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Notice of Violation of Academy Publisher Publication Principles “The Use and Reasons of Vocabulary Learning Strategies Use by Persian EFL Learners” by Shima Kameli Department of Language and Humanities, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia and Ghazali Bin Mostapha Department of Language and Humanities, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia Journal of Language Teaching and Research Volume 3, Number 4, July 2012, Page(s): 618-624 After careful and considered review of the content and authorship of this paper by a duly constituted expert committee, the above paper has been found to be in violation of Academy Publisher’s Publication Principles. The first author (Shima Kameli) has taken full responsibility and this violation was done without the knowledge of the second author (Ghazali Bin Mostapha). This paper contains significant portions of original text from the papers cited below. The original text was copied without attribution (including appropriate references to the original authors and/or paper title) and without permission. Due to the nature of this violation, reasonable effort should be made to remove all past references to this paper, and future references should be made to the following articles: [1] Salah Alyami. (2011). Vocabulary Learning Strategies of Saudi EFL Majors of Different Gender, Year and Proficiency: Use and Reasons for Use. PhD thesis. University of Essex, UK. [2] Marin-Marin, A. (2005). Extraversion and the Use of Vocabulary Learning Strategies among University EFL Students in Mexico. Unpublished PhD Thesis. University of Essex. UK. Available at http://www.sx.ac.uk/linguistics/publications/theses/PDFs/2000-2009/2005/Marin.pdf
ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 3, No. 4, pp. 625-631, July 2012 © 2012 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/jltr.3.4.625-631 The Relationship between Iranian EFL Learners Rote Learning Strategy Use and Their Level of Proficiency © 2012 ACADEMY PUBLISHER Samira Hayati Samian Department of English, University of Isfahan, Iran Email: Sr.hayati.2006@gmail.com Mansoor Tavakoli Department of English, University of Isfahan, Iran Email: mr.tavakoli14@gmail.com Abstract—The purpose of this study was to investigate the Iranian EFL learner’s rote learning (RL) strategy use among vocabulary learning strategies. It also intended to find out whether the students' level of L2 proficiency would affect the pattern of their rote learning strategy use. To conduct the study, fifty Iranian EFL learners, studying English at the private language institute, were selected to participate in the experiment, and then, they were divided into low and high intermediate levels based on their scores on FCE test. Two instruments were used to collect the needed data, i.e., a vocabulary learning strategy questionnaire, a vocabulary test. The vocabulary learning strategy questionnaire and the vocabulary test were administered in two consecutive weeks and students completed them in the classroom. The results indicated that Iranian EFL learners used rote learning strategies more frequently than other categories of memory strategy. Besides, the results showed that there was some statistically significant difference between high and low-intermediate learners regarding their rote learning strategy use. Index Terms—Iranian EFL learners, rote learning strategy (RL), level of proficiency I. INTRODUCTION Vocabulary learning is central to language acquisition, whether the language is first, second, or foreign. Given the difficulties of vocabulary learning in a second or foreign language (L2), along with the obvious necessity of trying to overcome them, one would expect that vocabulary instruction would be at the top of the agenda for language teachers. However, the opposite is often the case. That is, vocabulary is not explicitly taught in most language classes, and students are expected to "pick up" vocabulary on their own without any guidance (Oxford and Crookall, 1989). Many instances of so-called vocabulary instruction involve merely giving students lists of words to memorize or providing limited practice opportunities, with no further assistance to the often overwhelmed learner. In order to learn a language and specially its lexicon, learners should make well use of language learning strategies. Cohen (1998, p. 4) defines language learning and language use strategies as those processes which are consciously selected by learners and which may result in action taken to enhance the learning and use of a second or foreign language, through the storage, retention, recall, and application of information about the language. Among language learning strategies, vocabulary learning strategy is one of the most important areas of investigation because of the great importance of vocabulary. However, one of the first problems a foreign language learner encounters is how to learn the enormous number of vocabulary items. The first and easiest strategy people usually use is repeating new vocabulary items until they can remember them. This strategy is called rote learning. Rote learning is learning in "a mechanical way without thought of meaning" (Macquarie Dictionary quoted from Biggs 1997, p.1). Whether positive or negative, it is used by many language learners to learn language and particularly vocabulary items. The purpose of this study is to investigate rote learning strategy use among the English vocabulary learning strategies used by high-intermediate and low- intermediate Iranian EFL learners. Besides, the study examined if there was any relationship between students‟ rote learning strategy use and their level of L2 proficiency. II. THEORETICAL BACKGROUND Vocabulary is central to language and of critical importance to the typical language learner. However, teaching and learning vocabulary were neglected during a long period of time making it the Cinderella amongst all the language components required when learning a language. It was mostly because of certain dominant teaching approaches in the 1940‟s until the 1960‟s. The theories underlying these approaches such as structural linguistics (Fries, 1945) and generative transformational linguistics (Chomsky, 1957) focused on teaching grammatical and phonological structures
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Cognitive Styles and Performance on
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