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A Survey on Iranian EFL Learners` Beliefs on the Role of Rote Memorization in Learning Vocabulary and Its Effect on Vocabulary Achievement
분야 어문학 > 언어학
저자 ( Nasser Rashidi ) , ( Ahmad Omid )
발행기관 범태평양 응용언어학회
간행물정보 Pan-Pacific Association of Applied Linguistics(PAAL) 2011년, 제15권 제1호, 139~161쪽(총23쪽)
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연관 논문
Characteristics of Korean EFL Learners` Written Productions and Their Pedagogical Implications
Assessing the Role of Depth and Breadth of Vocabulary Knowledge in Reading Comprehension of Iranian EFL Learners
The Effectiveness of Staged Translation in Young EFL Learners` Vocabulary Learning
EFL Learner and Teacher Beliefs about Grammar Learning in Korea -
A Longitudinal Study of Progress in Vocabulary Size of Japanese EFL Senior High School Learners: A Comparison of the General and Commercial Courses
The purpose of this study was to investigate the Iranian EFL learners` beliefs on the role of RL in vocabulary learning, and how it could affect their achievement. One-hundred and three students majoring in English (Literature, Translation, and Teaching) at the Departments of Foreign Languages and Linguistics at Roudehen and the Western Branch of Islamic Azad University participated in this study. Two questionnaires (Students and Teachers` questionnaires) with a vocabulary test and a proficiency test (ECCE) were used in this study. Various statistical tests including Descriptive Analysis and Factor Analysis as well as correlation analysis along side with Chi-Square analysis were run to analyze the data. The findings of this study revealed that the learners believe RL is an effective way of learning EFL vocabulary, but not the best way. They see that reviewing well and having structured review is more effective for them to learn more vocabularies. This study also revealed that the relationship between beliefs and strategy use was positive and significant, but the relationship between beliefs and proficiency of the learners, and also the relationship between strategy use and proficiency of the learners were insignificant but there was a slight correlation between the items. The findings also showed that there was no significant association between the variables beliefs and vocabulary test scores.
beliefs, rote memorization, vocabulary, achievement, Learning
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