engleski

Vocabulary Learning Strategies used by Medical Students:Croatian Perspective

In order to be able to fully develop their academic and professional competencies, medical doctors (MDs) need to be highly proficient in English, which, among other things, implies the acquisition of vocabulary as an essential part of language knowledge. Since English language proficiency is considered highly important in a medical setting and limited vocabulary size may have a negative effect on the exchange of information, this study aims at exploring vocabulary learning strategies (VLS) that medical students in Croatia use in order to learn target vocabulary, relationship between VLS subscales and different types of vocabulary knowledge, and differences in the mean strategy use between male and female students as well as among low-, middle- and high-scoring students. The results indicate that medical students use a core inventory of VLS, whereby showing preference for the category of self-initiated vocabulary learning (SI-IVL). A very small correlation was found between formal vocabulary learning (FVL) strategies and controlled-productive type of vocabulary knowledge. Findings also revealed that female students used SI-IVL and FVL strategies significantly more often than their male counterparts and that there were no statistically significant differences in the mean VLS use by English language proficiency. The results of this study imply the need for teacher training aimed at developing specific skills for providing their students with explicit instruction in VLS use.

formal vocabulary learning, self-initiated vocabulary learning, spontaneous vocabulary learning, VLS instruction, vocabulary learning strategies.

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