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The Effect of EFL Learners' Gender and Second Language Proficiency on Willingness to Communicate in the upper secondary schools of Gjilan town / Mejreme Ymeri

No review available on this record. Title : The Effect of EFL Learners' Gender and Second Language Proficiency on Willingness to Communicate in the upper secondary schools of Gjilan town : studime të doktoraturës - cikli i tretë Material Type: printed text Authors: Mejreme Ymeri, Dissertant ; Brikena Xhaferi, Thesis advisor Publisher: Tetovë : UEJL Fakulteti shkencave, kulturave dhe komunikimit Publication Date: 2017 Pagination: 161 p. Layout: ill. Size: 30 cm General note: Includes bibliographical references (p. 140-144) Includes bibliographical footnotes Includes index Languages : English (eng) Original Language : English (eng) Descriptors: Second language acquisition - Research Abstract: ABSTRACT Recently, second language willingness to communicate (WTC) has become a significant concept in second language learning and communication. Previous research on willingness to communicate (WTC) has shown that except the attitude, support and the teaching style of the teachers that influence WTC of the learners, the gender and language proficiency play a role, too. This study was carried out to investigate the effects of gender and language proficiency on willingness to communicate. Specifically, the objectives of the study were to identify the factors that influence willingness to communicate and to find out if gender and language proficiency have any effect on willingness to communicate. In addition, this study is intended to provide information to teachers in order to help their students feel more confident in expressing themselves. This study included a questionnaire with upper-secondary school students, interviews with the English language teachers and observation of the students during the English language classes. In order to measure students' willingness to communicate there was administered a modified version of the Likert-type questionnaire developed by MacIntyre et al. (2001). A total of three hundred and ten participants, teachers and upper-secondary school students participated in the study. Results from the study show that the gender of the learners plays quite a significant role on their willingness to communicate. Respectively, based on the results female students are a little more willing to communicate compared to male students. In addition, the proficiency of the students has a remarkable effect on the willingness of the students to communicate; respectively, proficient students are much more willing to communicate than the non-proficient students. This study has attempted to find out if EFL Learners' Gender and Second Language Proficiency have any effect on Willingness to Communicate, to provide information to teachers in order to help their students feel more confident in expressing themselves. ABSTRAKTI Kohët e fundit, gatishmëria për të komunikuar në gjuhën e dytë (GPK) është bërë një koncept i rëndësishëm në mësimin e gjuhës së dytë dhe në komunikim. Hulumtimet e mëparshme lidhur me gatishmërinë për të komunikuar (GPK) kanë treguar se përveç qëndrimit, mbështetjes dhe stilit të mësimdhënies të cilat ndikojnë në gatishmërinë e nxënësve për të komunikuar, edhe gjinia dhe zotërimi i gjuhës angleze e luajnë rol. Ky studim është kryer për të hetuar efektet e gjinisë dhe zotërimit të gjuhës angleze në gatishmërinë për të komunikuar. Në mënyrë të veçantë, objektivat e studimit ishin për të identifikuar faktorët që ndikojnë në gatishmërinë për të komunikuar dhe për të zbuluar nëse gjinia dhe zotërimi i gjuhës ka ndonjë efekt në gatishmërinë për të komunikuar. Përveç kësaj, ky studim ka për qëllim të jap informacion për mësimdhënësit në mënyrë që t’iu ndihmojë nxënësve të tyre të ndihen më të sigurt për t’u shprehur. Ky studim përfshiu një pyetësor me nxënësit e shkollave të mesme të larta, intervista me mësimdhënësit e gjuhës angleze dhe vëzhgimin e nxënësve gjatë orëve të gjuhës angleze. Në mënyrë që të matet gatishmëria e nxënësve për të komunikuar është administruar një version i modifikuar i pyetësorit të tipit Likert i krijuar nga Macintyre et al. (2001). Një total prej treqind e dhjetë pjesëmarrës, mësues dhe nxënës nga shkollat e mesme të larta kanë marrë pjesë në studim. Rezultatet e studimit tregojnë se gjinia e nxënësve luan një rol mjaft të rëndësishëm në gatishmërinë e tyre për të komunikuar. Përkatësisht, në bazë të rezultateve studentët e gjinisë femërore janë pak më të gatshëm për të komunikuar në krahasim me studentët e gjinisë mashkullore. Përveç kësaj, zotërimi i gjuhës angleze nga nxënësit ka një ndikim mjaft të madh në gatishmërinë e nxënësve për të komunikuar; respektivisht, studentët