Selecting, Speaking and Saving: Applying Vocabulary Self-Collection Strategy in ESL Classroom at Intermediate Level at NUML
Abstract
Abstract Views: 306
This particular research was conducted under the light of Martha Rapp Haggard’s vocabulary approach known as Vocabulary Self-Collection Strategy (VSS). The aim of this particular research was to enhance the active usage of vocabulary in learners with the help of VSS. Moreover, the current study was based on the role of VSS in an English language learning classroom at intermediate level. A diagnostic pre-test was conducted on the ‘vocabulary self-collection group’ and the ‘controlled group’. The two groups were enrolled in two sections of the same reading and writing course of this diploma course. The learners who belonged to ‘vocabulary self-collection group’ were asked to self-collect words to improve their vocabulary, whereas the ‘controlled group’ was taught the vocabulary in usual manner. After two weeks of practice, the unseen post-test was administered from both the groups. The performance of both groups in the post-test was statistically analyzed and the results were quite optimistic, as vocabulary self-collection group outperformed the controlled group. The participants of this research were the researchers and the students of the intermediate level, from diploma classes at NUML. This particular research was based on qualitative and quantitative data. The quantitative data was gathered through the pre-test and the post-test and the qualitative data was attained by the observation of the researcher who analyzed the scores. The research tools were lesson plans, pre-test, and post-test. The current study material used in this course were five illustrated texts for intermediate level and vocabulary journals of the students. The sample size included 46 students of diploma level from National University of Modern Languages, Islamabad. The implementation of this particular strategy led to several improvements. Firstly, vocabulary of the learners improved and also it became a part of their active memory. Furthermore, it helped learners to define the words properly that were not known to them before, based on the context of the given text. Finally, group discussion activity improved ‘student-student interaction’ and ‘student-teacher interaction’ in the class.
Keywords: active, vocabulary, vocabulary self-collection strategy, VSS
Downloads
References
Antonacci, P. A., & O’callaghan, C. M. (2011). Promoting literacy development: 50 research-based strategies for K-8 learners. Sage Publications.
Calderón, M., August, D., Slavin, R., Duran, D., Madden, N., & Cheung, A. (2005). Bringing words to life in classrooms with English-language learners. In E. H. E. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 115-136). Routledge.
Cannon, R. (2000). The outcomes of an international education for Indonesian graduates: The third place? Higher Education Research & Development, 19(3), 357-379. https://doi.org/10.1080/758484349
Farstrup, A. E., & Samuels, S. J. (2008). What research has to say about vocabulary instruction. International Reading Association.
Gamed, R., & Redman, S. (1986). Working with words. Cambridge University Press.
Haggard, M. R. (1982). The vocabulary self-collection strategy: An active approach to word learning. Journal of Reading, 26(3), 203-207.
Haggard, M. R. (1986). The vocabulary self-collection strategy: Using student interest and world knowledge to enhance vocabulary growth. Journal of Reading, 29(7), 634-642.
Harmon, J. M., Hedrick, W. B., & Wood, K. D. (2005). Research on vocabulary instruction in the content areas: Implications for struggling readers. Reading & Writing Quarterly, 21(3), 261-280. https://doi.org/10.1080/10573560590949377
Jiménez, R. T., García, G. E., & Pearson, P. D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31(1), 90-112. https://doi.org/10.1598/RRQ.31.1.5
Readence, J. E., Bean, T. W., & Baldwin, R. S. (2004). Content area literacy: An integrated approach. Kendall Hunt Publishing.
Kaufmann, S. (2018, December 13). Passive and active vocabulary. The Linguist. https://blog.thelinguist.com/active-and-passive-vocabulary
Mathieu, J. E., Heffner, T. S., Goodwin, G. F., Salas, E., & Cannon-Bowers, J. A. (2000). The influence of shared mental models on team process and performance. Journal of Applied Psychology, 85(2), 273. https://doi.org/10.1037/0021-9010.85.2.273
Nunan, D. (1999). Second language teaching & learning. Heinle & Heinle Publishers.
Ruddell, M. R., & Shearer, B. A. (2002). “Extraordinary", tremendous", exhilarating" magnificent": Middle school at-risk students become avid word learners with the vocabulary self-collection strategy (VSS). Journal of Adolescent & Adult Literacy, 45(5), 352-363.
This work is licensed under a Creative Commons Attribution 4.0 International License.
UER follows an open-access publishing policy and full text of all published articles is available free, immediately upon publication of an issue. The journal’s contents are published and distributed under the terms of the Creative Commons Attribution 4.0 International (CC-BY 4.0) license. Thus, the work submitted to the journal implies that it is original, unpublished work of the authors (neither published previously nor accepted/under consideration for publication elsewhere). On acceptance of a manuscript for publication, a corresponding author on the behalf of all co-authors of the manuscript will sign and submit a completed Copyright and Author Consent Form.
Copyright (c) The Authors
