Izlaganje sa skupa
Factors Influencing Vocabulary Learning Strategy Preferences
APA 6th Edition
Knez, M. (2018). Factors Influencing Vocabulary Learning Strategy Preferences. XA Proceedings, 1 (1), 83-95. Preuzeto s https://hrcak.srce.hr/200184
MLA 8th Edition
Knez, Marina. "Factors Influencing Vocabulary Learning Strategy Preferences." XA Proceedings, vol. 1, br. 1, 2018, str. 83-95. https://hrcak.srce.hr/200184. Citirano 09.12.2023.
Chicago 17th Edition
Knez, Marina. "Factors Influencing Vocabulary Learning Strategy Preferences." XA Proceedings 1, br. 1 (2018): 83-95. https://hrcak.srce.hr/200184
Knez, M. (2018). 'Factors Influencing Vocabulary Learning Strategy Preferences', XA Proceedings, 1(1), str. 83-95. Preuzeto s: https://hrcak.srce.hr/200184 (Datum pristupa: 09.12.2023.)
Knez M. Factors Influencing Vocabulary Learning Strategy Preferences. XA Proceedings [Internet]. 2018 [pristupljeno 09.12.2023.];1(1):83-95. Dostupno na: https://hrcak.srce.hr/200184
M. Knez, "Factors Influencing Vocabulary Learning Strategy Preferences", XA Proceedings, vol.1, br. 1, str. 83-95, 2018. [Online]. Dostupno na: https://hrcak.srce.hr/200184. [Citirano: 09.12.2023.]
Vocabulary is a significant factor in learning a second language. Vocabulary learning strategies (VLS) have become an area of current interest in language teaching, learning and research. Throughout history many researchers and applied linguists have looked at various factors, such as gender, level of education, etc. that might influence learners’ choices of VLS. However, the question what exactly influences learners’ choice and frequency of use of certain VLS and certain types of VLS still remains open. The overall aim of this research was to explore which type of VLS learners use most frequently and whether any of the factors such as gender, level of education, years of learning English as a foreign language or learners’ individual preferences and perceptions influenced this. The sample consisted of 320 learners of both elementary and high-school learners of English as a foreign language. The participants filled out the Croatian version of the VOLSQES questionnaire which measured learners’ preferences regarding VLS use, as well as a demographic questionnaire which provided information about learners’ preferences, and perceptions regarding certain aspects of English. The results of the analyses revealed certain differences between learners’ perception of difficulty of English and their choice of incidental type of VLS, as well as some positive and negative relationships between learners’ preferences and perceptions, and years of learning English and their choice of certain types of VLS. This indicates that some differences and relationships do indeed exist, but that further investigation is required.
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