engleski

The Relationship between Vocabulary Teaching and Vocabulary Learning Strategies

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.

vocabulary; vocabulary teaching strategies; vocabulary learning strategies; factor analysis; ANOVA

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