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World Scientific News

7 (2015) 179-206 EISSN 2392-2192

Direct Language Learning Strategies in the theory by

Rebecca Oxford in English vocabulary acquisition at
the age group of 11-12 year olds

Kamila Chilkiewicz
Department of English Language, Szczecin College of Modern Language,
13 Mazowiecka Street, Szczecin, Poland
E-mail address: [email protected]

ABSTRACT
An unwritten rule in many countries says that it is very important or even necessary to know at
least one foreign language. Undoubtedly, there are many factors which influence our language
acquisition and have been extensively researched in order to ensure that they address the needs of
different students. The elements which affect our language abilities are motivation, techniques,
methods but also appropriate language strategy. For many years experts have paid attention to the
plans that students use in order to achieve results in their study. In their research they have decided to
reject the way of study based on particular principles or methods and they have decided to concentrate
on students. Moreover, they have started to explore the nature of Language Learning Strategies and
the matter how they influence receiving foreign language. The results of their investigations are
considered to be the greatest causes in the process of language acquisition, by focusing on differences
in language realisation.

Keywords: foreign language; students; Language Learning Strategies

World Scientific News 7 (2015) 179-206

TABLE OF CONTENTS

INTRODUCTION
1. LANGUAGE LEARNING STRATEGIES
1.1. Different definitions and various classifications of language learning strategies
1.2. Learning language strategies in theory by Rebecca Oxford

1.3. Direct Language Strategies in theory by Rebecca Oxford

2. METHODOLOGY OF RESEARCH

2.1. The aims and object of research

2.2. The problem of research

2.3. Methods, techniques and research instruments

2.4. Settings and Participants profiles

3. FINDINGS OF THE SURVEY

CONCLUSIONS

References

APPENDIX

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INTRODUCTION
The main purpose of my work is to reveal which direct language strategies, in the
theory by Rebecca Oxford are the most favored at the age group of 11-12 year olds.
The work is composed of three chapters, one of them presents theoretical issues and two
contain the methodology of research.
Chapter 1 deals briefly with different definitions and various classifications of language
learning strategies. It also reveals the classification of language learning strategies in theory
by Rebecca Oxford.
Chapter 2 presents and confers with the methodology of research.
Chapter 3 shows the findings from my survey.
Finally, the conclusion copes with some key points, and my own deductions from the
surveys dealing with Direct Language Learning Strategies in the theory by Rebecca Oxford in
English vocabulary acquisition by primary English students aged 11-12.

1. LANGUAGE LEARNING STRATEGIES

1.1. Different definitions and various classifications of language learning strategies
The reason why some foreign language students are able to learn faster and can achieve
better results in their attempts while others are unsuccessful has been one of the main
questions asked many second language researchers and teachers. There were a lot of theories
and speculations; finally a reply to this investigation was found in the study of diverse
language teaching methods. It was supposed that “... it was possible to identify a set of
procedures which, if executed correctly and efficiently, would result in successful language
learning” (Ellis 1992: 4). Unfortunately, it was impossible to establish comprehensible and
understandable superiority of one method to the other; moreover, none from those methods
provided success for all students1. “ The quest for the perfect teaching method seems to have
been a vain one, and, in the light of the fact that learners of the languages vary in some many
ways and are effected by so many social and psychological factors it seems to have been
doomed from the very start” (Toney 1983: 352). According to the Logan process of education
it is unique and individual for all learners: “students have different abilities: they have
different modes of learning, they have different disabilities: they have different objectives,
they have different interest in the content” (Logan 1973: 2).
Since researchers and teachers have focused on language strategies in the field of
second language acquisition, there are many different definitions2. Rubin defines strategies as
“...the techniques or devices which a learner may use ” (Rubin 1971: 43). Naiman described
strategies as “... a particular method of approaching a problem or task, a mode of operation for
achieving a particular and a planned design for controlling and manipulating certain
information” (Naiman 1980: 83). Chaudron refers to strategies as “cognitive operations that
learners apply while in the classroom or other learning situations” (Chaudron 1988: 109-110).
Language strategies according to O’Malley are defined as “... set of operations or steps used
by a learner that will facilitate the acquisition, storage, retrieval or use of information”
(O’Malley 1985a: 23).

