Exploring an Effective Vocabulary Learning Technique for Tibetan English Language Learners in Tibet Autonomous Region: A Case Study Conducted in Qinghai Province, China

  •  Qingzeng Zhuoma    


English Language in China is learned as a compulsory school subject and a testing course in the College Entrance Examination (Gaokao/CEE). English language education in Tibet Autonomous Region (TAR) in Qinghai Province, China, is not an exception. Therefore, effective English language learning techniques are in great demand by Tibetan English Language Learners (TELLs) in TAR. Even though lots of research on English language learning and teaching has been conducted in China, very few studies have focused on English education in TAR which is a specific educational context. In particular, little research has been done to examine the specific learning techniques on a single English language component in such a multilingual context. That being the case, research on teaching approaches and learning methods for Tibetan students is crucial. Briefly introducing the English language learning situation in Hainan Tibet Autonomous Prefecture (HTAP), this paper aimed to discover an effective vocabulary learning technique for Tibetan students with the help of 80 participants from an ethnic Tibetan high school. The questionnaire results showed that Tibetan students favored rote memorization and contextual-based vocabulary techniques. The comparison of the pre-test and post-test results demonstrated that contextualizing technique effectively enriched students' lexical resources more than the rote-amortization technique. From what was discovered, relevant pedagogical implications are suggested for both TELLs and L2 teachers.

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