Received: 25-Nov-2022, Manuscript No. IJNPE-22-83770; Editor assigned: 28-Nov-2022, Pre QC No. IJNPE-22-83770 (PQ); Reviewed: 13-Dec-2022, QC No. IJNPE-22-83770; Revised: 20-Dec-2022, Manuscript No. IJNPE-22-83770 (R); Published: 28-Dec-2022, DOI: 10.15651/IJNPE.22.3.014
The process of learning the fundamental words for learning a second language is called vocabulary learning. Researchers, teachers, and content makers are very interested in how vocabulary affects proficiency in second language performance. Vocabulary acquired respect in the literature and restored its position in teaching after being an ignored part of language learning. As they transitioned from the Grammar Translation Approach to communicative ways of instruction, educators focused less on accuracy and more on fluency. As a result, together with the purposeful approach, incidental vocabulary teaching and learning became one of the two main types of teaching programmes.
Vocabulary learning can be divided into two main categories: intentional and accidental. A vocabulary teaching programme should include both low-frequency words and vocabulary learning types. Low-frequency and purposeful vocabulary learning are the two main approaches. By utilising multiple vocabulary learning strategies and their combinations, it is crucial to approach these types as complementary rather than necessarily unique than competitive. Students with intermediate English proficiency were chosen for the study using representative sample. The participants were divided into two categories and then analysed after the researchers confirmed the learners' homogeneity with a vocabulary examination/test.
The effectiveness of learning is achieved in both types of vocabulary learning or their combination by adhering to one or more vocabulary learning strategies. The nature of this concept is examined by numerous researchers from diverse angles. Given the wide variety of vocabulary learning strategies, it is suggested that they be categorised into five groups: will, social, memory, cognitive, and meta-cognitive. Using this classification as a foundation, propose the direct and indirect learning methodologies for vocabulary. Memory, cognitive, compensating, and social strategies make up the first category. Metacognitive, effective, and social strategies are divided into the second group. Based on their research distinguish repetition as the major strategy of vocabulary learning, while explain that ESL students prefer vocabulary strategies such as guessing and using a dictionary.
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