Skip to main content
SpringerLink
Log in

Fostering Learner Autonomy Through Vocabulary Strategy Training

  • Chapter
  • First Online:
Autonomy in Second Language Learning: Managing the Resources

Part of the book series: Second Language Learning and Teaching ((SLLT))

Abstract

This paper presents the results of a study that investigated the effects of contextualized training in vocabulary strategy use offered to a group of 97 first-year undergraduate B1 EFL learners to foster their autonomy in SLA. We wanted to explore the learners’ vocabulary strategy use as well as to foster their autonomy in language learning by means of strategy training. Results show that students’ use of vocabulary strategies prior to training was scarce and occasional. Looking up words in the dictionary and rote learning to commit words to memory were the most frequent strategies used at this stage. The use of vocabulary strategies increased for every particular strategy after the training. However, the ranking of preferred strategies does not change. It can be assumed that the training resulted in awareness-raising with respect to strategic behaviors, learner empowerment, as well as some improvement in learner autonomy in vocabulary learning. Longer and more sustained training may lead to better results in the development of strategy use.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Benson, P. (1997). The philosophy and politics of learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy & independence in language learning (pp.18–34). London, New York: Longman.

    Google Scholar 

  • Benson, P. (2001).Teaching and researching autonomy in language learning. London: Longman.

    Google Scholar 

  • Benson, P., & Toogood, S. (  Eds.). (2002). Learner autonomy 7: Challenges to research and practice. Dublin: Authentik.

    Google Scholar 

  • Benson, P., & Voller, P. (Eds.). (1997). Autonomy and independence in language learning. London: Longman.

    Google Scholar 

  • Bornay, N. (2011). Explicit strategy training in vocabulary learning for beginning Spanish students. FULGOR, 4, 18–31. Retrieved from http://ehlt.flinders.edu.au/deptlang/fulgor/latest_issue.htm

  • Cohen, A. D. (1999). Language learning strategies instruction and research. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effective change (pp. 61–68). Bern: Peter Lang.

    Google Scholar 

  • Cotterall, S., & Crabbe, D. (Eds.). (1999). Learner autonomy in language learning: Defining the field and effective change. Bern: Peter Lang.

    Google Scholar 

  • Council of Europe. (2001). Common European framework of reference for languages. Cambridge: Cambridge University Press. Retrieved from http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

  • Dam, L. (1995). Learner autonomy 3: From theory to classroom practice. Dublin: Authentik.

    Google Scholar 

  • Dam, L., & Legenhausen, L. (1996). The acquisition of vocabulary in an autonomous learning environment—the first months of beginning English. In R. Pemberton, E. Li, W. R. Or, & H. D. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 265–280). Hong Kong: Hong Kong University Press.

    Google Scholar 

  • Dickinson, L. (1992). Learner autonomy 2: Learner training for language learning. Dublin: Authentik.

    Google Scholar 

  • Ellis, G., & Sinclair, B. (1989). Learning to learn English: A course in learner training. Cambridge: Cambridge University Press.

    Google Scholar 

  • García Magaldi, L. (2010). Metacognitive strategies based instruction to support learner autonomy in language learning. Revista Canaria de Estudios Ingleses, 61, 73–86.

    Google Scholar 

  • Griva, E., Kamaroudis, S., & Geladari, A. (2009). Young learners’ vocabulary strategies employment in a foreign language. Synergies Sud-Est européen, 2, 21–36.

    Google Scholar 

  • Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon.

    Google Scholar 

  • Jiménez Catalán, R. M. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13, 54–77.

    Article  Google Scholar 

  • Kelly, G. A. (1955). The psychology of personal constructs. (1st ed.). New York: W. W. Norton, 2.

    Google Scholar 

  • Khalid Al Shawwa, W. (2010). Enhancing learner autonomy in vocabulary learning: How and why? Retrieved from http://www.qou.edu/english/conferences/firstNationalConference/pdfFiles/wisamAlShawwa.pdf

  • Laufer, B. (2005). Learning vocabulary in a second language. Paper presented at the University of La Rioja, Spain.

    Google Scholar 

  • Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.

    Google Scholar 

  • Little, D. (1999). Developing learner autonomy in the foreign language classroom: A social-interactive view of learning and three fundamental pedagogical principles. Revista Canaria de Estudios Ingleses, 28, 77–88.

    Google Scholar 

  • Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1, 14–29.

    Article  Google Scholar 

  • Little, D., Ridley, J., & Ushioda, E. (2002). Towards greater autonomy in the foreign language classroom. Dublin: Authentik.

    Google Scholar 

  • Marques, I. (1999). From teacher autonomy to learner autonomy: An action-research project. BELLS: English Language and Literature Studies, 10, 169–184.

    Google Scholar 

  • Martín Leralta, S. (2009). Competencia estratégica para la comprensión auditiva en español como lengua extranjera. Madrid: ASELE.

    Google Scholar 

  • Mizumoto, A., & Takeuchi, O. (2009). Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL University students. Language Teaching Research, 13, 425–449.

    Article  Google Scholar 

  • Nation, P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63, 59–81.

