Pregled bibliografske jedinice broj: 1036094
Vocabulary Learning Strategies at the Tertiary Level
Vocabulary Learning Strategies at the Tertiary Level // Contemporary Issues in Economy and Technology, (CIET 2016) / Plazibat, B. ; Kosanović, S. (ur.).
Split: Sveučilišni odjel za stručne studije Sveučilišta u Splitu, 2016. str. 222-231 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
CROSBI ID: 1036094 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Vocabulary Learning Strategies at the Tertiary
Level
Autori
Rogulj, Jasmina ; Čizmić, Ivana
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni
Izvornik
Contemporary Issues in Economy and Technology, (CIET 2016)
/ Plazibat, B. ; Kosanović, S. - Split : Sveučilišni odjel za stručne studije Sveučilišta u Splitu, 2016, 222-231
ISBN
978-953-7220-25-9
Skup
Contemporary Issues in Economy and Technology
Mjesto i datum
Split, Hrvatska, 16.06.2016. - 18.06.2016
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
vocabulary learning strategy use, receptive vocabulary knowledge, productive vocabulary knowledge
Sažetak
Abstract. In order to achieve full academic and professional potential, experts in different professional fields need to be highly proficient in English. This implies full mastery of vocabulary as an essential part of language knowledge. The present study explores most and least frequently used vocabulary strategies employed by 120 business and engineering students from the University Department of Professional Studies, University of Split, Croatia. Further, the relationship between vocabulary learning strategy (VLS) use and students' vocabulary knowledge is analyzed together with differences in VLS use and vocabulary proficiency across disciplines. The results of the study suggest that the most frequently used are context-based vocabulary learning strategies, and least employed are self-initiated independent vocabulary learning strategies. The findings reveal a statistically significant negative correlation between formal VLS and receptive vocabulary knowledge and positive correlation between context-based VLS and productive vocabulary knowledge. The study also suggests that there are statistically significant differences in the level of students' proficiency on vocabulary tasks as well as in their VLS use. In conclusion, the importance of providing students with VLS instruction should be emphasized to make them aware of appropriate strategy use. Consequently, students would be able to self- direct their language learning.
Izvorni jezik
Engleski
Znanstvena područja
Filologija
POVEZANOST RADA
Ustanove:
Sveučilište u Splitu,
Sveučilište u Splitu Sveučilišni odjel za stručne studije
