Vocabulary learning at Secondary Schools : strategies and learner´s actual performance

Autores
San Martin, María Gimena; Helale, Gabriela
Año de publicación
2015
Idioma
inglés
Tipo de recurso
documento de conferencia
Estado
versión publicada
Descripción
Fil: San Martin, María Gimena. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Fil: Helale, Gabriela. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Along with grammar and phonology, lexis is crucial to both receptive and productive skill development, and consequently, effective communication (Nykos & Fan, 2007; Sánchez & Manchón, 2007). Much research in the field of vocabulary acquisition, teaching and learning has focused on keys aspects such as vocabulary growth (Tschirner, 2004; Webb & Chang, 2012) and explicit vocabulary teaching (Nation, 2005). Other dimensions of analysis include both the external and the internal factors that influence the development of lexical competence. External factors include the instructional practices teachers deploy as well as the teaching materials, among others, whereas internal factors comprise, for example, the learners? beliefs and the vocabulary learning strategies (VLS) they employ. The present work draws on the findings reported by a research project conducted at the School of Languages, Córdoba State University, which analyzed the internal factors which affect vocabulary acquisition. The project involved examining these factors at different classroom settings. The study reported here is concerned with one of the internal factors: the learning strategies that learners make use of when learning vocabulary at three different secondary schools. Therefore, the purpose of this study is to establish links between the vocabulary learning strategies the learners make use of both within and outside classroom settings and the results of two vocabulary tests administered on two different occasions. A survey and two vocabulary tests were the data collection strategies. The participants of the study were secondary school learners at three different institutions: a private secondary school, a state-run secondary school and a pre-university school. Data analysis comprised correlating the learners' performance in the tests with their VLS. We report on the similarities and the differences between the three groups of learners. This study aims to further contribute to research on vocabulary acquisition and vocabulary instruction.
https://www.academia.edu/16235625/EFL_classrooms_in_the_new_millennium_Selected_papers_from_the_40th_FAAPI_Conference
Fil: San Martin, María Gimena. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Fil: Helale, Gabriela. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Lingüística
Materia
Vocabulary
Vocabulary learning strategies
Secondary school
Nivel de accesibilidad
acceso abierto
Condiciones de uso
Repositorio
Repositorio Digital Universitario (UNC)
Institución
Universidad Nacional de Córdoba
OAI Identificador
oai:rdu.unc.edu.ar:11086/29533

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network_name_str Repositorio Digital Universitario (UNC)
spelling Vocabulary learning at Secondary Schools : strategies and learner´s actual performanceSan Martin, María GimenaHelale, GabrielaVocabularyVocabulary learning strategiesSecondary schoolFil: San Martin, María Gimena. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Fil: Helale, Gabriela. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Along with grammar and phonology, lexis is crucial to both receptive and productive skill development, and consequently, effective communication (Nykos & Fan, 2007; Sánchez & Manchón, 2007). Much research in the field of vocabulary acquisition, teaching and learning has focused on keys aspects such as vocabulary growth (Tschirner, 2004; Webb & Chang, 2012) and explicit vocabulary teaching (Nation, 2005). Other dimensions of analysis include both the external and the internal factors that influence the development of lexical competence. External factors include the instructional practices teachers deploy as well as the teaching materials, among others, whereas internal factors comprise, for example, the learners? beliefs and the vocabulary learning strategies (VLS) they employ. The present work draws on the findings reported by a research project conducted at the School of Languages, Córdoba State University, which analyzed the internal factors which affect vocabulary acquisition. The project involved examining these factors at different classroom settings. The study reported here is concerned with one of the internal factors: the learning strategies that learners make use of when learning vocabulary at three different secondary schools. Therefore, the purpose of this study is to establish links between the vocabulary learning strategies the learners make use of both within and outside classroom settings and the results of two vocabulary tests administered on two different occasions. A survey and two vocabulary tests were the data collection strategies. The participants of the study were secondary school learners at three different institutions: a private secondary school, a state-run secondary school and a pre-university school. Data analysis comprised correlating the learners' performance in the tests with their VLS. We report on the similarities and the differences between the three groups of learners. This study aims to further contribute to research on vocabulary acquisition and vocabulary instruction.https://www.academia.edu/16235625/EFL_classrooms_in_the_new_millennium_Selected_papers_from_the_40th_FAAPI_ConferenceFil: San Martin, María Gimena. