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.
