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.

The Vocabulary Acquisition Process

Two divergent perspectives exist regarding second language vocabulary acquisition: explicit and implicit learning. The implicit theory maintains that subconscious acquisition of vocabulary during reading is more effective than learning words through intentional vocabulary exercises, since the learner's conscious focus is on the content being read rather than on what must be memorized (Min, 2013). Nevertheless, several research works have convincingly shown that extensive reading alone does not suffice for improving vocabulary knowledge (Min, 2013; Nation, 2009). While relying solely on reading to develop vocabulary may cultivate the ability to recognize many words, it likely will not advance one's ability to use words productively (Min, 2013; Nation, 2008).

Learning vocabulary through extensive reading proves most effective for advanced-proficiency second-language learners, who know how and when to use contextual clues and are aware of affixes and word families for word analysis. Second-language vocabulary acquisition style varies by learner, and inference from context during reading does not guarantee long-term retention (Min, 2013). A growing consensus among educators and researchers holds that increasingly deep processing in vocabulary learning leads to more secure, long-term retention (Min, 2013; Nation, 2008). Efficient learning strategies must therefore be employed for vocabulary expansion and effective English language learning (Min, 2013).

Theoretical Concepts in Vocabulary Development

Vocabulary development is essential for success in undergraduate and graduate coursework. Vocabulary learning is a continuous process requiring practice and a consistent investment of time. Nakata (2006) asserts that vocabulary acquisition requires constant repetition for effective retention (p. 19). Unlike grammar, vocabulary cannot be easily memorized from rules alone. It requires discipline on the learner's part — devoting time each day to discovering, understanding, and retaining unfamiliar words — so that a higher frequency of words is retained long-term. According to various researchers, ELLs must encounter a particular word several times in authentic reading, writing, and speaking contexts (Jeff, 2010). Developing lessons that expose learners to novel words repeatedly — thereby ensuring long-term retention — may be time-consuming, but composing word lists from lesson content can reduce workload while ensuring learners encounter the words through listening, speaking, and reading.

Learning novel vocabulary from context also helps learners understand the proper usage of terms and prevents them from constructing erroneous sentences based on dictionary definitions alone. Learning unfamiliar words from word lists differs significantly from understanding them within the context of a sentence or story. Researchers write that learning new terms from context is just one method learners may use, and that they should apply meta-cognitive thinking to learn new terms within whichever context they appear (Jeff, 2010). To help learners become familiar with key terms from a lesson's context, educators should emphasize low-frequency terms — a distinction that requires separating high-frequency from low-frequency vocabulary.

High-frequency terms are words that appear very often in written or spoken language (e.g., a, the, woman, man). Such words appear so often in everyday interactions that a learner who masters them can communicate in comprehensible English. Nation describes low-frequency terms as those appearing more often in academic studies and texts but less often in everyday speech (e.g., index, modify, formulate) (Jeff, 2010). This distinction helps teachers determine which words students already know and which require instruction. Teaching low-frequency terms remains challenging; developing vocabulary lists from curricular textbooks and presenting them in context during lessons should aid students in retaining and applying new vocabulary. Moreover, ELLs learn new words more effectively when they find them useful and can apply them frequently while studying.

Like other elements of language acquisition, cooperative learning can facilitate vocabulary development. Research reveals that vocabulary acquisition is a learner-centered activity, and the success of learners' strategies depends on their motivation and attitude toward acquiring new vocabulary (Jeff, 2010). While primary motivation must emerge from within the learner, a cooperative learning environment allows students to learn from their peers. Researchers found that in cooperative settings, learners appeared more relaxed and gained more knowledge from peers when they internalized the following: (1) it is acceptable to make mistakes while learning; (2) learning English can be enjoyable; and (3) having goals is beneficial (Jeff, 2010). Thus, although vocabulary acquisition is a learner-centered discipline requiring self-directed goal-setting, it can be more enjoyable and produce superior outcomes through peer collaboration. Understanding that vocabulary acquisition is continuous, that it proceeds favorably through student cooperation, and that it is more effective when grounded in context, guided the practices discussed in the following sections.

Conclusion

Acquisition of vocabulary is a very essential component of L2 acquisition. Educators cannot depend on learners acquiring the requisite vocabulary simply through interactions with the English language. Though vocabulary has long been recognized as crucial in L2 learning, identifying which words to teach and how to teach them effectively is what enables more purposeful lesson planning. Students' vocabulary learning must occur in context for them to retain words and apply them more readily. Using technology to construct word lists from students' textbooks, and using software tools to assess current vocabulary levels, can help educators identify the words students still need to master. Allowing students to apply newly learned words within the lesson facilitates long-term retention. Ultimately, however vocabulary is introduced to ELLs — as with all curricular material — it must be presented in an appropriate context. Children must be given the opportunity to apply new vocabulary and expand their English language repertoire.