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Fil: Helale, Gabriela. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Lingüística2015info:eu-repo/semantics/conferenceObjectinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_5794info:ar-repo/semantics/documentoDeConferenciaapplication/pdf978-987-45982-0-2http://hdl.handle.net/11086/29533enginfo:eu-repo/semantics/openAccessreponame:Repositorio Digital Universitario (UNC)instname:Universidad Nacional de Córdobainstacron:UNC2025-09-04T12:33:55Zoai:rdu.unc.edu.ar:11086/29533Institucionalhttps://rdu.unc.edu.ar/Universidad públicaNo correspondehttp://rdu.unc.edu.ar/oai/snrdoca.unc@gmail.comArgentinaNo correspondeNo correspondeNo correspondeopendoar:25722025-09-04 12:33:55.235Repositorio Digital Universitario (UNC) - Universidad Nacional de Córdobafalse
dc.title.none.fl_str_mv Vocabulary learning at Secondary Schools : strategies and learner´s actual performance
title Vocabulary learning at Secondary Schools : strategies and learner´s actual performance
spellingShingle Vocabulary learning at Secondary Schools : strategies and learner´s actual performance
San Martin, María Gimena
Vocabulary
Vocabulary learning strategies
Secondary school
title_short Vocabulary learning at Secondary Schools : strategies and learner´s actual performance
title_full Vocabulary learning at Secondary Schools : strategies and learner´s actual performance
title_fullStr Vocabulary learning at Secondary Schools : strategies and learner´s actual performance
title_full_unstemmed Vocabulary learning at Secondary Schools : strategies and learner´s actual performance
title_sort Vocabulary learning at Secondary Schools : strategies and learner´s actual performance
dc.creator.none.fl_str_mv San Martin, María Gimena
Helale, Gabriela
author San Martin, María Gimena
author_facet San Martin, María Gimena
Helale, Gabriela
author_role author
author2 Helale, Gabriela
author2_role author
dc.subject.none.fl_str_mv Vocabulary
Vocabulary learning strategies
Secondary school
topic Vocabulary
Vocabulary learning strategies
Secondary school
dc.description.none.fl_txt_mv Fil: San Martin, María Gimena. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Fil: Helale, Gabriela. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Along with grammar and phonology, lexis is crucial to both receptive and productive skill development, and consequently, effective communication (Nykos & Fan, 2007; Sánchez & Manchón, 2007). Much research in the field of vocabulary acquisition, teaching and learning has focused on keys aspects such as vocabulary growth (Tschirner, 2004; Webb & Chang, 2012) and explicit vocabulary teaching (Nation, 2005). Other dimensions of analysis include both the external and the internal factors that influence the development of lexical competence. External factors include the instructional practices teachers deploy as well as the teaching materials, among others, whereas internal factors comprise, for example, the learners? beliefs and the vocabulary learning strategies (VLS) they employ. The present work draws on the findings reported by a research project conducted at the School of Languages, Córdoba State University, which analyzed the internal factors which affect vocabulary acquisition. The project involved examining these factors at different classroom settings. The study reported here is concerned with one of the internal factors: the learning strategies that learners make use of when learning vocabulary at three different secondary schools. Therefore, the purpose of this study is to establish links between the vocabulary learning strategies the learners make use of both within and outside classroom settings and the results of two vocabulary tests administered on two different occasions. A survey and two vocabulary tests were the data collection strategies. The participants of the study were secondary school learners at three different institutions: a private secondary school, a state-run secondary school and a pre-university school. Data analysis comprised correlating the learners' performance in the tests with their VLS. We report on the similarities and the differences between the three groups of learners. This study aims to further contribute to research on vocabulary acquisition and vocabulary instruction.
https://www.academia.edu/16235625/EFL_classrooms_in_the_new_millennium_Selected_papers_from_the_40th_FAAPI_Conference
Fil: San Martin, María Gimena. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Fil: Helale, Gabriela. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Lingüística
description Fil: San Martin, María Gimena. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
publishDate 2015
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