setsci

Setsci conference indexing system

2618-6446

SET Technology

8a72fa0e-be15-474a-bebf-f45161a4ce91

Vocabulary learning and teaching beliefs of preservice EFL teachers in Turkey

Sarıçoban

Arif

Kırmızı

Özkan

Selçuk University Karabük Uinversity

31 12 2018

3 884 888

2018

SET Technology

CC BY 4.0

Based on the crucial role of vocabulary in language education, the present study set out to examine preservice EFL teachers views on learning and teaching vocabulary. The main aim in so doing is to enhance teacher education programs in terms of more effective teaching of vocabulary. In order to collect quantitative data, a questionnaire, prepared by Gao and Ma (2010) was used. The questionnaire contains both a Likert part and an openended part. Descriptive statistics were employed to analyze the data. As for the qualitative part, content analysis was used to analyze the open-ended questions. Convenient sampling was used when selecting the participants of the study (n=50). The results indicate pre-service English teachers have different perspective on the acquisition of vocabulary. The results also highlighted the significance of empowering pre-service teachers in terms of awareness in learning and teaching vocabulary. In addition, as to the qualitative responses obtained in this study, using vocabulary notebook, contextual clues, and recycling play the utmost role in learning vocabulary.

teaching vocabulary, EFL teachers, pre-service teachers, qualitative data, teacher education programs

Asgari, A., & Mustapha, B. G. (2011). The type of vocabulary learning strategies used by ESL students in University Putra Malaysia. English Language Teaching, 4(2), 84-90.

Boonkongsaen, N., and Intaraprasert, C. (2014). Use of English Vocabulary Learning Strategies by Thai Tertiary-Level Students in Relation to Fields of Study and Language-Learning Experiences, English Language Teaching; Vol. 7(5), 59-70.

Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.

Clark, C. M., & Peterson, P. L. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 255-296). New York: Macmillan.

Ghazal, L. (2010) Learning vocabulary in EFL contexts through vocabulary learning strategies. Novitas-Royal, 1(2), 84-91.

Gao, X. & Ma, Q. (2011). Vocabulary learning and teaching beliefs of preservice and in-service teachers in Hong Kong and mainland China, Language Awareness, 20:4, 327-342.

Gu, Y. (2005). Vocabulary learning strategies in the Chinese EFL context. Singapore: Marshall Cavendish

Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

Nation, I. S. P. (2009). Teaching ESL/ EFL Reading and Writing. New York: Routledge.

Phipps, S., & Borg, S. (2009). Exploring tensions between teachers' grammar teaching beliefs and practices. System, 37(3), 380-390.

Read, J. (2004). Research in teaching vocabulary. Annual Review of Applied Linguistics, 24, 146–161.

Strauss, A., & Corbin, J. (1998). Basics of qualitative research:Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.

Stæhr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139-152

Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 127-146). New York:Macmillan.