1
Droździał – Szelest. K. (1997). Language learning strategies in the process of acquiring a foreign
language.Poznań.Motivex.
2
Droździał – Szelest. K. (1997). Language learning strategies in the process of acquiring a foreign
language.Poznań.Motivex

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Cook wrote that “A learning strategies ... refers to a choice that a learner makes while
learning or using the second language that affects learning” (Cook 1993: 79).
According to Dicinson “Learning strategy is concerned with actual activities and techniques
which lead to learn” (Dicinson 1987: 20).
Oxford emphasized them as “... behaviors or actions which learners use to make language
learning more successful, self-directed and enjoyable” (Oxford 1989: 235).
Researchers agree that “...there is no agreement on exactly what strategies are, how
many strategies there are, how they should be defined and classified. There are evident
problems with developing coherent taxonomies of learning strategy types. Most researchers
develop their own list. The reliable identification of strategies is quite difficult, which is
indicated by the continuous modification of strategies as a result of various studies.
Researchers admit that identifying the different strategies in second language acquisition is
difficult due to a variety of factors” ( Droździał-Szelest 1997: 44).
To begin with Rubin’s classification, through Carver, Ellis, O’Malley, I am going to
reveal varied taxonomies on the authority of few researchers which contain contracting
factors, groups and categories.

Rubin’s categorization
Rubin presents her own model of learning strategies and she bases on “...her research
and subsequent analysis, she identified some major cognitive process used in second language
target with specific strategies which exemplify these processes” (Droździał-Szelest 1997: 36).
She has classified strategies in the following way ( Rubin 1981: 124-126):

1. PROCESSES WHICH MAY CONTRIBUTE DIRECTLY TO LEARNING

A. Clarification/verification – the learner asks for examples of how to use a word
or expression, asks for the correct form to use, etc.
B. Monitoring – the learner corrects his or her or other’s errors, notes their
sources, observes and analyses language use.
C. Memorization – the learner attempts to acquire words or other language
elements through associations, use of mechanical devices, etc.
D. Guessing/inductive inference – the learner uses various hunches to guess the
meaning or general rules of language. etc.
E. Deductive reasoning – the learner looks for and uses general rules. etc
F. Practice – the learner experiments with the new elements of language, etc.

2. PROCESSES WHICH MAY CONTRIBUTE INDIRECTLY TO LEARNING

A. Creating opportunities for practice – the learner creates situations with native
speakers to practice, spends extra time in the language lab, etc.
B. Production tricks – related to communication focus, the learner uses
circumlocution, synonyms, etc.

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RUBIN’S CLASSIFICATION

classification/ monitoring memorization

variation

PROCESSES WHICH MAY CONTRIBUTE DIRECTLY TO LEARNING

guessing/ deductive practice

inductive
inference

creating opportunities for practice

PROCESSES WHICH MAY CONTRBUTE INDIRECTLY TO LEARNING

production tricks

Figure 1. Rubin’s taxonomy (Rubin 1981: 124-126).

Carver’s distinction
Carver reveals language learning strategies in below categories ( Carver 1984:125-
126).

1. strategies for coping with TL rules ( neutral with regard to production or reception) –
e.g. generalization, transfer from Ll, hypercorrection;
2. strategies for receiving performance – e.g. inferring, predicting, checking;
3. strategies for producing performance – repeating, labeling, monitoring reception;

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4. Strategies for organizing learning – repetition, cognition, whole or part learning ( cf.
2.1.4. for Carver’s taxonomy of language teaching methodology).

CARVER’S TAXONOMY

Strategies for coping with TL rules strategies for recaving performance

STRATEGIES

Strategies for producing performance strategies for organizing performance

Figure 2. Carver’s taxonomy (1984: 125-126).

