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English Vocabulary Learning Strategies: the Case of Iranian Monolinguals vs. Bilinguals | ||
| Journal of English Language Teaching and Learning | ||
| دوره 9، شماره 19، شهریور 2017، صفحه 169-197 اصل مقاله (743.47 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Hanieh Varmaziyar* 1؛ Azam Sazvar2 | ||
| 1Alzahra University | ||
| 2Assistant Professor, Alzahra University | ||
| چکیده | ||
| The main objective of the present study was to investigate the differences between Iranian EFL monolinguals and bilinguals in terms of vocabulary language learning strategies. In fact, it was an attempt to investigate whether bilingual/ monolingual learners differ significantly in using vocabulary learning strategies. To this end, 70 EFL, 45 monolingual (Persian) and 25 bilingual (Arabic-Persian) pre-university students were selected to answer Schmitt’s Vocabulary Learning Strategies Questionnaire (VLSQ). The participants were homogeneous in terms of age, sex, nationality and level of instruction. Following the administration of a general English proficiency test and one VLSQ, interviews were conducted. Then, descriptive statistics and independent t-test were used to analyze the data. The findings obtained through comparison revealed significant dissimilarities between bilinguals and monolinguals’ usage of determination, memory, cognitive and metacognitive strategies. There was no significant variation, however, in their use of social strategies. Further, interviews exhibited some aspects that were not mentioned in the VLSQ. | ||
| کلیدواژهها | ||
| Vocabulary Learning Strategies؛ monolinguals؛ bilinguals؛ EFL learners؛ Schmitt's VLS | ||
| مراجع | ||
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