While the field of second language acquisition, specificallyEnglish, has yielded a great deal of research, the specific challenges associated withacquiring English vocabulary remain a di
INTRODUCTION
Introduction
For foreign language learners, the role of vocabulary is important because it directly affects the acquisition and use of English Vocabulary serves as a fundamental foundation that profoundly influences the development of reading, listening, writing and speaking skills In our contemporary globalized society, achieving proficiency in English vocabulary is of paramount importance The lack of a solid vocabulary can be a formidable obstacle, hindering a student's progress and acquisition of knowledge. Moreover, possessing a rich vocabulary helps students communicate more easily, allowing accurate expression of thoughts and feelings, especially in written and spoken expression.
In this age of wide connectivity, acquiring a rich vocabulary is a powerful tool, enabling students to interact, explore and engage with global cultures and fields of study techniques, thereby motivating them to achieve their ambitions However, embarking on the journey of vocabulary mastery is a multifaceted and complex process, influenced by a multitude of factors that complicate vocabulary acquisition and memorization While the field of second language acquisition, specifically English, has yielded a great deal of research, the specific challenges associated with acquiring English vocabulary remain a dilemma and are areas that need more attention.
Technology and innovative teaching methods have significantly impacted vocabulary acquisition in the modern learning landscape Understanding these factors is crucial for educators and students alike This study investigates key variables influencing students' vocabulary growth, identifying their potential effects By providing insights into these factors and offering effective strategies, the research aims to empower students to overcome challenges and foster vocabulary fluency This will enable students to effectively pursue and achieve their English vocabulary improvement goals.
Statement of the Problem
Vocabulary acquisition is a key component of language learning which has a significant impact on a student's language competency and overall success in the language learning process This topic includes both theoretical investigation and practical application, with an emphasis on the identification and comprehension of critical factors that impact and form the system of language acquisition among students Understanding these factors in depth is critical for educators, curriculum designers, and learners alike, allowing them to develop and implement suitable, effective learning vocabulary tactics This endeavor enables students to navigate and avoid challenging circumstances that arise throughout the vocabulary learning procedure, boosting their linguistic flair.
Despite significant research being conducted on language acquisition and learning, a comprehensive exploration of the key factors that significantly influence student vocabulary acquisition is lacking Previous studies have often investigated broader aspects of language learning, but less have delved into the key factors and their effects that specifically contribute to vocabulary acquisition As such, there is a glaring gap in the literature regarding the detailed understanding and study of the factors that influence students' acquisition and development of vocabulary.
Several existing studies highlight the existence of the aforementioned gap For instance, Oxford (1990) claims that vocabulary "is the most significant and unmanageable component in learning any language" and Nation (2008) says that vocabulary is central to language However, factors affecting vocabulary learning is very complicated, including individual and contextual factors Previous studies have not deeply investigate how these factors impact to vocabulary acquisition These instances collectively suggest that the scholarly community has acknowledged the gap in understanding the intricate factors influencing students' vocabulary acquisition.
To address this gap, this study conducts an in-depth investigation and analysis of various factors that directly and indirectly affect students' vocabulary acquisition.Using a mixed approach that combines quantitative data analysis and qualitative insights, this study aims to address the issue by offering a comprehensive exploration of distinct challenges.The impact of these factors and finding appropriate and effective vocabulary acquisition strategies for learners in general and students in particular based on the modern development of today's learning environment In that way, this research aims to bridge the theoretical and practical aspects of vocabulary acquisition, providing students with the most accurate insights into the direct and indirect effects of these factors This is the key factor to be able to take action to avoid difficulties while learning vocabulary and promote the application of appropriate language learning methods.
Significance of the Study
Vocabulary acquisition is crucial for language learning and academic success Understanding the influential factors on students' vocabulary acquisition is vital This research aims to illuminate these factors and their impact, contributing to educational advancement and enhancing students' language acquisition effectiveness.
This study is meant to learn about the influence of different factors on the process of acquiring vocabulary and the development of foreign language ability in university students The findings of the study is to contribute to the field of education and improve the efficiency of language acquisition for students with the help of a profound analysis of the factors Based on those findings, educators can modify their teaching methods and curriculum design to be more relevant and effective to help students improve their vocabulary and achieve results learn foreign languages better. Furthermore, through an in-depth study of these factors, students will gain accurate information about their positive and negative impacts, thereby being able to choose and apply methods.In addition, this study will shed light on the issues of factors affecting students' vocabulary acquisition that previous studies have not yet addressed.
By digging into these gaps and conducting a comprehensive investigation, this study aims to close the existing knowledge gap The identified vulnerabilities themselves serve as the rationale for the importance of this study, as they emphasize the need for a thorough exploration of the topic.
