An Empirical Study on Vocabulary Learning Strategies by Jordanian FFL University Students.

Autor/inn/en	Rabadi, Reem Ibrahim; Al-Muhaissen, Batoul
Titel	An Empirical Study on Vocabulary Learning Strategies by Jordanian FFL University Students.
Quelle	In: Lebende Sprachen, 63 (2018) 2, S. 294-315 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen 11
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0023-9909; 1868-0267
DOI	10.1515/les-2018-0017
Schlagwörter	Empirische Forschung; Gedächtnis; Lernmethode; Wortschatz; Jordanien
Abstract	This study explores the use of Vocabulary Learning Strategies (VLSs) by Jordanian undergraduate students majoring French as a Foreign Language (FFL) at Jordanian universities. The vocabulary learning strategies (Memory, Determination, Social, Cognitive, and Metacognitive) were used in this study following Schmitt's taxonomy. A five-point Likert-scale questionnaire containing 37 items adapted from Schmitt's (1997) Vocabulary Learning Strategies Questionnaire (VLSQ) administered to 840 FFL undergraduates randomly selected from seven Jordanian universities. The descriptive analysis showed that the participants of the study regardless of their year of study were medium strategy users overall. The results revealed that Memory strategies were the most frequently employed strategies, whereas the Social strategies were the least frequently used ones. Although the participants were medium strategy users, the results of the VLSQ disclosed that some individual strategies were employed at a high level. Accordingly, detecting these strategies will be beneficial to language instructors to improve effective vocabulary teaching techniques and to motivate language learners to use them more frequently. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2019/2