Improving english as a foreign language learners' vocabulary skills through "deep processing" strategy

Abstract

Deep word learning strategies embody systematic methods crafted to support students in navigating unfamiliar words. In contrast to surface-level memorization, the deep word learning process involves actively engaging with words, establishing meaningful connections to existing knowledge, and integrating them into a broader contextual framework. This educational approach transcends rote memorization, encouraging learners to grasp the subtleties, associations, and usage intricacies of words. Its significance is particularly pronounced for individuals undertaking the acquisition of English as a second or foreign language (ESL/EFL). The inherent challenge of memorizing the entirety of vocabulary in the target language, coupled with the disruptive impact of frequent dictionary use on the natural flow of understanding, underscores the value of deep word learning strategies. When ESL/EFL learners encounter unfamiliar vocabulary while developing vocabulary skills, they commonly deploy diverse strategies, including disregarding the word, consulting a dictionary, seeking guidance from teachers, utilizing word components (roots, prefixes, or suffixes), or deducing the word's meaning from contextual cues. The acquisition of the latter two strategies is deemed pivotal for students to proficiently manage unfamiliar words that pose obstacles to building a robust vocabulary.