ABSTRACT
This study is an overture to setting the background in word learning through appreciative inquiry by proficient second language readers. It will give authentic feedback which is held necessary in setting the stage of vocabulary learning in a particular grade level from a specific learning environment. In this sense, the proficient readers identified that they have a specific vocabulary processing strategies that are effective in unlocking word meanings. Also, the best practices identified were utilized in setting literacy targets for non-proficient readers. Phenomenological research applying appreciative inquiry was utilized. The researcher utilized TAP or Think-Aloud Protocols to gather actual transcripts from the research participants. These responses were transcribed to deduced research themes significant in developing vocabulary processing patterns. Themes such as proficient L2 readers are efficient in processing content area vocabulary, L2 readers utilized techniques appealing to their schema, L2 readers are aware of the miscues they encounter when unlocking words. The non-proficient readers responded positively on the processing strategies deduced. Though they are not quick in processing vocabulary, the learning guideline was identified as successful by the non-proficient readers. The research does not evaluate the learning performance of the learners. The research is an overture to the shared learning in vocabulary development of proficient and non-proficient readers.
Keywords: Vocabulary Learning Scheme, Processing of Content Area Words, Proficient L2 Readers
see PDF attachment for more information