Ellis’ categorisation
Ellis decided to put the strategies into three main board process types: hypothesis
formation, hypothesis testing and automatisation. “Hypothesis formation includes such
strategies as simplification (overgeneralization and transfer) and inference. It refers to
strategies by means of which learners come to conclusions about the structure of the target
language. Hypothesis testing includes receptive, productive, multilingual, and interaction
strategies which are responsible for trying out rules while communicating. Automatisation
includes strategies for practicing the language, that is formal and functional practice”
(Droździał-Szelest 1997:37).

ELLIS’S CATEGORISATION

Simplification

HYPOTHESIS FORMATION

Inference

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receptive productive
strategies strategies

HYPOTHESIS TESTING

metalinqual interact ional

strategies strategies

Formal practice

AUTOMATISATION

functional practice
Figure 3. Ellis’s categorization (Ellis 1985: 175).

O’Malley et al.’s taxonomy

According to O’Malley and his colleagues “...there are three major types of learning
strategies, in accordance with the information-processing model of learning: metacognitive
strategies (performing an executive function), cognitive strategies (functioning operatively),
and socioaffective strategies (performing social-mediating function)” (Droździał-Szelest
1997: 38).

Metacognitive strategies are “higher order executive skills that may involve planning
for, monitoring, or evaluating the success of a learning activity (they are an attempt to
regulate language learning). They are applicable in a variety of tasks” (Droździał-Szelest
1997: 38).

Cognitive strategies “...are more directly related to individual learning task and entail
direct manipulation or transformation of the learning materials in ways that enhance learning.
Socioaffective strategies describe the ways in which people learn to interact with other
people” (Droździał-Szelest 1997: 38).

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O’ MALLEY ET AL’S

Advance directed selective self-management

Organizers attention attention

METACOGNITIVE STRATEGIES

functional self- delayed self-evaluation

planning monitoring production

Repetition transfer grouping note taking inferencing imagery

Deduction COGNITIVE STRATEGIES key word

Contextualization auditory elaburation resourcing recombination

Representational translation

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Cooperation

SOCIOAFFECTIVE STRATEGIES

Question for clarification

Figure 4. O’ Malley et al.’s classification of learning strategies ( 1985b: 582-84).

1.2 Learning language strategies in theory by Rebeca Oxford

In addition to the last chapter, there is one more classification, which has been created
by Rebecca Oxford, and which I am going to use in my research.
During her long-term observations, she has been created her own definition and plan,
which is used by students to achieve better results in second language acquisition3.
“She defines learning strategies as steps taken by students to enhance their learning”
(Droździał-Szelest 1997: 41). On the authority of Oxford, the main aim of language strategies
is to assemble learning” easier, faster, more enjoyable, more self-directed, more effective, and
more transferable to new situations” (Oxford 1990:8). “Oxford’s taxonomy, although not
without faults, has been considered the most comprehensive classification of learning
strategies to data”(Droździał-Szelest 1997: 41). During her study Oxford has been noticed
“...a distinction between two major classes of strategies: direct and indirect, which are further
subdivided into three groups each” (Droździał-Szelest 1997: 41).

On the authority of Oxford, strategies system includes strategies like.

DIRECT STRATEGIES

I. Memory strategies A. Creating mental linkages

B. Applying images and sounds
C. Reviewing well
D. Employing action

II. Cognitive strategies A. Practicing

B. Receiving and sending messages
C. Analyzing and reasoning
D. Creating structure for input and output

3
Droździał – Szelest. K. ( 1997). Language learning strategies in the process of acquiring a foreign
language.Poznań.Motivex.

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III. Compensation strategies A. Guessing intelligently

B. Overcoming limitations in speaking and
writing

INDIRECT STRATEGIES

I. Metacognitive strategies A. Centering your learning

B. Arranging and planning your learning
C. Evaluating your learning

II. Affective strategies A. Lowering your anxiety

B. Encouraging yourself
C. Taking your emotional temperature

III. Social strategies A. Asking questions

B. Cooperating with others
C. Empathizing with others

Figure 5. Diagram of the strategy system: Direct and Indirect strategy groups and sets
(Oxford 1990: 17).