e zotë janë shumë më të gatshëm për të komunikuar sesa studentët jo të zotë. Ky studim ka tentuar për të gjetur nëse gjinia dhe zotërimi i gjuhës angleze nga nxënësit që e mësojnë gjuhën angleze si gjuhë të huaj ka ndonjë efekt në gatishmërinë për të komunikuar, për të siguruar informacion për mësuesit që t’iu ndihmojnë nxënësve të tyre të ndihen më të sigurt gjatë të shprehurit. Introduction Prior to the introduction of communicative language teaching, the major purpose of language learning was to develop linguistic competence and to master the structure of the language. Nevertheless, in recent decades we are experiencing the growing momentum of communication, and it is becoming a very important tool if one wants to be successful in various settings. According to Daly (1986, cited in Civikly, 1986 p.21) ‘communication is critical to success in academic, occupational and social settings’. The English language is the most important foreign language in Kosovo and it is extensively used in the education system from primary level up to tertiary level. It is also extensively used in various professions such as the medical, engineering, legal and business sectors. Therefore, it is very important for upper school students to become proficient in English so that they can use the language efficiently for academic purposes and later on in a professional setting. In addition to this many students of this age after finishing upper secondary school plan to study or work abroad where English proficiency and in particular communication skills are very necessary. Furthermore, these proficient students in English language after they have graduated will have enhanced opportunities to be employed by international business companies. Increasingly these companies will select those applicants who can deliver not only technical skills but also the soft skills and the ability to communicate in English successfully is one of these skills. Contents note: Introduction; Background to the study; Significance and Purpose of Study; Aims and Objectives of the study; Research questions; Description of Thesis Organization; Willingness To Communicate; The Pyramid Model of WTC; Willingness to communicate; a personality trait-like or situational state-like construct?; WTC predictors; Communication Apprehension (CA); Communication competence; Second language proficiency; The effect of Gender on willingness to communicate; Culture on willingness to communicate; Motivation and Willingness to communicate; Attitude of the learners; L2 WTC in immersion and non-immersion contexts; Conclusion; Afghari & Sadeghi 2012; Alemi et al. (2013); Tabatabaei & Jamshidifar (2013); Conclusion; Research Methodology; Pilot study; Analysis and comparison of the results; Results from proficient and non-proficient students; Conclusion from the pilot study; Main study; Research Questions; Objectives of the research; Participants; Materials; Procedures; Detailed Description of the Instruments; Results And Discussions; Student’s Questionnaire; The Results of the Students’ questionnaire; RESULTS FROM THE GENDER; FEMALE STUDENTS; MALE STUDENTS; Results from proficient and non-proficient students; Proficient students; Non-proficient students; Teachers’ interviews; Observation of the students; ANALYSIS OF THE RESULTS; Gender; Speaking in class in English; Reading; Writing; Comprehension; Speaking in class in English (Proficient and non-proficient students); Reading (Proficient and non-proficient students); Writing (Proficient and non-proficient students); Comprehension (Proficient and non-proficient students); Analysis of the teachers’ interviews and the observation; Comparison of the results; CONCLUSIONS AND RECOMMENDATIONS; References; Record link: https://library.seeu.edu.mk/index.php?lvl=notice_display&id=17286

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Fostering Learner Autonomy through the use of Computer Assisted Language Learning - A study conducted in the Republic of Kosova, / Flora Maliqi

No review available on this record. Title : Fostering Learner Autonomy through the use of Computer Assisted Language Learning - A study conducted in the Republic of Kosova, : studime të doktoraturës - cikli i tretë Material Type: printed text Authors: Flora Maliqi, Dissertant ; Brikena Xhaferi, Thesis advisor Publisher: Tetovë : UEJL Fakulteti shkencave, kulturave dhe komunikimit Publication Date: 2017 Pagination: 180 p. Layout: ill. Size: 30 cm General note: Includes bibliographical references (p. 135-156) Includes bibliographical footnotes Includes Appendix (p. 157-180) Languages : English (eng) Original Language : English (eng) Descriptors: ESL Abstract: ABSTRACT This study is about fostering learner autonomy through the use of computer assisted language learning conducted in the three secondary schools and one private English course in Gjilan. The six research questions guiding this study were: 1.What does ‘Learner Autonomy’ mean to English Language teachers? 