Teaching and Learning Vocabulary through Reading as a Social Practice in Saudi Universities

Autor/in	Altalhab, Sultan
Titel	Teaching and Learning Vocabulary through Reading as a Social Practice in Saudi Universities
Quelle	In: English Language Teaching, 9 (2016) 11, S.67-79 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Vocabulary Development; Reading Instruction; Teaching Methods; Learning Strategies; Reading Teachers; Mixed Methods Research; English (Second Language); Questionnaires; Semi Structured Interviews; Textbook Content; Content Analysis; Personal Autonomy; Social Environment; Reading Attitudes; Student Interests; Undergraduate Students; Second Language Learning; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Wortschatzarbeit; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen; Lehrbuchtext; Inhaltsanalyse; Individuelle Autonomie; Soziales Umfeld; Reading behavior; Rading behaviour; Leseverhalten; Studieninteresse; Zweitsprachenerwerb; Saudi-Arabien
Abstract	The study explores the social practice of vocabulary learning by examining vocabulary teaching techniques employed by teachers, the vocabulary learning strategies (VLSs) identified by students as most useful and the ones they felt most competent in using when reading and teachers' and students' attitudes towards learning vocabulary through reading. While most vocabulary research is quantitative, this study used a mixed methods approach of quantitative and qualitative data collected from a range of sources. One hundred and fifty students majoring in English from four different universities completed a semi-structured questionnaire and twenty-two of them were interviewed. In addition, nine teachers of vocabulary and reading subjects were interviewed and their classes observed. A systematic analysis for the prescribed textbooks was also conducted. The findings revealed that both teachers and students were negotiating their autonomy on an ongoing basis, which means that the social context of learning has a powerful influence on what students learn. The study concludes that vocabulary learning is a social practice influenced by a range of factors, such as teaching techniques, VLSs, the prescribed textbook, participants' beliefs and attitudes, learners' interests, cultural values and learners' level of competence in English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01