Lexical Processing Strategy Use and Vocabulary Performance of Primary School Learners Towards Semantics-Oriented Language Learning Intervention

Abstract

In the context of primary education, vocabulary development serves a fundamental pillar for reading comprehension, effective communication, and long-term academic success. This study examines the lexical processing strategies employed by Grade 6 learners and their vocabulary performance in selected public elementary schools in Roxas, Isabela, Philippines. The research employed descriptive-correlational design in determining the profile of the learners, their lexical processing strategy uses in initial discovering of words and consolidating new word forms and meanings, and their vocabulary performance. The methodology involved administering a teacher-made vocabulary performance test aligned with Grade 6 English curriculum standards, and an adapted Schmitt Vocabulary Learning Strategies Survey. Data were collected from Grade 6 learners from across four selected elementary schools using stratified sampling to ensure accurate representation. Findings of the study revealed that the respondents exhibited average to low level vocabulary performance, with limited depth in their vocabulary knowledge. The learners utilized a range of lexical processing strategy uses in discovering and consolidating new word forms and meanings, with varying frequencies across different specified strategies. Findings underscore the importance for targeted semantics-oriented language learning interventions. In conclusion, this study contributes to addressing the gap in lexical processing strategy use and vocabulary performance among primary school learners in ESL contexts. Through identifying the lexical processing strategy use and vocabulary performance of Grade 6 learners, the study provides a basis for designing semantics-based activities such as concept mapping, semantic feature analysis, thematic clustering, contextual inference training, and multi-modal meaning making tasks. These interventions are expected to enhance vocabulary development and support teachers in delivering more effective instructions for young learners.