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dc.contributor.authorİstifçi, İ.
dc.contributor.authorPeker, Hilal
dc.date.accessioned2021-03-10T06:01:42Z
dc.date.available2021-03-10T06:01:42Z
dc.date.issued2018
dc.identifier.issn2168-9474
dc.identifier.urihttp://hdl.handle.net/11693/75904
dc.description.abstractThe purpose of this study was to investigate vocabulary learning strategies (VLSs) of pre-service English language teachers in a foreign language teaching context. The data were collected during Fall 2016 semester from 34 second-year and 54 third-year undergraduate students studying English Language Teaching (ELT) at the College of Education of a state university in Turkey. The instrument used to collect the data was a 5-point Likert-Scale survey adapted by Riankamol (2008) from the Taxonomy of Vocabulary Learning Strategies developed by Schmitt (1997). The main purpose of the study was to identify mostly preferred VLS categories (Cognitive, Memory, Metacognitive, Determination and Social) by second and third year pre-service teachers in ELT programs and to examine if there are any differences between the second and third year pre-service teachers in terms of the specific VLSs they use. Further, semi-structured interviews were also conducted with 20 students to triangulate the quantitative data with the qualitative data on pre-service teachers’ beliefs and attitudes about VLSs. The results indicated some similarities and differences between the two groups of students. Implications highlight the importance of teaching VLSs to pre-service English teachers.en_US
dc.language.isoEnglishen_US
dc.source.titleInternational Journal of TESOL and Learningen_US
dc.titleExploring the perceptions of pre-service english teachers on vocabulary learning strategies in a foreign language teaching contexten_US
dc.typeArticleen_US
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.citation.volumeNumber7en_US
dc.citation.issueNumber3-4en_US
dc.publisherUntested Ideas Research Centeren_US
dc.contributor.bilkentauthorPeker, Hilal


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