Investigating vocabulary learning strategies

The study presented in this book is based on the
assumption that the learning of a foreign language
involves some conscious manipulation of input. Thus,
language learning is comparable to the learning of
other cognitive skills. Conscious manipulation in
language learning can take the form of the adoption
of learning strategies. Though much work has been
done in the investigation of language learning
strategies, and a certain amount in that of the more
specific vocabulary learning strategies, few studies
have examined the strategies that are used by
experienced language learners, and none specifically
those used by learners who are studying to become
language teachers. Moreover, there has been no
attempt to investigate the vocabulary learning
strategies used by Romanian learners of English to
date. This book details an exploratory study
examining the vocabulary learning strategies of
Romanian undergraduates majoring or minoring in
English and was designed to a) identify and classify
vocabulary learning strategies b) explicate the
relationship between individual differences and
vocabulary learning strategy use, and c) supplement
an existing learner strategy typology (Oxford, 1990).

Autorentext

The field of expertise of dr. Gabriela Cusen is appliedlinguistics. She undertook research for her Ph.D at LancasterUniversity, UK, in the area of Second Language Acquisition. Dr.Cusen is a senior lecturer and director of the Centre for ModernLanguages at Transilvania University of Brasov, Romania.

Klappentext

The study presented in this book is based on theassumption that the learning of a foreign languageinvolves some conscious manipulation of input. Thus,language learning is comparable to the learning ofother cognitive skills. 'Conscious manipulation' inlanguage learning can take the form of the adoptionof learning strategies. Though much work has beendone in the investigation of language learningstrategies, and a certain amount in that of the morespecific vocabulary learning strategies, few studieshave examined the strategies that are used byexperienced language learners, and none specificallythose used by learners who are studying to becomelanguage teachers. Moreover, there has been noattempt to investigate the vocabulary learningstrategies used by Romanian learners of English todate. This book details an exploratory studyexamining the vocabulary learning strategies ofRomanian undergraduates majoring or minoring inEnglish and was designed to a) identify and classifyvocabulary learning strategies b) explicate therelationship between individual differences andvocabulary learning strategy use, and c) supplementan existing learner strategy typology (Oxford, 1990).