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Wang Dakun

Hwa Chong Institution, Singapore

Author-ID : 2854681

Languange, Linguistic, Communication & Media

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Articles

LEARNING ENVIRONMENTS AND THE USE OF VOCABULARY LEARNING STRATEGIES: A CASE STUDY OF CHINESE LEARNERS Wang Dakun; Simon Gieve
Indonesian JELT Vol 4, No 1 (2008): Indonesian Journal of English Language Teaching Vol. 4 no. 1 May 2008
Publisher : Universitas Katolik Indonesia Atma Jaya

This paper reports a survey study of how Chinese students use strategies when learning second language vocabulary. The focus of the study is on the effect of learning environments (EFL vs. ESL) on the use of vocabulary learning strategies. The subjects are Chinese secondary school students learning English in China (EFL context) and in Singapore (ESL context).The questionnaire used in the survey was a modified version of Gu and Johnson (1996). 450 secondary school students, aged from 16 to 19, from two secondary schools in Harbin, China, and one boarding school in Singapore participated in the survey. The profile of the students’ learning beliefs, sources and strategies was examined in relation to their learning environments. The t-test results showed that learning environment was significant factors in affecting vocabulary learning beliefs, sources and strategy use. The findings suggest that language environments can influence individuals’ vocabulary learning profile. Thus, the combined effects of the teaching emphasis and the amount of exposure to the target language in and out of the classroom should be considered closely in order to understand the strategy choice of Chinese EFL and ESL learners.　Key words: Vocabulary learning strategies; Context, environment; EFL; ESL

LEARNING STRATEGIES AND IMPLICATIONS FOR SECOND LANGUAGE TEACHING Wang Dakun
Indonesian JELT Vol 2, No 1 (2006): Indonesian Journal of English Language Teaching Vol. 2 no. 1 May 2006
Publisher : Universitas Katolik Indonesia Atma Jaya

This article reviews the relevant literature of language learning strategies by examining the background, the issues along with the definition, the characteristics, the categories and the functional framework. The intertwined relationships among person, task, context and strategies are illustrated with the tetrahedral model proposed by Gu (2003). The article also discusses the significance of language learning strategies for second language learning and the effectiveness of strategy instruction before presenting the pedagogical implications for second language teachers. The purpose of this article is to provide an overview of language learning strategy studies by summarizing the important aspects and to highlight the implications for integrating language learning strategy instruction into ESL classrooms so that the teachers can have a meaningful way to focus on their teaching efforts and the learners can become more efficient in their efforts to learn a second language as well.Keywords: learning strategies, second language teaching, strategy instruction

HOW ESL LEARNERS WITH DIFFERENT PROFICIENCY LEVELS HANDLE UNFAMILIAR VOCABULARY IN READING Wang Dakun
Indonesian JELT Vol 3, No 1 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 1 May 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

This article presents findings from research into spontaneous vocabulary handling strategies employed by a sample of 20 Singapore secondary students from a typical neighborhood school. Following the definition of the term ‘strategy’ referring to a specific action or step, I identified 21 types of strategies used by the participants, and compared the way the high and low proficiency students employed them by comparatively examining the majority usage strategies of the two groups. To find the evidence of their strategy use, think-aloud protocols paired with immediate retrospective interviews and general interviews when necessary were analyzed. The study showed that the students mobilized multiple strategies on individual words and that the high proficiency students used strategies both more flexibly and effectively than their low proficiency counterparts. The differences in the use of strategies between the groups suggest a need for learner strategy training and awareness raising, an issue which is also discussed in this article. Keywords: vocabulary handling strategies, think-aloud protocols interviews

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