The Effects of Vocabulary Strategy Training on Vocabulary Learning and Autonomy: A Case Study of Turkish EFL Students

Yıl 2011, Cilt: 1 Sayı: 2, 163 - 170, 30.12.2011

Yeşim Nalkesen Akın Yeşim Özek

Öz

Use of language learning strategies can play a very important role on the way to gain success and learner autonomy in language learning. They can be more powerful learning tools provided that they are chosen properly according to the situations language learners will be faced with. For learners’ to receive strategy training is very important in helping them with tackling the language situations they will encounter. Use of learning strategies serves as an effective way for learners to overcome such difficulties. According to Willliams and Burden (1997), use of appropriate language learning strategies has a vital contribution to make to language learning success, which underlines the significance of the incorporation of strategy training in teaching a foreign language. The present study had two main purposes. Firstly, it aimed to investigate the effects of vocabulary strategy training on vocabulary learning and, secondly, it aimed to investigate the effects of vocabulary strategy training on learner autonomy at intermediate level in the preparatory classes of a foundation university.

Anahtar Kelimeler

Strategy training, learner autonomy, vocabulary learning

Kaynakça

• Cohen, A. D., & Aphek, E. (1981). Easifying second language learning. Sudies in Second Language Acquisition, 3 (2), 221-36. In Ghazal, L. (2007). Learning Vocabulary in EFL Contexts Through Vocabulary Learning Strategies. Retrieved from http://novitasroyal.org/Ghazal.pdf
• Cohen, A. D. (2003). Strategy-based learning of speech acts: developing and evaluating a web-based curriculum. Paper presented at the Independent Language Learning Conference, The Open University, Milton Keynes, UK, 5th December 2003. Retrieved from http://www.cal.org/resources/digest/digest_pdfs/0302cohen.pdf
• Dickinson, L. (1993). Talking Shop: Aspects of Autonomous Learning. ELT Journal, 47(4), 39-56. Oxford.
• Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
• Foster, R. L. (1997). Addressing epistemologic and practical issues in multimethod research: a procedure for conceptual triangulation. Advances in Nursing Science, 20(2), 1-12. Lippincott.
• Güven, Z. Z., & Sünbül, M. A. (2007). The Relation between the Learners’ Autonomy Levels and their Learning Styles. Dublin.
• Hedge, T. (2001). Teaching and Learning in the Language Classroom. Hong Kong: Oxford University Press.
• Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: Pergamon