Purpose of the Study
The main aim of this study is to explore and analyze various factors that have a significant impact on students' vocabulary acquisition Through this investigation, the study deepens its understanding of how various factors, such as teaching methods,objective and subjective factors, affect students' vocabulary development The study intends to identify effective and appropriate learning methods for students to acquire vocabulary and to examine how this acquisition relates to overall language proficiency.
Research Questions
Based on the aims discussed above, there are two research questions in this study:
1.What are the factors that affect students’ vocabulary acquisition?
2 How can English learners learn vocabulary effectively?
Definition of the Keywords
Motivation stands as a crucial element within the realm of second language acquisition In this study, motivation can be understood as factors that determine a person’s desire to do something (Richards, 1985).
One of the fundamental aspects of acquiring a new language, particularly when it comes to mastering vocabulary, involves the act of committing vocabulary words to memory, or to put it more precisely, retaining lexical knowledge within your mind. The act of memorizing vocabulary stands as a pivotal factor in achieving proficiency in a foreign language Cameron (2001) defines VLSs as“the actions that help learners to understand and remember vocabulary items” Hamzah, Kafipour and Abdullah
(2009) used three different angles to analyze VLS First, it can be any conduct the learners take to prop the literacy process of new vocabulary Second, these conducts must be suitable to ameliorate the effectiveness of vocabulary literacy Third, VLSs are conscious conduct taken by the learner in order to study new words.
Vocabulary can be defined in various ways Commonly, vocabulary can be defined as words we must know to communicate effectively Hath and Brown (1995) defined that vocabulary is knowledge of words and words meanings According to the definition provided by Hatch and Brown (1995), vocabulary can be described as a compilation of words that an individual speaker has the ability to use.
Limitation and Delimitation
There are some limitations in this study.
-The first limitation comes to the English Language Proficiency of the
Research Scholars was not taken intoconsideration when the study was conducted.
- The second one would be participants’ gender and age factor were not considered in the investigation
- Last but not least, this study also lacks of Language of Instruction: The study will be delimited to students who are primarily instructed in English This is due to the researcher's proficiency in English and the need for accurate data interpretation However, it's acknowledged that students in bilingual or multilingual settings might have different vocabulary acquisition experiences.
In order to overcome limitations in this study, the following researches should:
- Conduct a language assessment for research scholars to determine their English language proficiency levels This assessment can be used as a factor for stratification in data analysis.
- Expand the participant recruitment criteria to ensure representation across different genders and age groups This will help in obtaining a more comprehensive understanding of the research topic If the research scope allows, conduct separate analyses for different gender and age groups to explore potential differences in findings and implications.
- Explore the possibility of utilizing translation and validation procedures to adapt study materials for participants who are instructed in languages other than English, while maintaining the integrity of the study design.
LITERATURE REVIEW
Vocabulary, defined as the words an individual can use (Hatch and Brown, 1995), is crucial in language (Nation, 2008) It involves understanding words and their meanings (Hath and Brown, 1995), and exists in written (print vocabulary) and spoken (oral vocabulary) forms Vocabulary knowledge can be receptive (words recognized when heard or seen) or productive (words used when speaking or writing) (Hath and Brown, 1995).
Vocabulary can be categorized into two types known as Active vocabulary and Passive vocabulary.
Active Vocabulary: Active vocabulary comprises words that students understand and can use in both speech and writing It includes words that are commonly used in daily life and are familiar to individuals Hiebert and Kamil (2005) describe active vocabulary as words that are frequently used, well-known, and familiar It is also referred to as productive vocabulary or working vocabulary However, not all words heard during a lesson become part of the active vocabulary (Hiebert andKamil, 2005).
Passive Vocabulary: passive vocabulary refers to words that learners understand but are unable to use It encompasses all the words that students comprehend when reading, listening, and speaking It may consist of unfamiliar words, which can be understood based on contextual clues (Jhon and Acres, 2013) Passive vocabulary often includes words that are encountered less frequently and may be considered low-frequency words in a language as a whole Jhon and Acres (2013) suggest that one way to expand vocabulary is by transferring words from passive to active vocabulary.
In all languages, having a strong vocabulary holds immense importance in conveying ideas, expressing desires and emotions, as well as engaging in effective communication with others Vocabulary is central to language acquisition and encompasses the knowledge of words and their meanings.The main cause of communication challenges and affecting language acquisition is always a lack of vocabulary Furthermore, Lewis (1993) asserts that the core and essence of a language is made up of vocabulary Especially as students move towards their goal of becoming fluent and proficient in English at a higher level, acquiring a broader range of effective vocabulary and cultivating personalized vocabulary learning strategies of paramount importance Therefore, the importance of vocabulary acquisition in learning English is undeniable, as learners without a solid vocabulary will have difficulty understanding others and speaking their own minds Surname In summary, English vocabulary acts as a catalyst to help learners not only understand but also interact effectively with others (Tozcu andCoady, 2004) It consists of both print vocabulary (used in reading and writing) and oral vocabulary (used in listening and speaking) Understanding the factors that impact students' acquisition of vocabulary is crucial for educators to design effective instructional strategies Individual differences, instructional approaches,and contextual influences all play a significant role in shaping students' vocabulary development Further research is needed to explore the effects of these factors more deeply in order to facilitate effective vocabulary instruction and improve students' vocabulary acquisition during language learning.
