Students Difficulties

in Learning English
Vocabulary

 Full name :OUMAIMA BENDAOUD

 Student ID : 15001790
 Course : Research paper
 Supervisor : Prof. MALIKA JMILA

Semester: Spring 2018

 Review of literature

1. The definition of vocabulary

Vocabulary is an important aspect in any language. It
is a component of language proficiency. To master a
language, a learner should master the vocabulary of that
language. In other words, for the learner to convey
meanings and use a language, it is necessary to have
knowledge about vocabulary of that language.
Vocabulary is defined in various ways. Experts have
proposed some terms about vocabulary. Hatch and Brown
(1995, p.1) define vocabulary as “a list or set of words for
a particular language, or a list or set of words that
individual speakers of language might use”. Hatch and
brown also state that the only system involved of
alphabetical order is vocabulary. In addition, Brown
(2001, p.377) views vocabulary items as a heavy list of
words that all students must define and memorize, lexical
forms which are focal in contextualized, meaningful
language.
In Webster Dictionary (1985, p.1073), vocabulary is
defined as a set or group of words that are usually
alphabetically ordered and explained or lexicon. While
 according to the Cambridge Advanced Learner’s
Dictionary, a noun “vocabulary” has two definitions:
1. All the words known and used by a particular
person.
2. All the words which exist in a particular language
or subject.
Laufer (1997, p.54) states that vocabulary learning is
at the core of language learning and language use. In fact,
it is what makes the essence of a language. Without
vocabularies, speakers cannot express or convey the
meaning, and communicate with each other in a particular
language.
Vocabulary is an important aspect in teaching
language, as stated by Edward (1997, p.149),
“Vocabulary is one of the important factors in all
language teaching; students must continually learn words
as they learn structure and as they practice sound system”.
In addition, Linse (2005, p.121) states that the collection
of words that an individual knows is what called
vocabulary. Furthermore, defining the words that students
regarded to be part of vocabularies such as: meaning,
spoken/written forms, collocations, connotations,
grammatical behavior, etc. (Linse, 2005, p.121).
 Vocabulary is a significant component, which
students have to well-master in their process of learning
English. Nation in Schmitt (2005, p.5) proposes a list of
the different types of knowledge that a learner of a second
language L2 must master in order to know a word: the
meaning of the word, the written form of the word, the
grammatical behavior of the word, the collocations of the
word, the register of the word, the association of the
word, and the frequency of the word. Besides, McCarthy
(1990, p.140) states that for meaningful communication to
occur, the learner must have a sufficient knowledge of
words that enables him/her to express a wider range of
meanings. Those definitions show that vocabulary is the
first element that the English learners should learn in
order to master English well besides the other English
components and skills.
2. The importance of learning
vocabulary
Knowledge of vocabulary is often seen as a crucial
implement for L2 learners because a limited vocabulary in
a second language obstructs effective and succeeded
communication. Underscoring the importance of
vocabulary learning, Schmitt (2000, p.55) emphasizes that
“lexical knowledge is central to communicative
competence and to the acquisition of a second language”.
Nation (2001) further describes the relationship
separating vocabulary knowledge and language use as
complementary: knowledge of vocabulary enables
language use and, conversely, language use leads to an
increase in vocabulary knowledge.
Vocabulary knowledge helps students with language
comprehension. Widdowson (1989), McKeon (2002) hold
the argument that vocabulary knowledge is at the heart of
a language comprehension and use. Additionally, Barra
(1995) suggest that to comprehend a text successfully,
students need to have an adequate knowledge of word.
Furthermore, Nation (2001) states that it is needful to
readers to know at least 97% of the vocabulary in a text
for an appropriate understanding of it.
Vocabulary also helps students with language
production. Hubbard (1983) claim that the more words a
student knows the more precisely that students can
express the exact meaning he/she wants to. Likewise,
Cardenes (2001) illustrates that the vocabulary is used to
determine the proficiency a student has in oral context.
 Accordingly to Stahl and Nagy (2006), vocabulary
knowledge involves all the words we know and use in
listening and speaking as well as reading and writing. On
the importance of the role of Vocabulary in real life, Stahl
(1999) noted that our vocabulary knowledge affects how
we comprehend texts; how we define ourselves for others
and how we define the way we see the world. Second
language learners are typically aware of the notability of
vocabulary knowledge; hence, they know that having
limitations in their vocabulary knowledge can
significantly influence their communication skills in view
