prikaz prve stranice dokumenta EFL teachers' attitudes towards vocabulary learning strategies
  Download
PDF 491.91 KB
master's thesis
EFL teachers' attitudes towards vocabulary learning strategies
2018. urn:nbn:hr:142:250823
Feješ, Marko
Josip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
Department of English Language and Literature

Cite this document

Feješ, M. (2018). EFL teachers' attitudes towards vocabulary learning strategies (Master's thesis). Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:142:250823

Feješ, Marko. "EFL teachers' attitudes towards vocabulary learning strategies." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2018. https://urn.nsk.hr/urn:nbn:hr:142:250823

Feješ, Marko. "EFL teachers' attitudes towards vocabulary learning strategies." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2018. https://urn.nsk.hr/urn:nbn:hr:142:250823

Feješ, M. (2018). 'EFL teachers' attitudes towards vocabulary learning strategies', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, accessed 04 April 2025, https://urn.nsk.hr/urn:nbn:hr:142:250823

Feješ M. EFL teachers' attitudes towards vocabulary learning strategies [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences; 2018 [cited 2025 April 04] Available at: https://urn.nsk.hr/urn:nbn:hr:142:250823

M. Feješ, "EFL teachers' attitudes towards vocabulary learning strategies", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, Osijek, 2018. Available at: https://urn.nsk.hr/urn:nbn:hr:142:250823

Please login to the repository to save this object to your list.
Metadata
TitleEFL teachers' attitudes towards vocabulary learning strategies
Title (croatian)Stavovi nastavnika engleskog kao stranog jezika prema strategijama učenja vokabulara
AuthorMarko Feješ
MentorVišnja Pavičić Takač (mentor)
Committee memberDraženka Molnar (predsjednik povjerenstva)
Committee memberVišnja Pavičić Takač (član povjerenstva)
Committee memberGabrijela Buljan (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
(Department of English Language and Literature)
Osijek
Defense date and country2018-06-01, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Philology
Anglistics
Abstract
Vocabulary learning strategies (VLS) were defined by Catalan (as cited in Vasu & Dhanavel, 2016) as knowledge about the mechanisms used in order to learn vocabulary as well as steps or actions taken by students to find the meaning of unknown words, retain them in long-term memory, recall them at will and use them in oral or written mode. Employing those strategies enables language learners to become more proficient language users and to feel more secure when learning vocabulary. Using... More vocabulary learning strategies is not something that comes naturally to learners of language and because of that, teachers play a crucial role in conveying those strategies to their learners. Their attitudes and knowledge about those strategies largely influence their willingness and ability to teach them to their pupils. The first part of this paper deals with theoretical background to the area of language learning strategies in general and with vocabulary learning strategies specifically, as well as the importance of teachers‟ attitudes towards teaching VLS. Various research studies are presented and their results briefly compared. The second part of this paper presents the research of EFL teachers‟ attitudes towards VLS, the results of which were compared with a similar research conducted by Pavičić (2003). The aim of this research was to determine how familiar teachers are with VLS and if and how they train learners to use VLS. The final part of this paper offers some practical implications regarding VLS. Less
Abstract (croatian)
Catalan (prema Vasu i Dhanavel, 2016) je definirao strategije učenja vokabulara kao znanje o mehanizmima koji se koriste u svrhu učenja vokabulara, ali i kao korake i postupke koje primjenjuju učenici kako bi pronašli značenje nepoznatih riječi, zadržali ih u dugoročnom pamćenju, dosjetili ih se po potrebi i koristili ih u usmenom i pismenom izražavanju. Primjena ovih strategija omogućuje učenicima jezika da postanu učinkovitiji u njegovu korištenju, kao i da se osjećaju sigurnije... More prilikom učenja vokabulara. Uporaba strategija učenja vokabulara nije 'urođena' učenicima jezika te zbog toga nastavnici igraju ključnu ulogu u prenošenju tih strategija svojim učenicima. Njihovi stavovi i znanje o njima uvelike utječu na njihovu volju i sposobnost da ih prenose na svoje učenike. Prvi se dio ovog rada bavi teorijskim spoznajama u području strategija učenja jezika općenito i posebno strategijama učenja vokabulara. Prikazana su razna istraživanja čiji su rezultati kratko uspoređeni. Drugi dio ovog rada prikazuje istraživanje stavova nastavnika engleskog kao stranog jezika prema strategijama učenja vokabulara, a rezultati toga istraživanja su uspoređeni sa sličnim istraţivanjem autorice Pavičić (2003). Cilj je ovog istraživanja bio utvrditi koliko su nastavnici upoznati sa strategijama učenja vokabulara te podučavaju li i kako svoje učenike tim strategijama. Završni dio ovog rada nudi neke praktične implikacije koje se tiču strategija učenja vokabulara. Less
Keywords
Keywords (croatian)
Languageenglish
URN:NBNurn:nbn:hr:142:250823
Study programmeTitle: English Language and Literature (double major); specializations in: Teacher Training, Translation and Interpreting Studies, Philology
Course: Teacher Training
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra edukacije engleskog jezika i književnosti (magistar/magistra edukacije engleskog jezika i književnosti)
Study programmeTitle: Pedagogy (double major)
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2018-10-24 08:09:04
accessibility

closeAccessibilityrefresh

If you wish to permanently save changes, click on Save, if not - your settings will be reset when you restart the browser.