مؤسسة الشرق الأوسط للنشر العلمي
عادةً ما يتم الرد في غضون خمس دقائق
The aim of this study was to investigate what strategies were more or less common for learning vocabulary among EFL/ESL university students at Fatih University in Turkey, and how their strategy use differed regarding individual variables (gender, nationality, and English proficiency level). A questionnaire adapted by Riankamol (2008) from the taxonomy of vocabulary learning strategies (VLS) developed by Schmitt (1997) administered to around 150 EFL (English as a foreign language) /ESL (English as a second language) students from different nationalities. The results revealed that VLS item 21, i.e. listening to English songs and news, ‘metacognitive strategy’ (MET), was most frequently used and item 4, i.e. asking the teacher to translate a word into L1, ‘social discovery strategy’ (DIS), was seldom used. Besides, the research showed that VLS use differed significantly in terms of demographic variables (gender, nationality and English level) among students. Although the results of this study can be beneficial paved to the teachers to develop their way of teaching vocabulary by using the most frequent strategies in their teaching.