The Interplay between Turkish EFL Learners' Motivation and Vocabulary Knowledge

Autor/in	Yildiz, Cennet
Titel	The Interplay between Turkish EFL Learners' Motivation and Vocabulary Knowledge
Quelle	In: International Journal of Curriculum and Instruction, 15 (2023) 2, S.838-850 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Student Motivation; Vocabulary Skills; Language Proficiency; College Students; Turkey + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulische Motivation; Aktiver Wortschatz; Language skill; Language skills; Sprachkompetenz; Collegestudent; Türkei
Abstract	Vocabulary is regarded as an important part of communicative language ability and a significant predictor of second language proficiency. The relation between vocabulary knowledge and communicative language ability has important implications for L2 students, foreign language teachers and educational systems. Thus, many studies have been conducted to investigate this relation. However, there is scarce literature related to different factors which affect EFL learners' vocabulary knowledge. Hence, this study explored the relationship between motivation and vocabulary knowledge. 711 preparatory school students participated in the study. Language Learning Orientation Scale and Vocabulary Levels Test (VLT) were utilized in the data collection process. Participants emphasized the pragmatic use of English (extrinsic motives) rather than intrinsic motives, so findings revealed a moderate level of self-determination. The results of the vocabulary levels test showed that the mean score of the total vocabulary knowledge was below the average. On the other hand, a significant relationship was found between learners' motivation and their vocabulary knowledge. The results implied that language teachers should pay attention to their learners' motivation levels in order to increase their vocabulary knowledge. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: https://ijci.globets.org/index.php/IJCI/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01