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Year 2014, Volume: 18 Issue: 3, 217 - 231, 23.03.2015

Özkan Kırmızı Nihal Topçu

Abstract

This study aims to find out the frequency of the use of foreign language vocabulary learning strategies employed by Turkish EFL students at Karabuk University. The second aim of the study is to investigate the connection between the frequency of vocabulary learning strategies and field of study, achievement and student status i.e. regular or evening students. In the article, a Vocabulary Learning Strategy (VLS) questionnaire, which is an adapted version proposed by Gu & Johnson (1996), was administered to 158 Turkish EFL students. The data were analyzed through SPSS (Statistical Package for the Social Sciences). Descriptive, correlation and regression analyses were implemented in order to answer the research questions. The results indicated that the participants had a moderate level of vocabulary learning strategies. Statistically significant differences were observed among the participants from different fields in terms of top-down strategies, note taking strategies, repetition strategies, activation strategies, and anxiety level. The results indicated that regular and evening students differed in terms of topdown strategies, dictionary strategies, memory/ repetition strategies, and activation strategies. Finally, selective attention, using linguistic clues, and anxiety were found to be important predictors of academic success

Keywords

vocabulary learning strategies Turkish EFL students learning a foreign language vocabulary learning

References

  • Albrechtsen, D., Haastrup, K., & Henriksen, B. (2008). Vocabulary and writing in a first and second language: Processes and development. New York: Palgrave Macmillan
  • Alderson, J.C. (2005). Diagnosing foreign language proficiency. London: Continuum.
  • Ahmed, M.O. (1989). Vocabulary Learning Strategies. In P. Meara (Ed.) Beyond Words. British Association for Applied Linguistics.P.3-14.
  • Amirian, S.M.R., Heshmatifar, Z (2013). “A survey on vocabulary learning strategies: A case of Iranian EFL university students”. Journal of Language Teaching and Research, 4(3), pp. 636-641
  • Arjomand, M., &Sharififar, M. (2011). “The most and least frequently used vocabulary learning strategies among Iranian EFL freshman students and its relationship to gender”. Iranian EFL Journal, 7(1), 90-100.
  • Asgari, A., & Mustapha, B. G. (2011). “The type of vocabulary learning strategies used by ESL students in University Putra Malaysia”. English Language Teaching, 4(2), 84-90.
  • Bernardo, A. S. & Gonzales, T. H. (2009). “Vocabulary Learning Strategies of Filipino College Students across Five Disciplines”. TESOL Journal, 1, 17-27.
  • Boonkongsaen, N.,andIntaraprasert, C. (2014). “Use of English Vocabulary Learning Strategies by Thai Tertiary-Level Students in Relation to Fields of Study and Language-Learning Experiences”. English Language Teaching; Vol. 7(5), 59-70.
  • Cengizhan, L. (2011). “Vocabulary Learning Strategies: A Case of Edirne Anatolian High School”. Procedia Social and Behavioral Sciences. 15, p.1870-1874.
  • Çelik, S., & Toptaş, V. (2010). “Vocabulary learning strategy use of Turkish EFL learners”. Procedia Social and Behavioral Sciences, 3, 62-71,
  • Fan, M. (2003). “Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners”. The Modern Language Journal, 87(2), 222-241.
  • Ghazal, L. (2010) “Learning vocabulary in EFL contexts through vocabulary learning strategies”. Novitas-Royal, 1(2), 84-91.
  • Gu, Y. (1994). “Vocabulary Learning Strategies of Good and Poor Chinese EFL Learners”. Educational Resources Information Centre.P.1-27.
  • Gu, Y. & Johnson, R. K. (1996). “Vocabulary Learning Strategies and Language Learning Outcomes”. Language Learning.46, p.643-697.
  • Gu, P. Y. (2002). “Vocabulary Learning in a Second Language: Person, Task, Context and Strategies”. TESL-EJ. Volume 7, Number 2, p.1-25.
