Perceived Importance, Use and Instruction of Vocabulary Learning Strategies from Students’ and Teachers’ Perspectives

Year 2020, Volume: 9 Issue: 2, 200 - 216, 05.06.2020

Funda Ölmez-çağlar Özlem Saka

https://doi.org/10.14686/buefad.660798

Abstract

This study aimed to unearth and compare students’ and teachers’ perspectives in
relation to the perceived importance, use and instruction of vocabulary learning
strategies (VLS). A total of 548 ninth grade students studying at ten different
Anatolian high schools in Antalya, Turkey and 56 English language teachers
working at these schools participated in the study. Data were collected by means
of a questionnaire based on Schmitt’s (1997) taxonomy of VLS. Following a
validation process and conducting confirmatory factor analysis, further statistical
analysis was carried out. The results indicated that the students and teachers who
ascribed a higher level of importance to VLS used and taught them to a
significantly larger extent. The study found no statistically significant difference
between the levels of importance attached to the use and instruction of VLS by the
students and teachers. However, teachers’ frequency of strategy instruction
appeared to be significantly higher than students’ frequency of strategy use except
for cognitive strategies. Therefore, it was concluded that while teachers reported
actively teaching a wide variety of VLS, students implemented the strategies to a
more limited extent. Based on the results, it was recommended to explore the
reasons for this discrepancy between the students and teachers.

Keywords

Vocabulary learning strategies, Strategy instruction, Lexical development

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