Browsing by Subject "Vocabulary learning strategies"
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Item Open Access Effects of instruction in vocabulary learning strategies(Bilkent University, 2006) Tezgiden, S. YaseminThis study investigated the effects of vocabulary learning strategy instruction on learners’ reported strategy use and their perceptions of usefulness. It also sought to find out the learner and teacher attitudes towards strategy instruction. This study was conducted with the participation of one pre-intermediate English preparation class at Afyon Kocatepe University, School of Foreign Languages and their teacher. The three-week strategy instruction was given by the classroom teacher according to the lesson plans developed by the researcher. The data were collected through classroom observation, vocabulary learning strategies questionnaires, learner and teacher interviews and learning diaries. The analyses of the quantitative and qualitative data revealed that the strategy instruction had a positive impact on strategy use, but it failed to create a significant increase in learner perceptions of usefulness. However, both learner and teacher attitudes were positive towards strategy instruction. This study implied that instruction in vocabulary learning strategies may have a role to play in the university level Turkish EFL context, as it may contribute to the learner independence by encouraging students to reflect on their own learning process.Item Open Access A survey on the use of vocabulary learning strategies of high school students(Bilkent University, 2019-06) Derici, ElifThis study investigates the vocabulary learning strategies (VLSs) employed by 556 high school students to identify the most and least frequently used discovery and consolidation strategies. The study further investigates whether there is any difference between VLSs used with respect to gender, grade level, school type and age. To these ends, the researcher collected data through an adapted version of Schmitt‟s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ) administering it in different types of schools, Anatolian high school, Private high school and Science high school. The researcher analyzed both discovery and consolidation strategies, including their sub-categories descriptively. The researcher also analyzed the collected data inferentially with reference to gender, grade level, school type and age. The analysis of the data yielded significant results.Item Open Access Turkish EFL learners' awareness and use of English morphology in guessing the meanings of unknown words from context : a case study(Bilkent University, 2008) Akkan, HakanThis study investigated Turkish university preparatory school EFL learners’ awareness and use of English affixes as a knowledge source in guessing the meanings of unknown words in written contexts. In addition, this study also examined Turkish learners’ use of prefixes and suffixes separately. The study was conducted with the participation of 10 pre-intermediate students at the English Language Preparatory School of Gaziosmanpaşa University. The data was gathered through think aloud procedures. The participants were asked to read a reading passage and try to infer the meanings of 13 target words that included prefixes, suffixes, or both. The participants were tape-recorded during the think aloud procedures. The tape recordings were transcribed in order to provide the data. The data analysis involved reading and rereading of the tape scripts. Then, knowledge sources were identified and classified, and the participants’ successful and unsuccessful used of English morphology was examined. This study implies that English affixes are effective knowledge sources in determining the meanings of unknown words. Thus, EFL teachers should teach students strategies about how to use English prefixes and suffixes in inferring the meanings of unknown words in context.