Naslov
Exploring EFL Learners’ Paths through Vocabulary Learning Using Narrative Frames

Autori
Pavičić Takač , Višnja ; Marinov , Sanja

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
Situating Language Learning Strategy Use: Present Issues and Future Trends

Urednik/ci
Gavriilidou, Zoe ; Mitits, Lydia

Izdavač
Multilingual Matters

Grad
Bristol

Godina
2021

Raspon stranica
89-111

ISBN
9781788926720

Ključne riječi
vocabulary learning ; self-regulation ; narrative frames ; grounded theory

Sažetak
The paper presents the results of a study employing narrative frames (Barkhuizen, 2014) to explore EFL learners’ paths through vocabulary learning. The narrative frame contains beginnings of sentences with specific details omitted and intends to depict learners' past and present experiences and future intentions pertinent to vocabulary learning. Eighty-six early adolescent EFL learners completed the story template producing a coherent account of their experience. Also, learners' self-regulatory capacity was measured using SRCvoc (Tseng et al., 2006) and their vocabulary knowledge using X-Lex (Meara & Milton, 2003) to obtain objective criteria for grouping learners for comparisons aimed at gaining a deeper insight. Narrative frames were analysed in three stages following the general principles of grounded theory (Griffiths & Oxford, 2014). The first stage, open coding, was conducted independently by two researchers to discover the salient concepts. In the axial coding stage these themes emerged: 1) vocabulary learning strategies ; 2) emotional involvement ; 3) self-perception ; 4) task perception ; 5) attributions ; 6) effort invested ; and 7) goals. Finally, in the selective coding stage, several principal themes were identified, one of which being that vocabulary learning is successful if learners employ a wide range of learning strategies, if they have a positive perspective of the process of learning and if they are goal-oriented. Correspondingly, vocabulary learning is unsuccessful if learners do not adapt or are not aware of their learning strategies, and if they have a negative perception of vocabulary learning or themselves as learners. Theoretically, data indicate that vocabulary learning is powered by strategic action.

Izvorni jezik
Engleski

Znanstvena područja
Filologija

POVEZANOST RADA