THE INTERCONNECTION BETWEEN VOCABULARY LEARNING STRATEGIES AND EFL LEARNING OUTCOMES / MEĐUSOBNA POVEZANOST STRATEGIJA UČENJA VOKABULARA I ISHODA UČENJA U ENGLESKOM KAO STRANOM JEZIKU

Aldiana Laličić, Vildana Dubravac, Senad Bećirović

Abstract


This study aimed at investigating vocabulary learning strategies employed by Bosnian EFL elementary school learners attending the 6th, 7th, 8th and 9th grade and the effect of gender and grade level on the students’ choice of vocabulary learning strategies. Furthermore, it attempted to explore the relationship between vocabulary learning strategy use and EFL learners’ vocabulary knowledge as well as overall English knowledge. The results indicated that the participants are aware of vocabulary learning strategies and that they use them in their everyday learning. Gender showed no significant effect on the learners’ preferences for different vocabulary learning strategies, i.e. memory, cognitive and compensation strategies, while grade level had a significant effect on the use of one subtype, namely compensation strategies. Standard multiple regression was conducted to determine whether vocabulary learning strategies predict learners’ language achievement and vocabulary knowledge, and the results discovered that they significantly predict both. The study is expected to provide both language teachers and learners with some valuable suggestions with regard to a more effective use of vocabulary learning strategies among elementary school EFL learners.

Cilj ove studije je bio istražiti odnos strategija učenja vokabulara kod bosanskih učenika koji pohađaju 6., 7., 8. i 9. razred i utjecaj roda i razreda na njihov odabir strategija učenja. Nadalje, studija je pokušala istražiti odnos između upotrebe strategije učenja i znanja vokabulara u engleskom kao stranom jeziku, kao i ukupnog znanja učenika. Rezultati su pokazali da su učesnici u ovoj studiji svjesni strategija učenja vokabulara i da ih koriste u svakodnevnom učenju. Rod nije pokazao značajniji uticaj na odabir strategija učenja vokabulara od strane učenika, kao što su strategije pamćenja, kognitivne i kompenzacijske strategije, dok je razred koji pohađaju, imao značajan uticaj na upotrebu jednog podtipa strategija učenja vokabulara, odnosno strategija kompenzacije. Standardna višestruka regresija provedena je kako bi se utvrdilo da li strategije učenja vokabulara utiču na uspjeh učenika u školi i na njihovo znanje vokabulara, a rezultati su pokazali da značajno utiču I na jedno I na drugo. Rezultati ove studije mogli bi pružiti, kako nastavnicima engleskog kao stranog jezika tako i učenicima, dragocjene prijedloge u pogledu efikasnije upotrebe strategija učenja vokabulara među učenicima u osnovnim školama.

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vocabulary learning strategies, gender, grade level, language achievement, vocabulary knowledge / strategije učenja vokabulara, rod, razred, uspjeh učenika, znanje vokabulara

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References


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DOI: http://dx.doi.org/10.46827/ejes.v7i12.3402

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