A Review on the role of Vocabulary Learning Strategies and Elementary Female Learner’s Foreign Language Anxiety

Language learning strategies are mostly believed to be beneficial either practically or theoretically. According to Oxford (1990), these strategies can make learning easier, faster, more enjoyable, self-directed, effective, and transferable to new situations. That’s why both teachers and practitioners are eagerly interested investigating them. More ever, among different effective factors that influence the procedure of language learning, anxiety is highly considered. Maclntyre and Gardner (1994) defined language anxiety as the feeling of tension and apprehension specifically associated with second language contexts, including speaking, listening, and learning (p.284). This study aims to shed light on the importance of the most frequently used Vocabulary Learning Strategies as well as the role of elementary female learners’ anxiety. English language learners of elementary level participated in this study. They were twenty, 8 to 12 year old female students learning English as a foreign language in institutions. . Horwitz and Cope’s (1986) Foreign Language Classroom Anxiety Scale (FLACS), applied to the subjects to determine their level foreign language anxiety . The second one employed by Jones (2006) which was adopted from other researchers. The questionnaire consisted of 41 items related to the students’ approach to vocabulary learning . The results ofthe questionnaires were analyzed quantitatively using SPSS. The study ‘ aim is to find out if teaching strategies to the students would have an impact on their ability to acquire vocabulary. The study results also show that the improvement is very significant. It is also noted that successful learners are more proficient users of vocabulary learning strategies which in turns lead to low level or disappearance of anxiety.

کلیدواژه ها:

Vocabulary Learning Strategies ، Foreign Language Anxiety