Accesso libero

Vocabulary Learning Autonomy and Vocabulary Size of Turkish ELT Student Teachers: A Correlational Study

INFORMAZIONI SU QUESTO ARTICOLO

Cita

Abadi, E. A. M., & Baradaran, A. (2013). The relationship between learner autonomy and vocabulary learning strategies in Iranian EFL learners with different language proficiency level. International Journal of Applied Linguistics & English Literature, 2(3), 176-185. https://doi.org/10.7575/aiac.ijalel.v.2n.3p.17610.7575/aiac.ijalel.v.2n.3p.176Search in Google Scholar

Agustín-Llach, M. P., & Alonso, A. C. (2017). Fostering learner autonomy through vocabulary strategy training. In M. Pawlak, A. Mystkowska-Wiertelak, & J. Bielak (Eds.), Autonomy in second language learning: Managing the resources (pp. 141-158). Basal, Switzerland: Springer. https://doi.org/10.1007/978-3-319-07764-2_910.1007/978-3-319-07764-2_9Search in Google Scholar

Akbarian, I. (2010). The relationship between vocabulary size and depth for ESP/EAP learners. System, 38, 391-401. https://doi.org/10.1016/j.system.2010.06.01310.1016/j.system.2010.06.013Search in Google Scholar

Anderson, R. C., & Freebody, P. (1979). Vocabulary knowledge (Tech. Rep. No. 136). Urbana-Champaign: University of Illinois, Center for the Study of Reading.Search in Google Scholar

Balçıkanlı, C. (2008). Learner autonomy (LA) in EFL settings. Gazi Eğitim Fakültesi Dergisi, 28(3), 1-16.Search in Google Scholar

Bayat, Ö. (2011). The relationship between autonomy perception and the reading comprehension achievement of English language learners. Eurasian Journal of Educational Research, 42, 15-28.Search in Google Scholar

Beglar, D. (2010). A Rasch-based validation of the Vocabulary Size Test. Language Testing, 27(1), 101-118. https://doi.org/10.1177/026553220934019410.1177/0265532209340194Search in Google Scholar

Benson, P. (2003). Learner autonomy in the classroom. In D. Nunan (Ed.), Practical English language teaching (pp. 289-308). New York: McGraw-Hill.Search in Google Scholar

Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(1), 21-40. https://doi.org/10.1017/S026144480600395810.1017/S0261444806003958Search in Google Scholar

Benson, P. (2009). Making sense of autonomy in language learning. In R. Pemberton, S. Toogood, & A. Barfield (Eds.), Maintaining Control: Autonomy and Language Learning (pp. 13-26). Hong Kong: Hong Kong University Press. https://doi.org/10.5790/hongkong/9789622099234.003.000210.5790/hongkong/9789622099234.003.0002Search in Google Scholar

Chik, A., Aoki, N., & Smith, R. (2018). Introduction. In A. Chik, N. Aoki, & R. Smith (Eds.), Autonomy in Language Learning and Teaching: New Research Agendas (pp. 1-5). London: Palgrave Pivot. https://doi.org/10.1057/978-1-137-52998-5_110.1057/978-1-137-52998-5_1Search in Google Scholar

Dang, H. V. (2006). Learner-centeredness and EFL instruction in Vietnam: A case study. International Education Journal, 7(4), 598-610. Retrieved from https://files.eric.ed.gov/fulltext/EJ854314.pdfSearch in Google Scholar

Fukuda, T., Yoshimuta, S., & Tsuneyasu, M. (2019). Analyses on vocabulary size test results at an intensive English program. Language Research Bulletin, 34, 1-9.Search in Google Scholar

Grabe, W., & Stoller, F. L. (2018). Teaching vocabulary for reading success. The TESOL Encyclopedia of English Language Teaching, 1-7. https://doi.org/10.1002/9781118784235.eelt077310.1002/9781118784235.eelt0773Search in Google Scholar

Gümüş, F. (2017). Vocabulary Development of Turkish EFL Students with a focus on Graeco-Latin vs. German origin words. In H. Sağlamel (Chair), 6th International KTUDELL Conference on language literature and culture. KTUDELL Conference, Trabzon, Turkey.Search in Google Scholar