1.3. Direct Language Strategies in the theory by Rebecca Oxford

As stated by Oxford, direct language strategies “...require mental processing of the
language” (Oxford 1990: 37). Their main aim is to help students develop their own system of
study. Moreover, they apply the most useful study skills for their purpose, such as
understanding new words and phrases, organize and produce vocabulary and accurate
communication. Direct language strategies permit students to comprehend and produce
second language. They assist learners with better and more effective speaking and develop the
nature process of acquiring language during meaningful activities. We all know that speaking
is a slow procedure which recognizes that students may not be ready to produce language
unaided, but direct strategies should confidently respond to language required for numerous
of tasks and strategies4.
Following piece of work reveals classification of direct language strategies in theory
by Rebeca Oxford with special consideration to vocabulary acquisition.

I. Memory strategies. They are responsible for “...remembering and retrieving new
information” (Droździał-Szelest 1997: 42).
II. Cognitive strategies – “...for understanding and produce the language”
(Droździał-Szelest 1997: 42).
III. Compensation strategies - “...for using the language to make up for the lack of
relevant knowledge” (Droździał-Szelest 1997: 42).

4
Droździał – Szelest. K. ( 1997). Language learning strategies in the process of acquiring a foreign
language.Poznań.Motivex.

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I. Memory strategies allow remembering and absorbing some new part of material.
They consist of:
A. Creating mental linkages – which provide following strategies:
- Groups some new words according to their meaning. For example, organize
vocabulary in word maps, or label the picture

LIVING HOUSE
ROOM

KICHEN
COOKER CHAIR

TABLE

Figure 6. An example of word map.

- Creating association. For instance, teacher can encourage students to make

their own class story with ten new words (house, roof, bedroom...)
They can start like this:
Once upon a time in a beautiful house with golden roof and ...
- Putting new words in a context. It means that students can use new expressions
in written work. One typical example of this is, an exercise within they must
write short letter to some friend and describe their house or flat. Teacher is able
to give them some pattern or write beginning on the board.
Beginning:
Dear Sue,
Thanks for you letter. In my house there is/are...
B. Applying images and sounds.
- Association of eyesight. This is clearly illustrated by the task in which students
do some association with picture and sound. For example, teacher presents few
flashcards, which show different animals, and ask students to imitate animal’s

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voices. Then he produces some sound and asks pupils to guess the number of
picture with right animal.
- Putting words in some situational context. Learners may place new vocabulary
in some dialogue and then in pairs they can learn the dialogue by heart.
- Key word – create some short rhyme with terms they have to become
competent in. For example:
He was dark and smart.
She was thin and slim
They were bold and cold
You were...
- Replying sounds in memory. Pupils can build linkages between two similar
words. They can think about minimal pairs of some words. For example:
Fan – van
Cat – wat
C. Reviewing well – give opportunities for students to revise what they have learned in
regularly and systematical way. Moreover, students can monitor their progress and
achievements.
D. Employing action. Learners may present some story, situation or project. This strategy
is an ideal opportunity for students to use English in a creative and personal way that
will give them a real sense of achievement.
- physical reaction
- mechanical technique of memorizing

II. Cognitive strategies are:

A. Practicing with strategies like:
- Formal exercises in spelling and pronunciation. It can be shown on typical
class task, when teacher play the recording and ask students to listen and
repeat.
- Combination of structures, exercises in natural way with communicative aim.
Students talk to each other about some ideas or topics without worrying too
much about their mistakes. The main aim of such activities is to
communicative a message that somebody else can understand with any
correction of their slips and attempts.
B. Receiving and sending message which supply:
- different techniques which allow to understand text faster and easier
- usage of varied sources for example, dictionaries, magazines
C. Analyzing and reasoning:
- deduction thinking
- translation
- outside – language transfer
D. Creating structure for input and output
- making own notes
- summarizing
- underlining the most important information

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III. Compensation strategies:

According to Oxford they assist with:
A. Guessing intelligently
- Using linguistic or other pointers. For example students may use pictures or
text structure
B. Overcoming limitations in speaking and writing
- using native language
- asking for help (teacher)
- using gestures and mimic
- text adjustment
- avoidance of conversation
- topic selection
- creation of new words
- using synonyms or descriptions.