  • Krashen, S.D. (1989). W”e Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis”. The Modern Language Journal. 73, p.440-464.
  • Laufer, B. (1992). How much lexis is necessary for reading comprehension? In P. J. L. Arnaud and H. e joint (Eds.). Vocabulary and applied linguistics (pp. 126– 132). London: Macmillan.
  • Laufer, B. (2003). “Vocabulary Acquisition in a Second Language: Do Learners Really Acquire Most Vocabulary by Reading? Some Empirical Evidence”. Canadian Modern Language Review, 59, p.567-587.
  • Laufer, B. and Goldstein, Z. (2004). “Testing vocabulary knowledge: Size, strength, and computer adaptiveness”. Language Learning, 54, 3: 399–436.
  • Lewis, M. (1993). “The Lexical Approach: The State of ELT and A Way Forward. (1sted.) Hove, UK”: Language Teaching Publication, p.95.
  • Marin, A. (2005). “Extraversion and the use of vocabulary learning strategies among University EFL students in Mexico”. The Modern Language Journal, 3(2), 15-33.
  • Marttinen, M. (2008). Vocabulary Learning Strategies Used by Upper Secondary School Students Studying English as a Second Language (Unpublished Master Thesis). Finland: University of Jyvaskyla.
  • Mingsakoon, P. (2002). A Comparative Study of Vocabulary Learning Strategies between MattayomSuksa Six Students in Science and Arts programs at Hunkhapittakom School, Chainat Province. (Unpublished Master Thesis). Thailand: Mahidol University.
  • McCrostie, J. (2007). “Examining Learner Vocabulary Notebooks”. ELT Journal. 61, p.246-255.
  • Nation, P. (1990). Teaching and Learning Vocabulary. Newbury House.
  • Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
  • Nation, I. S. P. (2009). Teaching ESL/ EFL Reading and Writing. New York: Routledge.
  • Nosidlak, K.M. (2013). “Vocabulary Learning Strategies of the Advanced Students”. Journal of Language Teaching and Research, Vol. 4, No. 4, pp. 655-661.
  • Peters, E., Hulstijn, J. H., Sercu, L., Lutjeharms, M. (2009). “Learning L2 German Vocabulary Through Reading: The Effect of Three Enhancement Techniques Compared”. Language Learning, 59, p.113-151.
  • Rasekh, Z.E. and Ranjbary, R. (2003). “Metacognitive strategy training for vocabulary learning”. TESL-EJ, 7(2), 1-15.
  • Sagarra, N., & Alba, M. (2006). “The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish”. Modern Language Journal, 90(2), 228-243
  • Subekti, N. B. Lawson, M. J. (2007). “Vocabulary Acquisition Strategies of Indonesian Postgraduate Students through Reading”. International Education Journal, 8(2), p.485-496.
  • Schmitt, N. Schmitt, D. R. (1993). “Identifying and Assessing Vocabulary Strategies”. Educational Resources Information Centre. Thai TESOL Bulletin. 27-33.
  • Snow, C.E. & Kim, Y. S. (2006). “Large Problem Spaces: The Challenge of Vocabulary for English Language Learners”. In R. K. Wagner, A. Muse, & K. Tannenbaum (Eds.), Vocabulary Acquisition and Its Implications for Reading Comprehension (pp. 123-139). New York: Guilford Press.
  • Stæhr, L. S. (2008). “Vocabulary size and the skills of listening, reading and writing”. Language Learning Journal, 36(2), 139-152.
  • Tılfarlıoğlu, F.F.Y, and Bozgeyik, Y. (2012). “The Relationship between Vocabulary Learning Strategies and Vocabulary Proficiency of English Language Learners”. International Journal of Applied Linguistics & English Literature, 1(2), 91-101.
  • Tsai, C., & Chang, I. (2009). “An examination of EFLvocabulary learning strategies of students at the University of Technology of Taiwan”. International Forum of Teaching and Studies, 5(2), 32-38.
  • Waldvogel, D. A. (2013). “The Relationships between Vocabulary Learning Strategies and Vocabulary Size among Adult Spanish Foreign Language Learners”. Journal of Language Teaching and Research, Vol. 4, No. 2, pp. 209-219.
  • Wei, M. (2007). “An examination of vocabulary learning of college-level learners of English in China”. The AsianEFL Journal, 9(2), 93-114.
  • Zhao, N. (2009). “An experimental study on the effects of different reading tasks on L2 vocabulary acquisition”. English Language Teaching Journal, 2(3), 69-79.

