Teaching and Learning Vocabulary as L2: Approaches in Spanish Textbooks

assessing metacognitive awareness and learning strategies as positive predictors in promoting l2 learners’ reading comprehension

the purpose of this thesis was to investigate how differently metacognitive, cognitive, and social/affective strategies affect l2 learners’ reading comprehension. to this end, the study employed a quasi-experimental design with a placement test as a proficiency test to find the homogeneity of groups. three classes were randomly selected as the experimental groups (n =90), and each class was tau...

Critical Thinking Ability, L2 Vocabulary Knowledge, and L2 Vocabulary Learning Strategies

The purpose of the present study was to identify any significant relationship between critical thinking ability, L2 vocabulary knowledge, and L2 vocabulary learning strategies of Iranian EFL learners. To this aim, the productive vocabulary levels test was administered to measure the learner’s L2 vocabulary knowledge and observe homogeneity in terms of vocabulary knowledge. At the second stage, ...

Vocabulary Coverage in Spanish Textbooks: How Representative is It?

Certainly one of the primary goals in developing materials for second language learners should be to create materials that reflect vocabulary and grammar that these learners are likely to encounter in the “real world”. There is little to be gained from having students memorize long lists of vocabulary in a textbook, if the learners never again encounter these words once they venture out in the ...

the effect of explicit teaching of metacognitive vocabulary learning strategies on recall and retention of idioms

چکیده ندارد.

Teaching and Learning Vocabulary