Figurative Language Strategies to Improve Vocabulary in Ninth Grade Students at República del Ecuador High School

Abstract

Vocabulary acquisition is an important part of learning English as a foreign language due to books usually emphasize new words in their content. Vocabulary instruction goes beyond learning words moreover, it is the basis for connecting knowledge with experiences, feelings, emotions, and ideas to obtain a meaning. There are a variety of strategies to improve vocabulary including figurative language strategies. Figurative language strategies belong to cognitive strategies that highlight the significance of cognitive processes to achieve meaningful knowledge in language learning. In this way, this research was focused on the development of strategies based on figurative language to improve vocabulary among ninth-grade students at República del Ecuador High School. This research employed a mixed approach to obtain qualitative and quantitative data from teachers and students about teaching vocabulary strategies, students’ skills preferences, and the application of figurative language strategies. Moreover, this research used the interview and the survey as a tool for gathering information from the participants, they were directed to teachers and students, respectively. Consequently, teachers suggested that selecting an appropriate vocabulary, using target vocabulary, associating vocabulary with previous knowledge, and focusing on meaning, form, and use are fundamental aspects of teaching vocabulary. As well as students expressed that listening and writing are the preferred skills to develop vocabulary in English classes. Overall, the didactic guide was developed using figurative language strategies emphasizing activities that focus on students’ experiences directing to meaningful learning.