Tez Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Erciyes Üniversitesi, Sosyal Bilimler Enstitüsü, --, Türkiye
Tez Danışmanı: Dr. Öğr. Üyesi Zeynep Ölçü Dinçer
Tezin Onay Tarihi: 2018
Tezin Dili: İngilizce
Özet:
Vocabulary has been acknowledged to be at the centre of the skills and components in EFL learning and teaching, ushering in a proliferating line of research in Vocabulary Learning Strategies (VLS). Various research interests have focused on teaching particular VLS to see their comparable outcomes, on how VLS preferences affect learning outcomes, on vocabulary size (VS), on lexical threshold (LT), on how the use of VLS correlated with learner variables and on explicit VLS instruction. This study aimed to combine several research interests to reflect the learners’ prior experiences of learning VLS through explicit instruction, their preferences in VLS based on the frequency of use, their frequency of VLS use in relation to prior experiences of learning VLS through explicit instruction, VS benchmarked by LT, and gender, the effect of the frequency of VLS use on VS, and their ideas about the integration of explicit VLS instruction in EFL classrooms. The study was carried out during 2013-2014 academic year with 149 Turkish EFL learners studying at five different grade levels at Erciyes University English Language and Literature Department. The data were collected through VLS Questionnaire and the Vocabulary Size Test, and analysed by descriptive and interpretive statistics using the SPSS 22.00. The results revealed that the learners had limited experience of learning VLS through explicit instruction, they were medium VLS users whose most frequently used category and particular VLS were respectively determination strategies and guessing from context, the frequency of VLS use differed significantly according to gender but did not according to the prior experiences of learning VLS through explicit instruction and VS, the frequency of VLS use had no effect on VS, and the learners had positive ideas about the integration of explicit VLS instruction in EFL classrooms.
Key Words: Vocabulary Learning Strategies, Vocabulary Size, Lexical Threshold, VLS Instruction, Gender