Using Meaning Discovery Strategies to Comprehend Idioms and Single Words
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Using vocabulary learning strategies allows learners to gain vocabulary autonomously. This study presents data from a self-report survey of Korean university students comparing meaning discovery strategies they employ to comprehend unknown single-word items and unknown idioms. Survey data recorded strategies used by learners, and effectiveness of these strategies measured by rates of correct meaning discovery. The survey revealed that learners relied on context clues, dictionaries, and vocabulary analysis for both idioms and single word vocabulary items with equal effectiveness. Dictionary use was the most effective strategy for correct meaning discovery for both types of vocabulary, although context clues might be a positive factor for idioms but not for single-word items. Data also showed that learners tended to apply strategies methodically rather than heuristically but that methodical application did not necessarily translate into higher rates of correct meaning discovery. Implications for learners and paths for further research are discussed.
Abstract
Using vocabulary learning strategies allows learners to gain vocabulary autonomously. This study presents data from a self-report survey of Korean university students comparing meaning discovery strategies they employ to comprehend unknown single-word items and unknown idioms. Survey data recorded strategies used by learners, and effectiveness of these strategies measured by rates of correct meaning discovery. The survey revealed that learners relied on context clues, dictionaries, and vocabulary analysis for both idioms and single word vocabulary items with equal effectiveness. Dictionary use was the most effective strategy for correct meaning discovery for both types of vocabulary, although context clues might be a positive factor for idioms but not for single-word items. Data also showed that learners tended to apply strategies methodically rather than heuristically but that methodical application did not necessarily translate into higher rates of correct meaning discovery. Implications for learners and paths for further research are discussed.
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