Karabük Üniversitesi’ndeki Türk EFL Öğrencilerin Kelime Öğrenme Stratejileri

Year 2014, Volume: 18 Issue: 3, 217 - 231, 23.03.2015

Özkan Kırmızı Nihal Topçu

Abstract

Bu çalışmanın amacı Karabük’te eğitim gören İngilizce öğrenen Türk öğrencilerin
Kelime Öğrenme Stratejileri kullanım sıklığını belirlemektir. Çalışmanın ikinci amacı, kelime
öğrenme stratejileri ile bölüm, başarı ve öğrenci statüsünün ilişkisini araştırmaktır. Makalede,
Gu ve Johnson’un (1996) öne sürdüğü Kelime Öğrenme Stratejileri anketi 158 İngilizce
öğrenen Türk öğrenciye uygulanmıştır. Elde edilen veriler SPSS (Statistical Package for the
Social Sciences) program kullanılarak analiz edilmiştir. Araştırma sorularına cevap verebilmek
için betimleyici, korelasyon ve regresyon analizleri uygulanmıştır. Çalışma, öğrencilerin orta
seviyede kelime öğrenme stratejisi kullandıklarını tespit etmiştir. Farklı bölümlerden katılımcılar
arasında tümevarım stratejileri, not alma stratejileri, tekrar etme stratejileri, harekete geçirme
stratejileri ve endişe seviyeleri açısından farklılıklar görülmüştür. Çalışmanın sonuçları, gündüz
ve akşam grubu öğrencilerinin tümevarım stratejileri, sözlük stratejileri, tekrar etme stratejileri
ve harekete geçirme stratejileri açısından farklılık gösterdiklerini belirtmektedir. Sonuç olarak,
seçici dikkat, dilsel ipuçlarının kullanımı ve endişe seviyesi değişkenlerinin başarının önemli
belirleyicileri olduğu bulunmuştur.

Keywords

Kelime öğrenme stratejileri İngilizce öğrenen Türk öğrenciler yabancı dil öğrenmek kelime öğrenme

