, read-alouds, beginners' list-group-label activities, and the Word Wall Dictionary. However, such strategies may or may not be appropriate during the initial stages of ELL instruction. Schmitt further notes that ELLs typically employ diverse vocabulary learning strategies (Schmitt, 2010). Because each learner has a unique vocabulary learning style, some strategies serve as more practical solutions than others. Researchers have stressed that a majority of learners favor mental or cognitive strategies — learning new terms, understanding their basic meanings, and categorizing or grouping them.