Vocabulary comprehension of advanced ESL learners in academic reading: A collective case study

Abstract

This study explored ESL speakers' vocabulary comprehension of unfamiliar words. The researcher examined the ways the participants dealt with unfamiliar vocabulary, factors that influenced their vocabulary comprehension strategies, and word retention rates. For data collection, the participants' vocabulary sizes were measured. Also, they were asked to record unfamiliar words that they encountered. Two interviews were also carried out. Finally, a vocabulary achievement test was given. The findings may help ESL practitioners more effectively facilitate the second language vocabulary development of their students. First, practitioners should be more aware of individual learner differences and similarities in vocabulary comprehension approaches. Second, they can guide their learners to be aware of the benefits of thematically related extensive reading in vocabulary learning. Consciousness-raising about the importance of vocabulary knowledge in text comprehension will increase learner attention to unknown words in text comprehension. Finally, practitioners can guide their learners to be aware of their own learning strategies.