Hamzah, M. S. G., Kafipour, R., & Abdullah, S. K. (2009). Vocabulary learning strategies of Iranian undergraduate EFL students and its relation to their vocabulary size. European Journal of Social Sciences, 11(1), 39-50.Search in Google Scholar

Harkio, N., & Pietilä, P. (2016). The role of vocabulary breadth and depth in reading comprehension: A quantitative study of Finnish EFL learners. Journal of Language Teaching and Research, 7(6), 1079-1088. http://dx.doi.org/10.17507/jltr.0706.0310.17507/jltr.0706.03Search in Google Scholar

Harťanská, J., Horváthová, I., & Gadušová, Z. (2018). Grammar as an “art of lettes” in foreign language teaching (A study of teaching English verb tenses in lower and upper secondary schools). Acta Educationis Generalis, 8(1), 76-93. https://doi.org/10.2478/atd-2018-000510.2478/atd-2018-0005Search in Google Scholar

Ibrahim, U. (2015). Assessing the learners’ autonomy in vocabulary learning in EFL class. International Journal of Innovations in TESOL and Applied Linguistics, 1(1), 1-39.Search in Google Scholar

Kalajahi, S. A. R. & Pourshahian, B. (2012). Vocabulary learning strategies and vocabulary size of ELT students at EMU in Northern Cyprus. English Language Teaching, 5(4), 138-149. https://doi.org/10.5539/elt.v5n4p13810.5539/elt.v5n4p138Search in Google Scholar

Karabıyık, A. (2008). The relationship between culture of learning and Turkish university preparatory students’ readiness for learner autonomy (Unpublished master’s thesis). Ankara: Bilkent University.Search in Google Scholar

Kartal, G., & Balçıkanlı, C. (2019). Tracking the culture of learning and readiness for learner autonomy in a Turkish context. TEFLIN Journal, 30(1), 22-46. http://dx.doi.org/10.15639/teflinjournal.v30i1/22-4610.15639/teflinjournal.v30i1/22-46Search in Google Scholar

Koller, T. M. (2015). The effect of personalized vocabulary plans on learner autonomy in L2 vocabulary learning (Unpublished master’s thesis). St. Cloud State University.Search in Google Scholar

Korlu, H., & Mede, E. (2018). Autonomy in vocabulary learning of Turkish EFL learners. The EUROCALL Review, 26(2), 58-70. https://doi.org/10.4995/eurocall.2018.1042510.4995/eurocall.2018.10425Search in Google Scholar

Lamb, T., & Reinders, H. (2005). Learner independence in language teaching: A concept of change. In: D. Cunningham, & A. Hatoss (Eds.), An International Perspective on Language Policies, Practices and Proficiencies (pp. 225-239). Belgrave: FIPLV.Search in Google Scholar

Laufer, B., Meara, P., & Nation, I. S. P. (2005). Ten best ideas for teaching vocabulary. Language Teacher, 29(7), 3-6. Retrieved from https://www.wgtn.ac.nz/lals/about/staff/publications/paul-nation/2005-Ten-best-ideas.pdfSearch in Google Scholar

Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 15-30. https://files.eric.ed.gov/fulltext/EJ887873.pdfSearch in Google Scholar

Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on the teacher autonomy. System, 23(2), 175-181. https://doi.org/10.1016/0346-251X(95)00006-610.1016/0346-251X(95)00006-6Search in Google Scholar

Little, D. (1999). Learner autonomy is more than a Western cultural construct. In S. Cotterall, & D. Crabbe (Eds.), Learner Autonomy in Language Learning: Defining the Field and Effecting Change (pp. 11-18). Frankfurt am Main: Peter Lang.Search in Google Scholar

Little, D. (2002). The European Language Portfolio: Structure, origins, implementation and challenges. Language Teaching, 35(3), 182-189. https://doi.org/10.1017/S026144480200180510.1017/S0261444802001805Search in Google Scholar

Little, D. (2007a). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14-29. https://doi.org/10.2167/illt040.010.2167/illt040.0Search in Google Scholar

