(Bolu Abant İzzet Baysal Üniversitesi, Yabancı Diller Yüksekokulu, İngilizce Mütercim Tercümanlık Bölümü)
Yıl: 2020Cilt: 0Sayı: 19ISSN: 2148-7782 / 2148-9599Sayfa Aralığı: 597 - 613İngilizce

26 0
The relationship between morphological mastery and vocabulary learning strategies of Turkish EFL learners
The main purpose of this study is to investigate the most or the least preferred vocabulary learning strategies (VLS) by Turkish EFL learners and to examine the relationship between morphological mastery and VLS. The participants of the study consist of 102 Translation and Interpreting department students at a state university in Turkey. The measurement tools used in the study are Vocabulary Size Test (VST) (Nation, 2001) and Vocabulary Learning Strategies Questionnaire (VLSQ) (Gu, 2018). Before the questionnaire, VST was administered to the students to determine the vocabulary size levels of them. After the test, students were asked to answer the 5-point Likert type VLSQ. The results of the study were analyzed by SPSS programme using one-way ANOVA. According to the results, the most commonly used strategies by Turkish EFL learners in vocabulary learning are guessing and dictionary strategies. The least frequently used strategies are the use of word lists and visual repetition strategies in the rehearsal category. The results obtained from students who are classified as low, medium and high-level vocabulary size, show that the most frequently used strategies of high level students are selective attention, guessing strategies, dictionary strategies, notebook usage and note-taking (deciding what information goes into notes). In addition, while the vast majority of students think that it is necessary to learn words through use, they believe that memorization does not play an important role in vocabulary learning. This study tends to help English learners who have difficulty in choosing vocabulary learning strategies to get morphological mastery and to lead EFL teachers by showing the advantages of using different strategies for students.
DergiAraştırma MakalesiErişime Açık
  • Balıdede, F., & Lokmacıoğlu, S. (2014). Undergraduate EFL students’ preferences of vocabulary learning strategies depending on language achievement and proficiency level. Kara Harp Okulu Bilim Dergisi Science Journal of Turkish Military Academy, 24 (2), 1-19.
  • Baskin, S., Iscan, A., Karagoz, B., & Birol, G. (2017). The use of vocabulary learning strategies in teaching Turkish as a second language. Journal of education and practice, 8 (9), 126-134.
  • Bolinger, D. (1976). Meaning and memory. Forum Linguisticum I, 1-14.
  • Chomsky, N. (1995). The Minimalist Program. Cambridge, Mass: MIT Press.
  • Croft, W. (2001). Radical Construction Grammar: Syntactic Theory in Typological Perspective. Oxford: Oxford University Press.
  • Croft, W. and Cruse, D. A. (2004). Cognitive Linguistics. Cambridge: Cambridge University Press.
  • Evert, S. (2008). Corpora and collocations. An International Handbook, in Corpus Linguistics. Article 58. A. Lüdeling and M. Kytö (Eds.), Mouton de Gruyter, Berlin.
  • Fillmore, L. W. (1979). Individual Differences in Second Language Acquisition. In Individual Differences in Language Ability and Language Behavior (pp. 203-228).
  • Gu, P. Y. (2018). Validation of an online questionnaire of vocabulary learning strategies for ESL learners. Studies in Second Language Learning and Teaching, 8(2), 325-350.
  • Gu, Y. (2010). Learning strategies for vocabulary development. Reflections on English Language Teaching, 9(2), 105-118.
  • Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language learning, 46(4), 643-679.
  • Harwood, N. (2002). Taking a lexical appraoch to teaching: principles and problems. International Journal of Applied Linguistics, 12 (2), 139-155.
  • Hoey, M. (2005). Lexical priming: A new theory of words and language. Psychology Press.
  • Hudson, R. (1994). Word grammar. Oxford: Basil Blackwell.
  • Hymes, D. H. (1962). The ethnography of speaking. The Hague: Mouton.
  • Kocaman, O., Yildiz, M., & Kamaz, B. (2018). Use of vocabulary learning strategies in Turkish as a foreign language context. International Journal of Psychology and Educational Studies, 5(2), 54-63.
  • Langacker, R. W. (1991). Foundations of cognitive grammar: Descriptive application. Stanford: Stanford University Press.
  • Langacker, R.W. (1987). Foundations of cognitive grammar: Theoretical prerequisites. Stanford, California: Stanford University Press.
  • Lawson, M. J., & Hogben, D. (1996). The vocabulary‐learning strategies of foreign‐language students. Language learning, 46(1), 101-135.
  • Lewis, M. (1998). Implementing the lexical approach: Putting theory into practice. Hove: Language Teaching Publications.
  • Lewis, M. (2000). Learning in the lexical approach. Teaching Collocation. M. Lewis (Ed.) in Further Developments in the Lexical Approach. (p.173), England: Language Teaching Publication.
  • Mehrabian, N., & Salehi, H. (2019). The effects of using diverse vocabulary learning strategies on word mastery: a review. Journal of Applied Studies in Language, 3(1), 100-114.
  • Memis, M. R. (2018). The relationship between vocabulary learning strategies and vocabulary of learners of Turkish as foreign or second language. Educational Policy Analysis and Strategic Research, 13(4), 164-185.
  • Mokhtar, A. A., Rawian, R. M., Yahaya, M. F., Abdullah, A., & Mohamed, A. R. (2017). Vocabulary learning strategies of adult ESL learners. The English Teacher, XXXVIII: 133-145.
  • Nation, I. S. (2001). Learning vocabulary in another language. Ernst Klett Sprachen.
  • Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
  • Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds), Vocabulary: Description, acquisition, and pedagogy (pp. 199-227). Cambridge, UK: CUP.
  • Schmitt, N. (2000). Vocabulary in language teaching. Ernst Klett Sprachen.
  • Stoffer, I. (1995). University foreign language students’ choice of vocabulary learning strategies as related to individual difference variables. Unpublished doctoral dissertation, University of Alabama, USA.
  • Yilmaz, V. G. (2017). The role of gender and discipline in vocabulary learning strategy use of Turkish Graduate EFL learners. International Journal of Innovation and Research in Educational Sciences, 4(1), 2349-5219.

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © 2019 Tüm Hakları Saklıdır.