Vocabulary Knowledge and Learning Strategies of Senior High School Students

Vocabulary knowledge is crucial in the understanding of a material and in the development of the macro-skills, most especially reading. When reading, a person may overestimate or underestimate his/ her vocabulary knowledge, thinking that she/ he knows the meaning of words in the text. Also, to repair the lack of knowledge of a word in the text and to ensure comprehension, she/ he may use vocabulary-learning strategies (VLS). This basic qualitative study aimed to identify and compare the presumed vocabulary knowledge and actual vocabulary knowledge and the VLS of grade 12 students of Angeles City, Philippines. To answer research questions, the researchers used an expository reading text, a semi-structured interview guide, and a researcher-made vocabulary test as instruments. They also utilized descriptive statistics and inductive and thematic analysis of qualitative data. Findings of this study reveal that the participants' presumed vocabulary knowledge ranges from 57% to 97% of the self-reported unfamiliar words while their actual vocabulary knowledge ranges from 50% to 91%, which presumed vocabulary knowledge is higher than actual vocabulary knowledge, and that participants use eight VLS classified into themes. These results imply the need to enhance the curriculum, specifically on vocabulary, to facilitate learning of strategies and to provide more practice of the VLS through reading.