Little, D. (2007b). Introduction: Reconstructing learner and teacher autonomy in language education. In A. Barfield, & S. H. Brown (Eds.), Reconstructing autonomy in language education (pp. 1-12). New York: Palgrave Macmillan. https://doi.org/10.1057/9780230596443_110.1057/9780230596443_1Search in Google Scholar

Little, D. (2016). Learner autonomy and second/foreign language learning. Retrieved from https://www.llas.ac.uk/resources/gpg/1409Search in Google Scholar

Littlewood, W. (1996). “Autonomy”: An anatomy and a framework. System, 24(4), 427-435. https://doi.org/10.1016/S0346-251X(96)00039-510.1016/S0346-251X(96)00039-5Search in Google Scholar

Llach, M. P. A., & Gallego, M. T. (2009). Examining the relationship between receptive vocabulary size and written skills of primary school learners. Atlantis, 31(1), 129-147. https://www.jstor.org/stable/41055350Search in Google Scholar

Macaro, E. (1997). Target language, collaborative learning and autonomy. Clevedon: Multilingual Matters.10.21832/9781800418219Search in Google Scholar

McLean, S., & Kramer, B. (2015). The creation of a New Vocabulary Levels Test. Shiken, 19(2), 1-11. https://doi.org/10.1177/136216881456788910.1177/1362168814567889Search in Google Scholar

Milton, J., & Treffers-Daller, J. (2013). Vocabulary size revisited: The link between vocabulary size and academic achievement. Applied Linguistics Review, 4(1), 151-172. https://doi.org/10.1515/applirev-2013-000710.1515/applirev-2013-0007Search in Google Scholar

Moinzadeh, A., & Moslehpour, R. (2012). Depth and breadth of vocabulary knowledge: Which really matters in reading comprehension of Iranian EFL learners? Journal of Language Teaching and Research, 3(5), 1015-1026. https://doi.org/10.4304/jltr.3.5.1015-102610.4304/jltr.3.5.1015-1026Search in Google Scholar

Moir, J., & Nation, I. S. P. (2002). Learners’ use of strategies for effective vocabulary learning. Prospect, 17(1), 15-35.Search in Google Scholar

Mutlu, G., & Kaşlıoğlu, Ö. (2016). Vocabulary size and collocational knowledge of Turkish EFL learners. Journal of Theory and Practice in Education, 12(6), 1231-1252. https://dergipark.org.tr/tr/download/article-file/262343Search in Google Scholar

Nation, I. S. P. (1995) Best practice in vocabulary teaching and learning. EA Journal, 3(2), 7-15.Search in Google Scholar

Nation, I. S. P. (1998). Helping learners take control of their vocabulary learning. GRETA, 6(1), 9-18.Search in Google Scholar

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.10.1017/CBO9781139524759Search in Google Scholar

Nation, I. S. P. (2003). Vocabulary. In D. Nunan (Ed.), Practical English Language Teaching (pp. 129-152). New York: McGraw-Hill.Search in Google Scholar

Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review, 63(1), 59-82.10.3138/cmlr.63.1.59Search in Google Scholar

Nation, I. S. P. (2011). My ideal vocabulary course. In M. H. Chau, & I. A. Khairi (Eds), Vocabulary Learning in the Language Classroom. Petaling Jaya: MELTA-Sasbadi.Search in Google Scholar

Nation, P., & Beglar, D. (2007). A vocabulary size test. The Language Teacher, 31(7), 9-13.Search in Google Scholar

Nouri, N., & Zerhouni, B. (2016). The relationship between vocabulary knowledge and reading comprehension among Moroccan EFL learners. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 21(10), 19-26. http://doi.org/10.9790/0837-2110051926Search in Google Scholar

Özönder, Ö. (2016). Student EFL teachers’ receptive vocabulary size. Procedia - Social and Behavioral Sciences, 232, 444-450. https://doi.org/10.1016/j.sbspro.2016.10.06110.1016/j.sbspro.2016.10.061Search in Google Scholar

Palfreyman, D., & Smith, R. C. (Eds.). (2003). Learner autonomy across cultures: Language education perspectives. New York: Palgrave Macmillan. https://doi.org/10.1057/978023050468410.1057/9780230504684Search in Google Scholar