of the fact that vocabulary items include fundamental
information they wish to realize and express (Nation,
2001).
Nation (2001), Read (2000), Schmitt (2008) note that
learners must have a large number of vocabulary items;
but more importantly, they have to acquire a great amount
of knowledge of each word, so that they can communicate
well with them. We usually consider a word learned if the
spoken/written form and its meaning are learned (Schmitt,
2008).
Researchers such as Laufer and Nation (1999), Maxim
(2000), Read (2000), Gu (2003), Marion (2008) and
Nation (2011) have realized that the acquisition of
vocabulary is all-important for successful second
language use, and plays a key role in the formation of
complete spoken and written texts. Furthermore, Rivers
and Nunan (1991) argue that the acquisition of an
adequate vocabulary is vital for effectual second language
use because without an extensive vocabulary, the students
will lack the ingenuity of using the structures and
functions they may have learned for comprehensible
communication. In addition, Tozcu and Coady (2004,
p.473) point out that learning vocabulary is an important
aspect of both second language acquisition and academic
achievement, and is crucial to reading comprehension and
proficiency, to which it is closely linked.
3. Issues in vocabulary learning
Vocabulary system is perceived to be a cause of
difficulty by L2 learners. The lack of vocabulary is
reported to be the largest obstacle for L2 learners to
overcome. A possible reason is that, unlike syntax and
phonology, vocabulary do not have rules the learners may
follow to acquire and develop their knowledge. In other
words, it is not clear in L2 vocabulary learning what rules
to apply or which vocabulary items should be learned
first. Oxford (1990) claims that vocabulary is: “by far the
most sizeable and unmanageable component in the
learning of any language, whether a foreign or one’s
mother tongue, because of tens of thousands of different
meanings”. In addition, Krashen, (as cited in Lewis, 1993,
p.25), “when students travel, they don’t carry grammar
books, they carry dictionaries”. This idea is consistent
with that of Wilkins (1972, p.97) who indicate that “There
is not much value in being able to produce grammatical
sentences if one has not got the vocabulary that is needed
to convey what one wishes to say … While without
grammar very little can be conveyed, without vocabulary
nothing can be conveyed”.
Learning vocabulary of foreign or second language
presents the learner with several challenges. As stated in
Harmer (2002, p.2), the challenges are making the correct
connections, understanding the foreign language, between
the form and the meaning of words, and discriminating
the meaning of closely related words.
Thornbury (2004, p.27) proposes some factors that
make some words more difficult as follows:
a. Pronunciation
Research shows that words that are difficult to pronounce
are more difficult to learn.
b. Spelling
Sounds spelling are likely to be the cause of errors, either
of pronunciation or spelling, and can contribute to a
word’s difficulty. Words that contain silent letters are
particularly problematic: foreign, listen, headache,
climbing, honest, muscle, etc.
c. Length and complexity
Long words seem to be more difficult to learn than shot
ones.
d. Grammar
The grammar associated with the word is also
problematic, especially if it differs from that of its L1
equivalent.
e. Meaning
There are some pairs of words that overlap in meaning.
So that learners are likely to confuse them. For example,
make and do.
f. Range and connotation
Words that can be used in a wide range of contexts will
generally be perceived as easier than their synonyms with
a narrower range. Besides that the connotations of some
words may cause problems too.

METHODOLOGY

Statement of the problem

The problem of this research is the difficulties learners
face while learning English as a foreign or second
language in Kenitra.
Aim of the study
The aim of this study is to discover students’
difficulties that influence their ability to reaching
proficiency in the four major skills of English: speaking,
listening, reading, and writing.
The results will provide us with a better
understanding of the challenges that obstruct and prevent
students from improving their skills in English learning,
in spite of the good overall planning, qualified teachers,
and integrated textbooks, etc.
 Research questions

 What are the obstacles faced by L2 learners during

the process of learning English vocabulary?
 What are the best ways to develop vocabulary of
English as a second language by learners?

Hypothesis of the research

Students face difficulties in learning vocabulary because
they do not read.
The design of the study
The research used a descriptive qualitative method
implementing characteristics of a case study in which the
students’ difficulties and factors causing difficulties in
learning English vocabulary were investigated. The study
is carried out at University IbnTofail in Kenitra city
during the spring semester period in the academic year of
2017/2018.

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