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Vocabulary teaching and learning str...

Carvalho, Candida Maria Machado de.

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Vocabulary teaching and learning strategies in a foreign/second language.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Vocabulary teaching and learning strategies in a foreign/second language./
Author:	Carvalho, Candida Maria Machado de.
Description:	93 p.
Notes:	Source: Masters Abstracts International, Volume: 52-04.
Contained By:	Masters Abstracts International52-04(E).
Subject:	Education, Foreign Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1549464
ISBN:	9781303617485

Vocabulary teaching and learning strategies in a foreign/second language.
Carvalho, Candida Maria Machado de.

Vocabulary teaching and learning strategies in a foreign/second language. - 93 p.

Source: Masters Abstracts International, Volume: 52-04.

Thesis (M.A.Ed.)--University of Nebraska at Kearney, 2013.

Purpose: This study investigated college students' beliefs about teaching practices and their preferred learning styles for vocabulary strategies in a foreign/second language. Participants: The participants for this study were undergraduate students attending the University of Nebraska at Kearney (UNK) in the United States. The subjects were taking second year Spanish-language courses (SPAN 201) at UNK's Modern Languages Department during the Spring 2013 semester. There were 53 adult students, male and female, in the participant pool, and eight students responded to at least some parts of the survey. Methods: Participants completed an electronic questionnaire that consisted of 59 strategies organized under six questions regarding vocabulary learning and teaching to determine the instructional methods that instructors used and students preferred when learning and retaining foreign/second language vocabulary. Qualtrics Survey Software, which is private research software used at UNK, collected the data. Results: The results of this study provide additional information for teachers to consider when determining ways to strengthen their language courses and enhance vocabulary teaching and learning. Students preferred the strategies of learning words in context and reading as methods for improving vocabulary, whereas listening comprehension was less strongly favored by student respondents. While these students have grown up in a technology-driven society, they rarely used technology in their classroom or individual language learning. Students' responses showed that their preferred strategies are inconsistent with those actually utilized both inside and outside the classroom. Students primarily used memorization strategies outside of the classroom. Discussion and Conclusions: Overall, many beneficial and effective vocabulary learning strategies could be used more frequently by instructors and students. Language learners are unique in their learning styles, each holding individual learning abilities and preferences for strategies that fit those abilities. Giving students a wider range of available learning strategies is essential to support vocabulary learning.

ISBN: 9781303617485Subjects--Topical Terms:

1064562
Education, Foreign Language.

Vocabulary teaching and learning strategies in a foreign/second language.
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100 1 $a Carvalho, Candida Maria Machado de. $3 2100617
245 1 0 $a Vocabulary teaching and learning strategies in a foreign/second language.
300 $a 93 p.
500 $a Source: Masters Abstracts International, Volume: 52-04.
500 $a Adviser: Joan D. Lewis.
502 $a Thesis (M.A.Ed.)--University of Nebraska at Kearney, 2013.
520 $a Purpose: This study investigated college students' beliefs about teaching practices and their preferred learning styles for vocabulary strategies in a foreign/second language. Participants: The participants for this study were undergraduate students attending the University of Nebraska at Kearney (UNK) in the United States. The subjects were taking second year Spanish-language courses (SPAN 201) at UNK's Modern Languages Department during the Spring 2013 semester. There were 53 adult students, male and female, in the participant pool, and eight students responded to at least some parts of the survey. Methods: Participants completed an electronic questionnaire that consisted of 59 strategies organized under six questions regarding vocabulary learning and teaching to determine the instructional methods that instructors used and students preferred when learning and retaining foreign/second language vocabulary. Qualtrics Survey Software, which is private research software used at UNK, collected the data. Results: The results of this study provide additional information for teachers to consider when determining ways to strengthen their language courses and enhance vocabulary teaching and learning. Students preferred the strategies of learning words in context and reading as methods for improving vocabulary, whereas listening comprehension was less strongly favored by student respondents. While these students have grown up in a technology-driven society, they rarely used technology in their classroom or individual language learning. Students' responses showed that their preferred strategies are inconsistent with those actually utilized both inside and outside the classroom. Students primarily used memorization strategies outside of the classroom. Discussion and Conclusions: Overall, many beneficial and effective vocabulary learning strategies could be used more frequently by instructors and students. Language learners are unique in their learning styles, each holding individual learning abilities and preferences for strategies that fit those abilities. Giving students a wider range of available learning strategies is essential to support vocabulary learning.
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650 4 $a Education, Higher. $3 543175
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773 0 $t Masters Abstracts International $g 52-04(E).
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