References

  • Albrechtsen, D., Haastrup, K., & Henriksen, B. (2008). Vocabulary and writing in a first and second language: Processes and development. New York: Palgrave Macmillan
  • Alderson, J.C. (2005). Diagnosing foreign language proficiency. London: Continuum.
  • Ahmed, M.O. (1989). Vocabulary Learning Strategies. In P. Meara (Ed.) Beyond Words. British Association for Applied Linguistics.P.3-14.
  • Amirian, S.M.R., Heshmatifar, Z (2013). “A survey on vocabulary learning strategies: A case of Iranian EFL university students”. Journal of Language Teaching and Research, 4(3), pp. 636-641
  • Arjomand, M., &Sharififar, M. (2011). “The most and least frequently used vocabulary learning strategies among Iranian EFL freshman students and its relationship to gender”. Iranian EFL Journal, 7(1), 90-100.
  • Asgari, A., & Mustapha, B. G. (2011). “The type of vocabulary learning strategies used by ESL students in University Putra Malaysia”. English Language Teaching, 4(2), 84-90.
  • Bernardo, A. S. & Gonzales, T. H. (2009). “Vocabulary Learning Strategies of Filipino College Students across Five Disciplines”. TESOL Journal, 1, 17-27.
  • Boonkongsaen, N.,andIntaraprasert, C. (2014). “Use of English Vocabulary Learning Strategies by Thai Tertiary-Level Students in Relation to Fields of Study and Language-Learning Experiences”. English Language Teaching; Vol. 7(5), 59-70.
  • Cengizhan, L. (2011). “Vocabulary Learning Strategies: A Case of Edirne Anatolian High School”. Procedia Social and Behavioral Sciences. 15, p.1870-1874.
  • Çelik, S., & Toptaş, V. (2010). “Vocabulary learning strategy use of Turkish EFL learners”. Procedia Social and Behavioral Sciences, 3, 62-71,
  • Fan, M. (2003). “Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners”. The Modern Language Journal, 87(2), 222-241.
  • Ghazal, L. (2010) “Learning vocabulary in EFL contexts through vocabulary learning strategies”. Novitas-Royal, 1(2), 84-91.
  • Gu, Y. (1994). “Vocabulary Learning Strategies of Good and Poor Chinese EFL Learners”. Educational Resources Information Centre.P.1-27.
  • Gu, Y. & Johnson, R. K. (1996). “Vocabulary Learning Strategies and Language Learning Outcomes”. Language Learning.46, p.643-697.
  • Gu, P. Y. (2002). “Vocabulary Learning in a Second Language: Person, Task, Context and Strategies”. TESL-EJ. Volume 7, Number 2, p.1-25.
  • Krashen, S.D. (1989). W”e Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis”. The Modern Language Journal. 73, p.440-464.
  • Laufer, B. (1992). How much lexis is necessary for reading comprehension? In P. J. L. Arnaud and H. e joint (Eds.). Vocabulary and applied linguistics (pp. 126– 132). London: Macmillan.
  • Laufer, B. (2003). “Vocabulary Acquisition in a Second Language: Do Learners Really Acquire Most Vocabulary by Reading? Some Empirical Evidence”. Canadian Modern Language Review, 59, p.567-587.
  • Laufer, B. and Goldstein, Z. (2004). “Testing vocabulary knowledge: Size, strength, and computer adaptiveness”. Language Learning, 54, 3: 399–436.
  • Lewis, M. (1993). “The Lexical Approach: The State of ELT and A Way Forward. (1sted.) Hove, UK”: Language Teaching Publication, p.95.
  • Marin, A. (2005). “Extraversion and the use of vocabulary learning strategies among University EFL students in Mexico”. The Modern Language Journal, 3(2), 15-33.
  • Marttinen, M. (2008). Vocabulary Learning Strategies Used by Upper Secondary School Students Studying English as a Second Language (Unpublished Master Thesis). Finland: University of Jyvaskyla.
  • Mingsakoon, P. (2002). A Comparative Study of Vocabulary Learning Strategies between MattayomSuksa Six Students in Science and Arts programs at Hunkhapittakom School, Chainat Province. (Unpublished Master Thesis). Thailand: Mahidol University.
  • McCrostie, J. (2007). “Examining Learner Vocabulary Notebooks”. ELT Journal. 61, p.246-255.
  • Nation, P. (1990). Teaching and Learning Vocabulary. Newbury House.
  • Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
  • Nation, I. S. P. (2009). Teaching ESL/ EFL Reading and Writing. New York: Routledge.
  • Nosidlak, K.M. (2013). “Vocabulary Learning Strategies of the Advanced Students”. Journal of Language Teaching and Research, Vol. 4, No. 4, pp. 655-661.
  • Peters, E., Hulstijn, J. H., Sercu, L., Lutjeharms, M. (2009). “Learning L2 German Vocabulary Through Reading: The Effect of Three Enhancement Techniques Compared”. Language Learning, 59, p.113-151.
  • Rasekh, Z.E. and Ranjbary, R. (2003). “Metacognitive strategy training for vocabulary learning”. TESL-EJ, 7(2), 1-15.
  • Sagarra, N., & Alba, M. (2006). “The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish”. Modern Language Journal, 90(2), 228-243
  • Subekti, N. B. Lawson, M. J. (2007). “Vocabulary Acquisition Strategies of Indonesian Postgraduate Students through Reading”. International Education Journal, 8(2), p.485-496.
  • Schmitt, N. Schmitt, D. R. (1993). “Identifying and Assessing Vocabulary Strategies”. Educational Resources Information Centre. Thai TESOL Bulletin. 27-33.
  • Snow, C.E. & Kim, Y. S. (2006). “Large Problem Spaces: The Challenge of Vocabulary for English Language Learners”. In R. K. Wagner, A. Muse, & K. Tannenbaum (Eds.), Vocabulary Acquisition and Its Implications for Reading Comprehension (pp. 123-139). New York: Guilford Press.
  • Stæhr, L. S. (2008). “Vocabulary size and the skills of listening, reading and writing”. Language Learning Journal, 36(2), 139-152.
  • Tılfarlıoğlu, F.F.Y, and Bozgeyik, Y. (2012). “The Relationship between Vocabulary Learning Strategies and Vocabulary Proficiency of English Language Learners”. International Journal of Applied Linguistics & English Literature, 1(2), 91-101.
  • Tsai, C., & Chang, I. (2009). “An examination of EFLvocabulary learning strategies of students at the University of Technology of Taiwan”. International Forum of Teaching and Studies, 5(2), 32-38.
  • Waldvogel, D. A. (2013). “The Relationships between Vocabulary Learning Strategies and Vocabulary Size among Adult Spanish Foreign Language Learners”. Journal of Language Teaching and Research, Vol. 4, No. 2, pp. 209-219.
  • Wei, M. (2007). “An examination of vocabulary learning of college-level learners of English in China”. The AsianEFL Journal, 9(2), 93-114.
  • Zhao, N. (2009). “An experimental study on the effects of different reading tasks on L2 vocabulary acquisition”. English Language Teaching Journal, 2(3), 69-79.
There are 40 citations in total.

Details

Primary Language en;tr
Journal Section Makaleler
Authors

Özkan Kırmızı This is me

Nihal Topçu

Publication Date March 23, 2015
Published in Issue Year 2014 Volume: 18 Issue: 3

Cite

APA Kırmızı, Ö., & Topçu, N. (2015). Karabük Üniversitesi’ndeki Türk EFL Öğrencilerin Kelime Öğrenme Stratejileri. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18(3), 217-231.
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