NATIONAL BIBLIOGRAPHY NUMBER
Country Code
IR
Number
T373
LANGUAGE OF THE ITEM
.Language of Text, Soundtrack etc
انگلیسی
COUNTRY OF PUBLICATION OR PRODUCTlON
Country of publication
IR
TITLE AND STATEMENT OF RESPONSIBILITY
Title Proper
A Comparative Study of Vocabulary Learning Strategies across Different Proficiency Levels
General Material Designation
[Thesis]
First Statement of Responsibility
/Nooshin Jahanghiri
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
University of Tabriz
Date of Publication, Distribution, etc.
, February 2014
NOTES PERTAINING TO PUBLICATION, DISTRIBUTION, ETC.
Text of Note
Print
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
the Degree of Master of Arts in English Language Teaching (ELT)
SUMMARY OR ABSTRACT
Text of Note
cognitive strategies more frequently than the elementary group-cognitive strategies. Elementary learners used some strategies such as using L1, asking peers and teachers for the meaning of new words and bilingual dictionaries more than intermediate and advanced learners. Thus, elementary learners used social strategies more frequently than the other groups, intermediate and advanced learners used memory, cognitive and meta-cognitive strategies to test themselves. The results of the study reveal that proficiency level has an impact on the frequency of using memory, cognitive and meta-Learning vocabulary lies at the heart of second/foreign language acquisition. Although much research has been conducted into learning and teaching vocabulary in foreign languages, very few studies have investigated the vocabulary learning strategies as used by Iranian EFL learners. The impetus beyond the present study was to address the paucity of research and research gap in vocabulary learning strategies. In this mixed method, a questionnaire including 24 items was designed, developed and validated by the researcher on the construct of vocabulary learning strategies as used by the EFL learners. In total, 90 EFL learners were surveyed via the questionnaire. Based on a proficiency test, the participants were divided into three equal groups of elementary, intermediate and advanced learners of EFL. The questionnaire was distributed and the results were scored, coded and analyzed. Furthermore, 15 participants were interviewed to obtain complementary data regarding the VLS they used (five participants from each level). According to the results of the questionnaire and interview, the VLS frequently used by elementary learners included: the use of L1, bilingual dictionaries, asking teacher and classmates for meaning of words. Intermediate participants position in terms of using VLS was between the elementary and advanced learners, i.e. in general, they used VLSs such as monolingual dictionary use, relating words to background knowledge and noting the affixes more than elementary learners but less than advanced learners. Advanced learners used the strategies the most frequently; in particular, they noted the part of speech of the new words, used the new words in their speaking and writing and also used the meta.
PERSONAL NAME - PRIMARY RESPONSIBILITY
Jahanghiri, Nooshin
ORIGINATING SOURCE
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ایران
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پایان نامهPE,1127,.J24V62,1392
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A Comparative Study of Vocabulary Learning Strategies across Different Proficiency Levels
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1410.pdf
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864140
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T373
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سیاه و سفید
old catalog
p
TL
1
a
Y