    Article  Google Scholar 

  • Nunan, D., Lai, J., & Keobke, K. (1999). Towards autonomous language learning: Strategies, reflections and navigation. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effective change (pp. 69–77). Bern: Peter Lang.

    Google Scholar 

  • Ostovar-Namaghi, S. A., & Rajaee, M. (2013). The effect of strategy training on the vocabulary development of EFL learners in public high schools of Iran. Theory and Practice in Language Studies, 3, 2061–2066.

    Article  Google Scholar 

  • Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Rowley, MA: Newbury House.

    Google Scholar 

  • Oxford, R. L. (1996). Language learning strategies around the world: Cross-cultural perspectives. Honolulu: University of Hawaii Press Second Language Teaching and Curriculum Center.

    Google Scholar 

  • Oxford, R. L. (2001). Language learning strategies. In R. Carterand & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 166–172). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Oxford, R. L. (2011). Teaching and researching language learning strategies. Harlow: Pearson Education.

    Google Scholar 

  • Oxford, R. L., & Leaver, L. (1996). A synthesis of strategy instruction for language learners. In R. L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 227–246). Honolulu: University of Hawaii Press Second Language Teaching and Curriculum Center.

    Google Scholar 

  • Oxford, R. L., & Scarcella, R. (1994). Second language vocabulary learning among adults: State of the art in vocabulary instruction. System, 22, 231–243.

    Article  Google Scholar 

  • Palacios Martínez, I. (2006). Aprendiendo a aprender en el aula de las lenguas extranjeras. Las estrategias de aprendizaje y su tratamiento en el aula. In D. Cassany (Ed.), El Portfolio Europeo de las Lenguas y sus aplicaciones en el aula (pp. 129–170). Madrid: Ministerio de Educación y Ciencia. Instituto Superior de Formación del Profesorado.

    Google Scholar 

  • Pawlak, M. (2012). Instructional mode and the use of grammar learning strategies. In M. Pawlak (Ed.), New perspectives on individual differences in language learning and teaching (pp. 263–287). Berlin: Springer.

    Chapter  Google Scholar 

  • Ruutmets, K. (2005). Vocabulary learning strategies in studying English as a foreign language. Unpublished MA thesis, University of Tartu, Estonia. Retrieved from http://www.utlib.ee/ekollekt/diss/mag/2005/b17557100/ruutmets.pdf

  • Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary, description, acquisition and pedagogy (pp. 199–227). Cambridge: Cambridge University Press.

    Google Scholar 

  • Sinclair, B. (2000). Learner autonomy: The next phase? In B. Sinclair, I. McGrath, & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 4–14). Harlow: Longman.

    Google Scholar 

  • Sinclair, B., McGrath, I., & Lamb, T. (Eds.). (2000). Learner autonomy, teacher autonomy: Future directions. Harlow: Longman.

    Google Scholar 

  • Sozler, S. (2012). The effect of memory strategy training on vocabulary development of Austrian secondary school students. Social and Behavioural Sciences, 46, 1348–1352. doi:10.1016/j.sbspro.2012.05.300

    Google Scholar 

  • Vygotsky, L. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of La Rioja, Logroño, Spain

    Maria Pilar Agustín-Llach & Andrés Canga Alonso

Authors
  1. Maria Pilar Agustín-Llach
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Andrés Canga Alonso
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Maria Pilar Agustín-Llach .

Editor information

Editors and Affiliations

  1. Wydział Pedagogiczno-Artystyczny UAM w Kaliszu, Adam Mickiewicz University Zakład Filologii Angielskiej, Kalisz, Poland

    Mirosław Pawlak

  2. Wydział Pedagogiczno-Artystyczny UAM w Kaliszu, Adam Mickiewicz University Zakład Filologii Angielskiej, Kalisz, Wielkopolskie, Poland

    Anna Mystkowska-Wiertelak

  3. Wydział Pedagogiczno-Artystyczny UAM w Kaliszu, Adam Mickiewicz University Zakład Filologii Angielskiej, Kalisz, Wielkopolskie, Poland

    Jakub Bielak

Appendices

Appendix A

Appendix B

Ahora contesta a las siguientes preguntas:

  1. 1.

    ¿te ha sido útil y en qué medida el entrenamiento?

  2. 2.

    si te ha sido, ¿qué estrategias te han resultado más útiles?

  3. 3.

    ¿qué estrategias utilizas ahora que no utilizases antes?

  4. 4.

    ¿qué mejoras introducirías en el programa para sucesivos estudiantes?

  5. 5.

    ¿crees que el programa de estrategias ha estado bien integrado en el curso?

  6. 6.

    ¿con qué dificultades te has encontrado a la hora de aprender vocabulario?

  7. 7.

    ¿que podrías hacer para mejorar el vocabulario?

  8. 8.

    ¿qué otras actividades piensas que podría incorporar el profesor?

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Agustín-Llach, M.P., Canga Alonso, A. (2017). Fostering Learner Autonomy Through Vocabulary Strategy Training. In: Pawlak, M., Mystkowska-Wiertelak, A., Bielak, J. (eds) Autonomy in Second Language Learning: Managing the Resources. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-07764-2_9

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-07764-2_9

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-07763-5

  • Online ISBN: 978-3-319-07764-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation