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Pregled bibliografske jedinice broj: 220346

Odnos strategija poučavanja i strategija učenja vokabulara


Pavičić, Višnja
Odnos strategija poučavanja i strategija učenja vokabulara // European Second Langauge Association (EUROSLA) 14: Book of Abstract
Donostia-San Sebastian, 2004. (predavanje, međunarodna recenzija, sažetak, znanstveni)


Naslov
Odnos strategija poučavanja i strategija učenja vokabulara
(The Relationship between Vocabulary Teaching and Vocabulary Learning Strategies)

Autori
Pavičić, Višnja

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
European Second Langauge Association (EUROSLA) 14: Book of Abstract / - Donostia-San Sebastian, 2004

Skup
European Second Language Association 2004 Conference

Mjesto i datum
Donostia-San Sebastian, Španjolska, 08-11.09.2004.

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Vocabulary; vocabulary teaching strategies; vocabulary learning strategies; factor analysis; ANOVA

Sažetak
Over the last three decades there has been an intensive interest in research on language learning strategies as a result of the efforts made by language educators to enhance the role of the individual learner in the language learning process. The present study was carried out with the aim to describe the relationship between vocabulary teaching strategies and vocabulary learning strategies used by teachers, i.e. learners of English in primary schools. The use of vocabulary learning strategies was assessed by means of a specially developed questionnaire. The data were analysed by means of factor analysis. Data on teaching strategies were compiled by analysing classroom transcripts and teaching materials. Vocabulary learning strategies were compared with compatible vocabulary teaching strategies by means of one-way analysis of variance. Contrary to our expectations, the results indicated a weak association between vocabulary teaching strategies and vocabulary learning strategies. A statistically significant result was obtained for only a few variables, however, their practical significance might be questionable. The results may be taken as an indication that learning strategies are indeed individual learner characteristics. Finally, possible implications for pedagogical practice are discussed. The results of the study open several questions that might be pursued in future vocabulary learning and teaching strategy research.

Izvorni jezik
Engleski

Znanstvena područja
Filologija



POVEZANOST RADA


Projekt / tema
0122001

Ustanove
Filozofski fakultet, Osijek

Autor s matičnim brojem:
Višnja Pavičić Takač, (208841)