Abstract:

The study aims at investigating what memory strategies for learning vocabulary are favoured by the language learners enrolled in the higher levels of the Foundation Program at an Omani university. At the same time, it explores the teachers’ perceptions of their students’ preference for different memory strategies.

The study aims at answering two research questions:
1) What are the most common vocabulary learning memory strategies used by the target group? and
2) What are the target group’s teachers perceptions with regard to research question no.1?

Through two research instruments, a questionnaire for the teachers and an adapted similar survey for the students, the data are collected, analyzed and discussed in relation to a number of possible parametres of the content analysis, such as traditional/personal habit, autonomous vs. imposed tasks, previous vocabulary learning experience, Omani educational/cultural background, attitude to learning in general and soft skills abilities. The findings will be discussed and complemented by reflections on vocabulary teaching approach, methods, materials and assessment items involved in the program curriculum. The study is concluded with recommendations for future research and analysis.

Keywords:

Memory strategies, vocabulary learning, Omani students.