2. METHODOLOGY OF RESEARCH
2.1. The aims and object of research
The object of methodological research, it is conscious pedagogical activity. In other
words it is the procedure of upbringing and teaching with specific matters, resources and
organization. The object of methodological research can cover children or youth, which are in
different educational situations.5
The object of my research is direct language strategies usage at the age group of 11-12
by students from Primary School in Maszewo.
The aim of pedagogical research we can call objective recognition of reality, its
tendency to develop what gives perdition to educational improvement.6
The aim of my work is to reveal which direct language strategies in the theory by
Rebecca Oxford are the most popular among children 11-12.

2.2. The problem of research

If we talk about some scientific investigation, we have to think about the problem, aim
and the sphere of research. In methodology, we are able to find many definitions of the
problem. According to Pilch problem is the particular question on which we are looking for
an answer on the way of scientific investigations7.
The main problems of my work is:
Which language learning strategies in the theory by Rebeca Oxford are the most
favored at the age group of 11-12.
Each problem needs detailed questions which are indirect way of analysis. In my
research I decided to focus on three types of direct language strategies (Memory Strategies,

5
Sztumski, J. (1995). Wstęp do metod i technik badań społecznych. Katowice
6
Nowak, S. (1985). Metodologia badań społecznych. Warszawa
7
Pilch, T. (1995). Zasady badań pedagogicznych .Warszawa.

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Cognitive Strategies, Compensation Strategies), that is way I created separate detailed

question for each type.
- Which Memory Strategies are the most popular among students aged 11-12
- Which Cognitive Strategies are the most popular among students aged 11-12
- Which Compensation Strategies are the most popular among students aged 11-12

2.3. Methods, techniques and research instruments

As claimed by Sztumski method, it is the way which allows to know as much as
possible about the problem. Such investigation is successful if we use accurate methods,
techniques and research instruments.
The are four methods of research:
o pedagogical experiment
o pedagogical monography
o method of case study
o diagnostic method probe ( soundings )

In may research, I am going to use diagnostic method probe because in the view of
definition this method covers social phenomena which undoubtedly are very important for
upbringing. Moreover, they build social consciousness, opinion and view. It means that, this
method covers all phenomena which are in the institution but also in society. The definition
which is inferior to the method is called – the method of investigation. On the authority of
Sztumski there are numerous of practical activities with specific aim which permits to know
some information, opinions and facts.
The most popular instruments used in diagnostically method probe are: survey, view,
analyze of documents ECT8.
In my research I will use surveys which contain questions related with Three types of
Learning Language Strategies created by Rebecca Oxford. The following table reveals the
cooperation between Language Learning Strategies and my survey.

LANGUAGE LEARNING STRATEGIES SURVEY’S QUESTIONS AND

POSSIBLE ANSWER
I. Memory strategies I. Memory strategies
A. Creating mental linkages A. How do you learn new words?:
a) Group some new words a) I group them according to
according to their meaning their meaning
b) Creating association b) I create association between
c) Putting new words in a story and picture
context c) I create short dialogue with

8
Sztumski, J. (1995). Wstęp do metod i technik badań społecznych. Katowice.

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new words
B. Applying images and sounds B. What do you use for words
a) association of eyesight association?
b) putting words in some a) I associate the word with the
situational context picture
c) key words b) I use words in context
d) replying sounds in memory c) I create dialogue with new
C. Reviewing well (key) words
D. Employing action d) I build linkages between two
a) physical reaction similar words
b) mechanical techniques C. How often do you revise new
of memorizing words
a) every day
II. Cognitive strategies b) twice a week
A. Practicing c) three times a week
a) repetition d) I do not revise
b) formal exercises in spelling D. In what way do you memorize
and pronunciation new word
c) combination of structures a) I do some project
d) recognize and usage of b) I repeat them systematically
rutyn form for example: In
my opinion II. Cognitive strategies
e) exercises in natural way A. How do you practice new
with strict communicative vocabulary
aim a) I repeat them till I achive
B. Receiving and sending good results
messages with supply b) I practice their spelling and
a) usage of different pronunciation
techniques which allow to c) I write short dialogue with
understand text easier and new words
faster d) I write some essays where I
b) usage of varied sources for use some routine forms for

