Exploring the Vocabulary Learning Strategy Use of Teachers in Their Vocabulary Instruction

被引：0

作者：

Vasu, Sindhu ^{[1
]}

Dhanavel, Senkamalam Periyasamy ^{[2
]}

机构：

[1] Anna Univ, Dept English, Coll Engn Guindy, Madras 600025, Tamil Nadu, India

[2] Indian Inst Technol, Dept Humanities & Social Sci, Madras 600025, Tamil Nadu, India

来源：

CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE | 2016年 / 18卷 / 01期

关键词：

classroom teaching; English in India; English language teaching; second language vocabulary learning; vocabulary instruction in India; vocabulary learning strategies;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：103 / 135

页数：33

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