Facilitating vocabulary learning in teaching English as a second language in Sri Lanka: a comparative study

Abstract

Vocabulary plays a central role in learning English as a second language (ESL) as learners rely heavily on vocabulary knowledge and the lack of it is the main obstacle for ESL learners. The development of vocabulary learning strategies (VLSs) is one of the most crucial areas of research in ESL (Carter & McCarthy, 1988; Wu, 2006; Hiebert & Kamil, 2005; Nation, 2008; Nation &Gu, 2007; Nation & Webb, 2011; Zimmerman, 2009; Ur, 2012). In order to better understand the difficulties faced by ESL learners in learning vocabulary and adopt effective VLSs, this comparative study employs qualitative approach to investigate the VLSs adopted by ESL learners of two groups: Colombo school learners (CSL) and Sammanthurai school learners (SSL) distinguished by their region and also examines their perception to vocabulary learning. An analysis of the questionnaire combined with informal interview sessions show unanimous agreement on vocabulary instruction in the classroom. However, significant differences exist in learner preferred strategies. Compared to the CSL learners, the SSL perceive vocabulary learning to be difficult as they rely heavily on teacher directed classroom instruction. They have a strong belief in learning new words with L1 translation to facilitate better retention of words. The VLSs adopted by CSL has been through incidental learning in informal setting within and beyond the classroom. While both groups consider reading and communicating in English as good VLSs, the CSL have more faith in technology assisted vocabulary learning device monitored by mobile phone, television and computer. Subtitles of films, documentaries and Facebook also assist them to deliver and receive regular and repeated vocabulary content. Frequent encounter with new vocabulary and usage in a variety of contexts help them to enhance their retention.