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example: magazines, example: in my opinion...

dictionaries e) I make role play for example
C. Analyzing and reasoning in shop (shop assistant-
a) deduction thinking customer)
b) translation B. In what way do you receive and
c) outside-language transfer send messages....
d) interlingual analyzing a) I watch some cartoon or film
D. Creating structure for input and with Polish letters
output b) I read a book or comics in
a) making own notes English
b) summarizing C. In what way do you analize new
c) underlining the most words?
important information a) I try to guess the meaning
from the context
III. Compensation strategies b) I check their meaning in
A. Guessing intelligently dictionary
a) using linguistics pointers c) I generalize some word
b) using another points for d) I compare English word with
example the structure of the Polish equivalent
text D. In what way do you organize
B. Overcoming limitations in your knowledge
speaking and writing a) I make my own notes
a) using of native language b) I summarize information
b) asking for help c) I underline the most important
c) using of structures or mimic information
d) text adjustment III. Compensation strategies
e) avoidance of conversation A. How do you guess the mean of the
f) topic selection word?
g) creation of new words a) I listen to teacher advice
h) using of synonyms or b) I guess looking at the picture
description B. How do you communicate when
you do not know appropriate

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word?
a) I use Polish
b) I ask my friend of teacher
c) I use gestures or mimic
d) I avoid the topic
e) I choose another topic
f) I select the topic relevant to
my knowledge
g) I create new words
h) I use synonyms or description

Figure 7. Juxtaposition of Learning Language Strategies with survey’s research questions and
justification.

2.4. Settings and Participants profiles

The data included in this report was obtained from a random sample of 100 students,
aged 11-12, from 5th and 6th classes of Primary School in Maszewo, who responded a
questionnaire survey on 15th and 16th Febuary 2004. They were:
28 students from Va ( 13 girls, 15 boys )
27 students from Vb ( 12 girls, 15 boys )
21 students from VIa ( 11 girls, 10 boys )
24 students from VIb ( 12 girls, 12 boys )
The day before I informed students that on 15th and 16th Febuary they are going to
fulfill some survey connected with Learning Strategies.
I explained the aim and I gave them few questions to consider.
1. What do you do when you have to learn new English words?
2. Do you know what does “learning strategy” mean?
3. Have you ever thought about numerous of possible strategies to learn?
On the next two days ( 15th and 16th Febuary ) I asked them about their opinions. I
used “brainstorming” to create their own definition of learning strategy and after short
discussion I gave out the surveys which I explained clearly and smoothly.

3. FINDINGS OF THE SURVEY

To find the answers on my main problems and detailed questions, I decided to divide
this half-chapter into five sections

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Section A – explores findings about the most popular Memory Strategies among
children of 11-12
Section B – confers with investigations of research connected with Cognitive
Strategies at the age group 11-12
Section C – reveals renditions of Compensation Strategies
Section D – focuses on general taxonomy which reveals the most popular Direct
Learning Strategies in English vocabulary acquisition at the age group of 11-12

Section A
In this section I will present memory strategies which are responsible for
“...remembering and retrieving new information.” (Droździał-Szelest 1997: 42).
The following figures show the results of my survey attached with particular memory
strategies like:

- Create mental linkages

69%
group some words
according to their
meaning
create association

29%
putting new words in
a context

1%

Figure 8. Strategies for create mental linkages.

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- Applying images and sounds

87%
association of
eyesight
replying sounds
in memory
key words

11%
10% putting words in
2% some situational
context

Figure 9. Strategies connected with applying images and sounds.

- Reviewing well

87% every day

twice a week

three times a
week
students who do
not revise

10%
2% 1%

Figure 10. Strategies connected with frequent of vocabulary revising.