2. What is teacher’s role in promoting self-access learning through technology? 3. How desirable and feasible do teachers feel in promoting Learner Autonomy by the use of CALL? 4. How does CALL help learners become autonomous? 5. How can CALL assist learners develop their language skills independently? 6. To what extent, according to the teachers CALL contributes in fostering Learner Autonomy in ELT? In addition, there were also four hypotheses included: 1. Learner Autonomy can be promoted by the use of technology. 2. Computer Assisted Language Learning improves learners’ English Language skills in autonomous way. 3. Learner Autonomy by the help of technology promotes willingness, voluntariness, motivation and challenge in ELT. 4. Learner Autonomy promotes lifelong learning. Data were collected through students’ questionnaire, teachers’ interview and students’ test. The participants were 300 students for the questionnaire, 30 English teachers for the interview and 50 students for the test. Moreover, the quantitative method was used for the questionnaire and the qualitative one was used for the interview and the test. The findings indicate that participants appreciate practicing the language through computers and consider themselves autonomous being responsible and motivated at their own pace. The teachers as well share the same opinion, finding computers very helpful in promoting learner autonomy. Finally, the findings suggest that having the different multimedia materials available foster learner autonomy by making the learning process more attractive, interesting and more efficient. Key words: Learner Autonomy, CALL (Computer Assisted Language Learning), The History of Learner Autonomy and CALL, Language Skills. ABSTRAKTI Ky studim ka të bëjë me nxitjen e autonomisë së nxënësit për të mësuar nëpërmjet përdorimit të kompjuterit si mjet ndihmës për mësimin e gjuhës. Studimi është bërë në tri shkolla të mesme dhe në një kurs privat të gjuhës angleze në Gjilan. Pyetjet kërkimore në këtë studim gjithsej ishin gjashtë; 1. Cfarë nënkupton termi ‘autonomia e nxënësit’ sipas mësimdhënësve të gjuhës angleze?, 2. Cili është roli i mësimdhënësit në nxitjen e të mësuarit me vetë-qasje përmes teknologjisë?, 3. Sa të dëshirueshëm dhe të realizueshëm ndjehen mësimdhënësit në nxitjen e autonomisë së nxënësit për të mësuar përmes përdorimit të kompjuterit si mjet ndihmës?, 4. Si i ndihmon nxënësit kompjuteri si mjet ndihmës, për tu bërë të pavarur?, 5. Si mund kompjuteri t’i ndihmojë nxënësve t’i zhvillojnë shkathtësitë gjuhësore në mënyrë të pavarur?, 6. Deri në çfarë mase, sipas mësimdhënësve kompjuteri mund të kontribojë në nxitjen e autonomisë së nxënësit për të mësuar në mësimdhënien e gjuhës angleze?. Përveç këtyre në këtë studim ishin edhe katër hipoteza; 1. Autonomia e nxënësit për të mësuar mund të zhvillohet përmes përdorimit të teknologjisë. 2. Kompjuteri si mjet ndihmës zhvillon shkathtësitë e gjuhës angleze në mënyrë të pavarur. 3. Autonomia e nxënësit me ndihmën e teknologjisë nxit gatishmëri, vullnetarizëm, motivim dhe sfidë në mësimdhënien e gjuhës angleze. 4. Autonomia e nxënësit nxitë mësim gjatë gjithë jetës. Të dhënat janë mbledhur përmes pyetësorit, intervistës së mësimdhënësve dhe testimit të nxënësve. Pjesëmarrësit në studim ishin 300 studentë të cilët janë përfshirë në pyetësor, 30 mësimdhënës të anglishtës të pëfshirë në intervistë dhe 50 studentë nga shifra e përmendur lart janë përfshirë në testim . Për më tepër , metoda sasiore është përdorur për pyetësorin dhe ajo cilësore është përdorur për intervistë dhe testim. Rezultatet tregojnë se pjesëmarrësit e vlerësojnë praktikimin e gjuhës përmes kompjuterëve dhe e konsiderojnë veten të pavarur duke qenë përgjegjës dhe të motivuar në punën e tyre . Mësimdhënësit janë të të njëjtin mendim , duke konsideruar kompjuterët shumë të dobishëm në nxitjen e autonomisë së nxënësit për të mësuar. Së fundi, zbulimet sugjerojnë se duke pasur materiale të ndryshme multimediale në dispozicion, ato nxisin autonominë e nxënësit për të mësuar dhe e bëjnë procesin e të mësuarit më tërheqës , interesant dhe më efikas. Fjalët kyçe: Autonomia e nxënësit për të mësuar, Kompjuteri si mjet ndihmës në mësimin e gjuhës, Historia e autonomisë së nxënësit dhe kompjuterit, Shkathtësitë gjuhësore. Абстракт Оваа студија има за цел поттикнување на автономијата на ученикот во учењето преку користење на компјутерот како помошна алатка за учење на јазикот, студија која се одвиваше во три средни училишта и во еден приватен курс за јазици во Гњилане. Како истражувачки прашања во ова истражување