Yabancı dil olarak İngilizce öğrenen Türk öğrencilerin biçimbirimsel gelişimleri ile sözcük öğrenme stratejileri arasindaki ilişki

Abstract

The main purpose of this study is to investigate the most or the least preferred vocabulary learning strategies (VLS) by Turkish EFL learners and to examine the relationship between morphological mastery and VLS. The participants of the study consist of 102 Translation and Interpreting department students at a state university in Turkey. The measurement tools used in the study are Vocabulary Size Test (VST) (Nation, 2001) and Vocabulary Learning Strategies Questionnaire (VLSQ) (Gu, 2018). Before the questionnaire, VST was administered to the students to determine the vocabulary size levels of them. After the test, students were asked to answer the 5-point Likert type VLSQ. The results of the study were analyzed by SPSS programme using one-way ANOVA. According to the results, the most commonly used strategies by Turkish EFL learners in vocabulary learning are guessing and dictionary strategies. The least frequently used strategies are the use of word lists and visual repetition strategies in the rehearsal category. The results obtained from students who are classified as low, medium and high-level vocabulary size, show that the most frequently used strategies of high level students are selective attention, guessing strategies, dictionary strategies, notebook usage and note-taking (deciding what information goes into notes). In addition, while the vast majority of students think that it is necessary to learn words through use, they believe that memorization does not play an important role in vocabulary learning. This study tends to help English learners who have difficulty in choosing vocabulary learning strategies to get morphological mastery and to lead EFL teachers by showing the advantages of using different strategies for students.