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- Employing action

94%

physucal
reaction

mechanical
techniques of
memorising
6%

Figure 11. Strategies cover among employing action.

As it is clearly visible from the diagrams above, there are few the most popular memory
strategies:
- Group some words according to their meaning ( 69 % of students)
- Association of eyesight ( 72 % of students)
- Mechanical techniques of memorizing ( 94 % of students)

It is also important that students are very keen on revision. It is supported by the fact
that 87 % of those who responded reported that they revise new vocabulary every day.

Section B

It this section I will focus on cognitive strategies which are in charge of

“...understanding and produce the language.” ( Droździał-Szelest 1997: 42).
The diagrams below reveal the findings connected with separate cognitive strategies
like:

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- Practicing

81% repetition

formal execieses in
spelling and
pronunciation
combination of structure
10%
2% 4%
3%
recognision and usage of
routine form

exercises in natural way

with strict comunicative
aim

Figure 12. Practicing.

- Receiving and sending messages with supply

98%
usage of different
techniques which
allows to
undertand text
easier and faster
useage of varied
sources for
example
magazines,
2% dictionaries

Figure 13. Receiving and sending messages with supply.

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Analyzing and resasoning

91%

outside language
transfer
transletion

deduction
thinking
interlanguage
analyzing

7%
1% 1%

Figure 1. Analyzing and reasoning.

- Creating structure for input and output

97%

summerizing

making own
notes

underlining

1% 2%

Figure 2. Creating structure for input and output.

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The figures above indicate that the most popular cognitive strategies of students
surveyed are:
- exercises in natural way with strict communicative aim ( 81 % of students)
- usage of different techniques which allow to understand text easier and faster ( 98
% of students)
- deduction thinking ( 91 % of students)
- underline the most important information ( 97 % of students)

Section C
This part concentrates on compensation strategies which are responsible “...for using the
language to make up for the lack of relevant knowledge.” ( Droździał-Szelest 1997:42).
The further diagrams demonstrate the proportions between the most and less popular
compensation strategies like:

- Guessing intelligently

96%

using of another
pointers for
example the
structure of the
text
using of linquistic
pointers

4%

Figure 16. Guessing intelligently.

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- Overcoming limitations in spelling and pronunciation

46% 45%

using synonims
or description
using gestures or
mimic
topic selection

asking for help

test adjustment
4%
1% 1% 1% 1% 1% avoidance of
onversation
creation of new
words
using notive
language
Figure 3. The taxonomy of all Compensation Strategies

As it is shown there are few the most popular compensation strategies like:
- using another pointers for example the structure of the text
- using synonyms or description
- using gestures or mimic

Section D
This piece of material shows the most popular direct learning strategies in English
vocabulary acquisition at the age group of 11-12. I will present them in the following table.

DIRECT LANGUAGE
THE MOST POPULAR
STRATEGIES

- group some words according to their meaning

1. Memory Strategies - association of eyesight
- mechanical techniques of memorizing
- exercises in natural way with strict communicative aim
- usage of different techniques which allow to understand
2. Cognitive Strategies
text easer and faster
- underlining the most important information
- using synonyms or description
3. Compensation Strategies
- using gestures or mimic

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CONCLUSIONS

The purpose of my work was to reveal which direct language strategies, in the theory by
Rebecca Oxford, are the most popular among children of 11-12. The investigation has
covered 100 students from Primary School in Maszewo. The results of the rendition reveal
following deductions. Firstly, we are able to notice that the most popular strategies for
remembering and retrieving new information are:
- group some words according to their meaning
- association of eyesight
- mechanical techniques of memorizing
Such student’s choice suggests that in this particular group there were a lot of Visual
Students. In this case, teacher ought to do a lot of extra exercises like: maps, graphs, charts all
those which are rich in colours, shapes and physical position for memory aids. Secondly, the
most favored strategies connected with understanding and language production are:
- exercises in natural way with strict communicative aim
- usage of different techniques which allow to understand text easier and faster
- deduction thinking
- underlining the most important information
This fact shows that students are keen on discovering English vocabulary in natural
way. It this situation teacher should propose numerous of speaking tasks. Finally, the
rendition reveals that from strategies concerning using the language to make up for the lack of
relevant knowledge they use:
- synonyms or description
- gestures or mimic
It means that students try to communicate even it they do not know appropriate English
words. In this case teacher should convince students that it is important to practice as much as
possible. Taking all these points into consideration, I decided to assemble all information into
one table which presents my deductions and task for teachers together.

