Vocabulary learning strategies of South African English First Additional Language learners

Abstract

This article reflects the qualitative part of a doctoral degree thesis, in which the researchers used an explanatory, sequential, mixed-methods research design to investigate the role of English academic vocabulary in the reading comprehension of Grade 11 English First Additional Language (EFAL) learners in a district in South Africa. The study represents an attempt to investigate which vocabulary learning strategies (VLS) the learners used. To this end, the researchers employed a focus group discussion to collect data from a sample comprising eight (n=8) Grade 11 EFAL learners. The data were analysed using content analysis. The findings revealed that it is important to explore and broaden learners’ VLS knowledge. Also, the results showed that learners can take control of their vocabulary learning as long as their teachers are trained to offer them opportunities to learn and practise those strategies. It is recommended that stakeholders become conscious of the VLSs which learners in the EFAL environment use, so that the former can design and deliver vocabulary instruction and training accordingly. The teacher needs to assist learners in becoming independent learners during EFAL vocabulary learning. This can be done by exposing them to different VLSs.