Improving Vocabulary Learning in Foreign Language Learning Through Reciprocal Teaching Strategy

Mohammad Reza Ahmadi, Hairul Nizam Ismail, Muhammad Kamarul Kabilan Abdullah

Abstract


Vocabulary learning is one of the most important factors that foreign language learners encounter during the process of learning a foreign language. Vocabulary learning used to be a neglected aspect of language learning. In recent years, however, interest in this area has grown enormously. Language teachers have been keen in searching for effective approaches to enhance vocabulary learning. Vocabulary learning is more important than familiarity with the form and meaning of a word. This paper has suggested reciprocal teaching strategy as a main factor to improve students’ vocabulary learning in a foreign language. The purpose of this study is to investigate whether ‘reciprocal teaching strategy improves students vocabulary learning or not. Reciprocal teaching consists of four basic reading strategies: predicting, questioning, clarifying, and summarizing. Cognitive and meta-cognitive strategies are the reciprocal teaching strategies used to enhance students’ vocabulary learning. The lack of good vocabulary learning skills is a main obstacle in a foreign language. One solution to this problem of poor vocabulary skill is the explicit teaching of vocabulary learning strategy. Researcher is going to define the key words, explain the models of vocabulary process, follow reciprocal teaching strategies, discuss cognitive and meta-cognitive strategies and elaborate the related research on reciprocal teaching, and state relationship between reciprocal teaching and vocabulary learning. The findings indicated that reciprocal teaching had a significantly positive effect on the foreign language learning.

Keywords: Vocabulary learning, Reciprocal teaching, cognitive strategy, meta-cognitive strategy

 


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DOI: http://dx.doi.org/10.5296/ijld.v2i6.2882

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