DEDUCTIONS TASK FOR TEACHERS

- big percentage of Visual Students - exercises which cover: computer
graphic, maps, graphs, charts, cartoons,
posters, diagrams, graphic organizers,
text with a lot of pictures
- use a lot of different, colours, shapes
and physical position for memory aids
- students are keen on exercises with - teacher ought to establish English as
natural way of speaking with strict the main language in the classroom
communicative aim - simple teaching instructions can be
given in English

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- teacher can encourage students to ask

questions in English
- students are trying to use English even - teacher must convince students that it
if they feel the lack of relevent is important to practice speaking as
knowledge much as possible
- use continuous assessment as a method
of evaluating oral performance
- try not to correct students during
speaking activities, as this will make
them lost confidence and interest.

APPENDIX 1

ANKIETA DLA UCZNIÓW

Ankieta jest anonimowa

Drodzy uczniowie!
Zwracam się do Was z prośbą o wypełnienie poniższej ankiety. Celem ankiety jest
poznanie sposobów, które wybieracie do nauki słownictwa z języka angielskiego. Uzyskane
informacje pomogą określić, jakie metody preferujecie, a co za tym idzie ulepszyć
efektywności nauczania oraz uczenia się .

1. W jaki sposób uczysz się słówek:

a) grupuję je tematycznie ( np. części ciała, owoce, warzywa)
b) kojarzę z historyjką lub obrazkiem
c) wykorzystuje słówek w pracy pisemnej

2. Przy kojarzeniu słówek, co najczęściej stosujesz:

a) skojarzę słówka z obrazkiem
b) używam nowych słówek w dialogu, opowiadaniu
c) układam krótką rymowankę z nowymi słówkami
d) tworzę mapkę tematyczną

3. Jak często powtarzasz słówka?

a) każdego dnia
b) dwa razy w tygodniu
c) trzy razy w tygodniu
d) w ogóle

4. Jak starasz się zapamiętać słowa:

a) powtarzam systematycznie np. codziennie
b) odgrywam krótką scenkę lub robię projekt

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5. W jaki sposób ćwiczysz słownictwo:

a) powtarzam, aż do skutku
b) ćwiczę wymowę i pisownie
c) układam krótki dialog ze słówkami
d) piszę krótki esej, w którym używam zwrotów rutynowych, np. In my opinion
e) układam dialog np. rozmowa w sklepie spożywczym

6. W jaki sposób otrzymujesz i przesyłasz informacje:

a) oglądam film, bajki po angielsku z polskimi napisami
b) czytam bajki, historyjki w języku angielskim

7. W jaki sposób analizujesz słówka

a) staram się domyśleć znaczenia z kontekstu
b) zaglądam do słownika
c) uogólniam niektóre słowa
d) porównuje słówka angielskie z polskimi

8. W jaki sposób organizujesz swoją wiedzę:

a) robię sobie notatki
b) robię powtórzenia
c) podkreślam w tekście ważne informacje

9. W jaki sposób zgadujesz znaczenie słówek:

a) wykorzystuje wskazówki językowe (dane przez nauczyciela)
b) zgaduje, domyślam się patrząc na obrazki

10. W jaki sposób poradzisz sobie, jeśli nie znasz słowa bądź zwrotu a musisz napisać
wiadomość bądź przeprowadzić rozmowę w języku angielskim:
a) mówię po polsku
b) pytam nauczyciela, koleżankę, kolegę
c) używam gestów
d) unikam rozmowy
e) wybieram inny temat
f) dostosowuje tekst do własnej wiedzy
g) tworzę nowe słowa
h) używam wyrazu podobnego

References

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( Received 20 January 2015; accepted 15 February 2015 )

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