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Examining the Impact of Vocabulary Strategy Training on Adult EFL Students

Journal Name:

  • Mersin Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2013

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Kelime Strateji Eğitiminin İngilizce Öğrenen Yetişkin Öğrenciler Üzerindeki Etkisinin Araştırılması. Bu çalışma kelime öğreniminde strateji kullanımının etkisini ölçmek için yapılmıştır. Bu amaçla, Mersin Üniversitesi Yabancı Diller Yüksekokulundan 70 başlangıç düzey yabancı dil öğrencisi çalışma ve kontrol grubu olarak seçilmişlerdir. İlk olarak, kelime stratejisi sıklık anketi (Cohen, Oxford & Chi, 2002) ve taksonomisi (Schmitt, 1997) ile her iki grubun bilinçli ve/veya bilinçdışı kullandıkları stratejiler araştırılmıştır. Çalışma grubu ders kitaplarına uygun olarak düzenlenmiş etkinliklerle kelime öğrenim stratejileri üzerine 10 haftalık bir eğitim almıştır. Diğer yandan çalışmada, öğretmenlerin de kelime öğrenimi stratejileri konusunda bilinçlendirilmesi hedeflenmiştir. Bu amaçla toplantılar planlanmış; bu toplantılarda fikir alışverişinde bulunulmuş, çalışmanın gidişatı ve sonuçları konusunda bilgi verilmiştir. Çalışmanın son aşaması, strateji eğitiminin uzun vadede etkisini ölçmeyi hedeflemiştir. Bu amaçla iki yıl sonra Tıp Fakültesi 2. sınıf olan 10 çalışma grubu üyesi öğrenci ile mülakat yapılmıştır. Öğrencilerin geçen süre boyunca strateji kullanımı konusundaki düşünceleri sorgulanmıştır. Çalışmanın sonuçları, kelime strateji eğitiminin öğrencilerin daha fazla kelime öğrenmesine ve akılda tutmasına katkıda bulunabileceğini göstermektedir.
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Abstract (Original Language): 
This study aimed to examine the effectiveness of strategy instruction in vocabulary learning. To reach the goal of the study, 70 elementary level EFL learners at the Preparatory School of Mersin University were assigned as study and control groups. At the first stage of the study, through a Vocabulary Strategy Frequency Survey (Cohen, Oxford & Chi, 2002) and Taxonomy (Schmitt, 1997), conscious and/or unconscious use of vocabulary learning strategies in both groups was investigated. The study group received instruction on vocabulary learning strategies which was embedded to the course-book through a 10-week period. For the next stage, it was aimed to raise the teachers’ awareness of vocabulary strategy learning; therefore, discussion and feedback sessions were planned. For the follow-up stage of the study, 10 of the participant students who were then second grade medical students were interviewed in order to investigate the effects of strategy training after 2 academic years. Interviewees were asked about their opinions on strategy use during this period. The findings indicated that vocabulary strategy training can help students to learn and store more vocabulary.
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