Analysis of Variance in Vocabulary Learning Strategies Theory and Practice: A Case Study in Libya

Autor/inn/en	Khalifa, Salma H. M.; Shabdin, Ahmad Affendi
Titel	Analysis of Variance in Vocabulary Learning Strategies Theory and Practice: A Case Study in Libya
Quelle	In: Advances in Language and Literary Studies, 7 (2016) 3, S.220-234 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Statistical Analysis; Vocabulary Development; English (Second Language); Second Language Learning; Second Language Instruction; Learning Strategies; Foreign Countries; Teacher Surveys; Language Teachers; Secondary School Teachers; Teaching Methods; Knowledge Base for Teaching; Teacher Attitudes; Structured Interviews; Libya + Suchen Sie Ihr Suchwort? Statistische Analyse; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Libyen
Abstract	The present study is an outcome of a concern for the teaching of English as a foreign language (EFL) in Libyan schools. Learning of a foreign language is invariably linked to learners building a good repertoire of vocabulary of the target language, which takes us to the theory and practice of imparting training in vocabulary learning strategies (VLSs) to learners. The researcher observed that there exists a divergence in theoretical knowledge of VLSs and practically training learners in using the strategies in EFL classes in Libyan schools. To empirically examine the situation, a survey was conducted with secondary school English teachers. The study discusses the results of the survey. The results show that teachers of English in secondary school in Libya are either not aware of various vocabulary learning strategies, or if they are, they do not impart training in all VLSs as they do not realize that to achieve good results in language learning, a judicious use of all VLSs is required. Though the study was conducted on a small scale, the results are highly encouraging. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01