Citation:Nirmani, W.A.S. and Maithripala, W.G.S. (2019). A Study into the Attitude of L2 Learners towards Vocabulary Learning, International Postgraduate Research Conference 2019, Faculty of Graduate Studies, University of Kelaniya, Sri Lanka. P. 132
Date:2019
Abstract:
Vocabulary learning is of paramount importance in the process of second language learning. Learning vocabulary helps the learner to enhance the competence and knowledge in English language. Thus it is very much essential for the teachers as well as the learners to understand the importance of vocabulary learning in the second language classroom in order to develop in their language skills as their attitude towards vocabulary learning will determine the effort the learners put forth to acquire new vocabulary. The present study explores the attitudes of L2 learners in the tertiary level towards the importance of vocabulary in learning English. It investigates the differences of attitude of 52 participants who are in the Basic level of English proficiency in the first year of the Faculty of Arts. A structured questionnaire was used to collect data which consists of two sections: Part A is comprised of 6 questions on the participant’s demographic data when Part B contains 7 close-ended statements on the attitude of the students towards the importance given to vocabulary in learning English. The study used descriptive analysis by using IBM SPSS 20 software. The results of the study revealed that the majority of the students have admitted that they can understand the sentences which are even grammatically wrong as they place importance in the vocabulary rather than in the accuracy of the sentence. Moreover they have placed more importance in expressive vocabulary which includes speaking and writing skills than on the receptive vocabulary that consists of reading and listening skills. In conclusion, the students showed a positive attitude towards the importance of vocabulary in English language learning. The findings of the present study conclude with the pedagogical implications that instructors can design vocabulary activities targeting expressive vocabulary to promote positive attitude in vocabulary acquisition and thus boost learners’ interest in the study of second language