Pawlak, M., & Kruk, M. (2012). The development of learner autonomy through internet resources and its impact on English language attainment. Studia Anglica Posnaniensia, 47(2-3), 69-91. https://doi.org/10.2478/v10121-012-0005-910.2478/v10121-012-0005-9Search in Google Scholar

Qian, D. D. (1998). Depth of Vocabulary Knowledge: Assessing Its Role in Adults’ Reading Comprehension in English as a Second Language (Unpublished doctoral dissertation). University of Toronto, Toronto, Ontario, Canada.Search in Google Scholar

Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52(3), 513-536. https://doi.org/10.1111/1467-9922.0019310.1111/1467-9922.00193Search in Google Scholar

Read, J. (2007). Second language vocabulary assessment: Current practices and new directions. International Journal of English Studies (IJES), 7(2), 105-125.Search in Google Scholar

Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363. http://doi.org/10.1177/136216880808992110.1177/1362168808089921Search in Google Scholar

Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913-951. http://doi.org/10.1111/lang.1207710.1111/lang.12077Search in Google Scholar

Schmitt, N., & Schmitt, D. (2014). A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching, 47(4), 484-503. http://doi.org/10.1017/S026144481200001810.1017/S0261444812000018Search in Google Scholar

Schmit, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55-88. https://doi.org/10.1177/02655322010180010310.1177/026553220101800103Search in Google Scholar

Smith, R. (2008). Learner autonomy. ELT Journal, 62(4), 395-397. http://doi.org/10.1093/elt/ccn03810.1093/elt/ccn038Search in Google Scholar

Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: Which comes first? Language Teaching Research, 6(3), 245-66. https://doi.org/10.1191/1362168802lr106oa10.1191/1362168802lr106oaSearch in Google Scholar

Stæhr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139-152. http://doi.org/10.1080/0957173080238997510.1080/09571730802389975Search in Google Scholar

Şen, Y., & Kuleli, M. (2015). The effect of vocabulary size and vocabulary depth on reading in WFL context. Procedia-Social and Behavioral Sciences, 199, 555-562. https://doi.org/10.1016/j.sbspro.2015.07.54610.1016/j.sbspro.2015.07.546Search in Google Scholar

Teng, F. (2019). Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language. Singapore: Springer. https://doi.org/10.1007/978-981-13-0728-710.1007/978-981-13-0728-7Search in Google Scholar

Thangaroonsin, S. (2016). Investigation of Receptive Vocabulary Size of Thai EFL Graduate Students (Unpublished master’s thesis). Thammasat University.Search in Google Scholar

Tuan, L. T. (2011). An empirical research on self-learning vocabulary. Theory and Practice in Language Studies, 1(12), 1688-1695. http://doi.org/10.4304/tpls.1.12.1688-169510.4304/tpls.1.12.1688-1695Search in Google Scholar

Uchihara, T., & Clenton, J. (2018). Investigating the role of vocabulary size in second language speaking ability. Language teaching Research, 1-17. https://doi.org/10.1177/136216881879937110.1177/1362168818799371Search in Google Scholar

Webb, S., & Nation, P. (2017). How Vocabulary is Learned. Oxford: Oxford University Press.Search in Google Scholar

Webb, S. A., & Sasao, Y. (2013). New directions in vocabulary testing. RELC Journal, 44(3), 263-277. http://doi.org/10.1177/003368821350058210.1177/0033688213500582Search in Google Scholar

Yalcin Tilfarlioglu, F., & Sherwani, S. (2018). An analysis of the relationship among EFL learners’ autonomy, self-esteem, and choice of vocabulary learning strategies. Theory and Practice in Language Studies, 8(8), 933-947. http://dx.doi.org/10.17507/tpls.0808.0510.17507/tpls.0808.05Search in Google Scholar

eISSN:
2585-7444
Lingua:
Inglese
Frequenza di pubblicazione:
3 volte all'anno
Argomenti della rivista:
Social Sciences, Education, Theory and History of Education, Curriculum and Pedagogy, other, Social Pedagogy, Social Work