The present study reports on an action research study that explores the implications of applying three vocabulary strategies: word cards, association with pictures, and association with a topic through fables in the acquisition of new vocabulary in a group of EFL low-level proficiency teenagers in a public school in Espinal, Tolima, Colombia. The participants had never used vocabulary strategies before and struggled to memorize and recall words. Two types of questionnaires, a researcher’s journal, and vocabulary tests were the instruments used to gather data. The results showed that these strategies were effective to expand the range of words progressively and improve the ability to recall them. The study also found that these strategies involve cognitive and affective factors that can affect students’ perception about the strategies and their use. The implementation of the strategies highlighted the need to train teachers and learners in strategies intended to teach and learn vocabulary and to include them in the English language program in any school.

中文翻译：

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通过三种记忆策略习得词汇

本研究报告了一项行动研究，该研究探讨了应用三种词汇策略的含义：单词卡，与图片的关联以及通过寓言通过寓言与英语中的一组英语水平较低的青少年学习新词汇的关联。哥伦比亚托利马市Espinal的一所公立学校。参与者以前从未使用过词汇策略，并且努力地记忆和回忆单词。两种类型的问卷，研究人员的日记和词汇测试是用于收集数据的工具。结果表明，这些策略可有效地逐步扩大单词的范围并提高其回忆能力。研究还发现，这些策略涉及认知和情感因素，可能会影响学生对策略及其使用的认知。