Discovery Strategies Consolidation Strategies
Determination Strategies
Social Strategies
Social Strategies
Memory Strategies
Cognitive Strategies
Metacognitive Strategies
Study the sound of a
word Written
repetition
Say new word aloud
when studying
Take a note in class
Imagine word form
In conclusion, VLS, being specific actions, behaviours, tactics, or techniques, facilitate the learning of the target language by the language learner. All language
learners, needless to say, use language learning strategies in the learning process. Since the factors like age, gender, personality, motivation,
self-concept, life-
experience, learning style, excitement, anxiety, etc. affect the way in which language learners learn the target language, it is not reasonable to support the
idea that all language learners use the same good vocabulary learning strategies to learn a new word.
2.2. The Role of Vocabulary Learning Strategy in Vocabulary Learning
Nation 2001 states that vocabulary learning strategies are one part of language learning strategies which in turn are part of general learning strategies. Based on the
principal above, it is clear that vocabulary learning strategy has important role in vocabulary learning because VLS is helpful in learning vocabulary. Wenden 1998
believes that foreign language learners with varying levels of learning experience and
proficiency have acquired some degree of knowledge about language learning which influences their approach to language learning and the expectations they hold about
learning strategies and the outcome of their efforts.
Moreover, Oxford 1990 observes that language learning strategies encourage greater overall self-direction for learners. Self-directed learners are independent
learners who are able to assume responsibility for their own learning and gradually gaining confidence, involvement and proficiency. Thus, students need training in the
vocabulary learning strategies they need most. Yet Schmitt 1997 claims that learners are mostly inclined to use basic vocabulary learning strategies. This in turn
makes strategy instruction an essential part of any foreign or second language program. However, a greater knowledge of vocabulary learning strategies could be
very useful in supporting teachers to plan their lessons more effectively and give guidance to students in adopting successful strategies. Over the decades, many
researchers have made an effort not only to classify, but also gather, these strategies in order to support learners’ learning.
The previous researches so far suggest that VLS used by foreign language learners may vary depending on the learners’ language proficiency and experience with the
target language. It is in line with Schmittt 1997, he finds that less experienced learners tend to use less learning strategy than the experienced learners. In Schmitt
finding, the experienced learner had more awareness in using vocabulary learning strategy. It was found that successful foreign language learners, for the most part,
show a pattern of selecting more complex, appropriate, and task-compatible strategies for learning new words and achieving results comparable to more proficient foreign
language learners. Considering the principles above, vocabulary learning strategy helps learners to facilitate their learning so that the learner will achieve their aims in
vocabulary learning. Language learners have to be aware of the benefits of conscious and continuous use of effective vocabulary learning strategies for making learning
quicker and more effective in vocabulary learning.
2.3. Types of Vocabulary
According to Nation 2001, there are two kinds of vocabulary. The type of vocabulary is divided based on the vocabulary knowledge namely receptive and
productive vocabulary. The types of vocabulary will be discussed below.
1. Receptive Vocabulary
Receptive vocabulary is learners’ words that are generally understood when heard or read or seen constitute a persons receptive vocabulary. Receptive vocabulary is used
passively in either listening or reading. There are two units of receptive vocabulary as follow:
a Listening vocabulary
Listening vocabulary is every word that is used by people that can be recognized when listening to speech. People may still understand words they are not exposed to
before using clues such as tone, gesture, the topic of the discussion, and the social context of the conversation.
b Reading vocabulary
Reading vocabulary is every word that people can recognize when reading. This is generally the largest types of vocabulary simply because reader tends to be exposed
to more words by reading than by listening.
2. Productive vocabulary
Productive vocabulary refers to words which can be produced within an appropriate context and match the intended meaning of the speaker or signer. Productive
vocabulary is used actively either in speaking or writing. There are two units of productive vocabulary as follow.
a Speaking vocabulary
Speaking vocabulary is every word that is used by people in speech. It is likely to be a subset of the listening vocabulary. Due to the spontaneous nature of speech, words
are often misused. This misused may be compensated by facial expressions, tone of voice, or hand gesture.
