Exploring the Vocabulary Learning Strategy Use of Teachers in Their Vocabulary Instruction
The present study investigated the use of Vocabulary Learning Strategies (VLS) by Indian teachers in their classroom vocabulary instruction. It also examined the influence of gender and experience-related differences on their use of VLS in the classroom vocabulary instruction. The paper reports the...
Main Authors: | , |
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Format: | Article in Journal/Newspaper |
Language: | Croatian English |
Published: |
Faculty of teacher education
2016
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Subjects: | |
Online Access: | http://hrcak.srce.hr/155465 http://hrcak.srce.hr/file/229414 http://hrcak.srce.hr/file/229218 |
Summary: | The present study investigated the use of Vocabulary Learning Strategies (VLS) by Indian teachers in their classroom vocabulary instruction. It also examined the influence of gender and experience-related differences on their use of VLS in the classroom vocabulary instruction. The paper reports the results of data collected to identify the VLS used by them in their vocabulary instruction. T-test and one-way ANOVA were conducted to analyse and interpret the data. The results indicate that the teachers employ VLS, such as: guessing from the context to find the meanings of new words, group work to learn new words, and using new words in sentences to store them in memory. They also show that the teachers do not prefer VLS, such as: flashcards, L1 similarity used to find the meanings of new words, and the keyword method. Further, they reveal an experience-related difference in the teachers’ vocabulary instruction. U ovom se radu istražuje uporaba strategija za usvajanje vokabulara (SUV) među nastavnicima koji u Indiji poučavaju vokabular. Odnosi se također na to kako spolne i iskustvene razlike među nastavnicima utječu na njihovu uporabu SUV u učioničkom kontekstu. U radu su prikazani rezultati koji proizlaze iz identifikacije SUV koje rabe sami nastavnici kada poučavaju vokabular. Provedeni su T-test i jednosmjerna ANOVA da bi se dobiveni podaci analizirali i tumačili. Rezultati pokazuju da se nastavnici koriste SUV kao što su: pogađanje iz konteksta pri određivanju značenja novih riječi, grupni rad s ciljem usvajanja novih riječi i uporaba novih riječi u rečenicama radi njihova pamćenja. Istraživanje također pokazuje da nastavnici ne preferiraju sljedeće SUV: uporaba kartica, sličnost s J1 i metoda ključne riječi. Osim toga, otkriva iskustvene razlike među nastavnicima kada je riječ o poučavanju vokabulara. |
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