As Oxford (1990) indicated, factors affecting language learning are very complicated, including motivation, attitudes, language anxiety, self-confidence, language aptitude, family size, and personality variables Motivation is one of the most important factors which affect scholars ’ language literacy achievement According to Gardner and Smythe( 1981), integrativeness, stations toward the literacy situations, and provocation are separate but identified constructs, and provocation has direct effect on alternate language achievement It is clear that those who have a passion for learning vocabulary are likely to achieve better results than those who have no interest in learning Patsy Lightbown at.al (2000) distinguish two types of motivation: a) Integrative motivation: involves a learner engaging with a language due to their fascination with the people and culture associated with the language They may also seek to communicate with individuals from another culture who speak that language. b) Instrumental motivation: pertains to a learner's practical and utilitarian reasons for acquiring a second language This could include needing the language to secure a more desirable job, excel in tests, access foreign newspapers, and other functional purposes.
Learners can be influenced by both types of motivation, namely intrinsic motivation and integrative motivation, according to research While intrinsic motivation refers to the inherent tendency to seek out challenges and learn, integrative motivation involves the desire to identify with the foreign language culture Although both types of motivation can have an impact, there are instances where one may be more effective than the other It is crucial to recognize the differential predictive validity of intrinsic and integrative motivations on students' use of learning strategies in foreign language learning Integrative motivation is significant when learning a second language as a
"foreign language," whereas instrumental motivation becomes more crucial when the second language serves as a "second language."
In summary, studies have shown that maintaining motivation in learning vocabulary in particular and in language acquisition in particular is a very important factor determining the success in language learning of students person.
Attitude, as explained by Ellis (1985), encompasses a collection of beliefs held by individuals about various factors, including the culture associated with the target language, their own culture, and, in the context of classroom learning, their teachers and the learning tasks they are assigned Language attitudes, a subset of attitudes, pertain to how speakers of different languages perceive other languages, as well as their own Expressing positive or negative sentiments toward a language can indicate one's perception of its linguistic complexity, ease or difficulty of learning, its significance, and its social status, among other factors (Richards, 1985).
Gardner and Lambert conducted research into various attitudes, which Stern (1983) categorized into three main types:
1 Attitudes directed towards the community and individuals who speak the second language (L2).
2 Attitudes related to the act of learning and the specific language being studied.
3 Attitudes regarding languages and the process of language learning in a broader sense.
The attitudes and personality traits of language learners can have either a beneficial or detrimental impact on their language acquisition Additionally, their feelings about learning a specific language in a particular course with a specific teacher play a crucial role Evidently, learners with positive attitudes tend to learn more effectively, and conversely, those who excel in learning develop positive attitudes over time.
4.1 Literature on Vocabulary Teaching Methods
Extensive research has been conducted on vocabulary acquisition, with a focus on comparing traditional teaching methods with interactive approaches These comparative analyses have evaluated the effectiveness of authentic communication and contextual learning in facilitating vocabulary learning among students.
One notable study conducted by Schmitt in 2010 stands out as a pivotal investigation in this field Schmitt's research delved into the nuances of how different instructional approaches influence vocabulary acquisition The study uncovered that the utilization of interactive methods and the integration of vocabulary within real-life contexts tend to yield significantly more effective vocabulary acquisition outcomes among students.
Interactive methods involve engagement in dialogues, role-play, storytelling, and various other communicative exercises to familiarize students with vocabulary in a meaningful and contextual manner This approach deviates from conventional rote memorization, providing a more holistic and immersive experience for learners.
Schmitt's findings resonate with the notion that vocabulary acquisition is not solely about memorizing words and their meanings but about grasping how these words fit into real-world scenarios Contextual learning provides a deep-seated understanding of vocabulary, making it more readily accessible for practical use in speaking, writing, and comprehension.
The comparative element of this research, pitting traditional methodologies against interactive approaches, underscores the dynamic nature of vocabulary acquisition As we delve into this research domain, we aim to build on Schmitt's pioneering work and explore the multifaceted landscape of vocabulary teaching methods, further elucidating the advantages of interactive approaches and their role in fostering effective vocabulary acquisition among students.
4.2 Exploration of Psychological and Emotional Factors in Vocabulary Acquisition
A multitude of studies have delved into the intricate influence of psychological and emotional factors on vocabulary acquisition Notably, Pritchard's work in 2015 provided a comprehensive analysis of how self-confidence and personal motivation impact vocabulary learning These studies go beyond mere cognitive aspects and extend into the realm of the learners' emotions and moods, acknowledging that these emotional facets can significantly sway their vocabulary acquisition capabilities.