беа поставени следниве шест прашања: 1. Што се подразбира под поимот “автономија на ученикот“ според наставниците по англиски јазик?; 2. Која е улогата на наставникот во поттикнувањето на учењето со автопристап преку технологијата?; 3. Коклу пожелни и остварливи се чувствуваат наставниците во поттикнувањето на автономијата на ученикот во учењето преку користење на компјутерот како помошна алатка?; 4. Како компјутеро, како помошна алатка, им помага на учениците да станат независни?; 5. Коко компјутерот може да им помага на учениците независно да ги развијат своите јазични вештини?; 6. До кој степен, според наставниниците, може компјутерот да придонесе во поттикнувањето на автономијата на ученикот во учењето во наставата по англиски јазик?. Покрај овие прашања, во оваа студија беа поставени и четири хипотези: 1. Автономијата на ученикот во учењето може да се постигне со користење на технологијата; 2. Компјутерот како помошна алатка ги развива на независен начин вештините по англиски јазик; 3. Автономојата на ученикот со помош на технологијат поттикнува подготвеност, волонтерство, мотивација и предизвик во наставата по англиски јазик; 4. Автономијата на ученикот поттикнува учење во текот на целиот живот. Податоците се собрани преку прашалник, интервју со наставниците и преку тестирање на учениците. Учесници во оваа студија беа 300 студенти кои беа вклучени во прашалникот, 30 наставници по англиски јазик вклучени во интервју и 50 студенти од погоре наведената бројка беа вклучени во тестирање. Понатаму, во прашалникот се користеше квантитативниот метод, а пак, во интервјуто и тестирањето се користеше квалитативниот метод. Резултатите покажуваат дека учесниците го ценат практикувањето на јазикот преку компјутерот и се семтаат себеси за независни имајќи одговорност и мотивација за работа. Наставниците делат исто мислење, сметајќи дека компјутерите се од голема корист во поттикнувањето на автономијата на ученикот во учењето. И на крај, наодите укажуваат дека имајќи на располагање различни мултимедиални материјали се поттикнува автономијата на ученикот во учењето и со тоа и процесот на учење е поатрактивен, поинтересен и поефикасен. Клучни зборови: Автономијата на ученикот во учењето, Компјутерот како помошна алатка за учење на јазикот, Историјата на автономијата на ученикот и компјутерот, Јазичните вештини. Contents note: Abstrakt; Abstrakt; Апстракт; Acknowledgement; List of tables; List of figures; Acronyms; Table of Contents; Chapter 1. Introduction and Overview; 1.1. Backgroung to the study; 1.2. Significance and the purpose of the study; 1.3. Aims and objectives of the study; 1.4. Research Questions; 1.5. Hypotheses; Conclusion; Description of the doctoral thesis organization; Literature Background; Literature; Review; Towards definitions on learner autonomy in language learning; A brief history of the rise of autonomy in language education; Learner Autonomy in cultural context; Levels of learner autonomy; Characteristics of Learner autonomy; Misconceptions about learner autonomy; The role of the teacher in fostering learner autonomy; The role of the learner in promoting learner autonomy; Promoting Language Learner Autonomy; Learner Autonomy and Willingness to Communicate in EFL; 2.12. Methods and materials for motivation and learner autonomy; Grammar exercises as cooperative learning; Teamwork; Reflective; activities; The conceptualization of Language Learner Autonomy; Attitude; Ability; Ways to foster Learner Autonomy in English teaching and learning; Changing teachers students' beliefs; Teaching learning strategies in autonomous learning; Using cooperative learning; Self-Reports; Diaries, Evaluation Sheets and Portfolios; Conclusion; Chapter 3. Computer Assisted Language Learning (CALL)and (MALL; A brief history of CALL; Behavioristic CALL; Communicative CALL; Integrative CALL; Characteristics of Computer Assisted Language Learning; Mobile Assisted Language Learning; Learner Autonomy and Computer Assisted Language Learning; The use of CAL in EFL classroms to foster Learner Autonomy; Specific tools to foster in learner autonomy; Sanako Study 1200; Moodle; Adobe Connect; Computers and the development of language skills in autonomous way; Autonomy in developing reading skills through CALL; Autonomy in developing writing skills through CALL; Autonomy in developing listening skills through CALL; Autonomy in developing speaking skills through CALL; Advantages of using CALL in EFL classrooms; Disadvantages of using CALL in EFL classrooms; Lack of computers; Teacher's lack of computer training; Learners' lack of technical competence; Learners'lack of interest; Learners' disinclination to be autonomous; Poor interaction among learners; Conclusion; Recent studies in this area; Phan (2015); Teachers' understanding of language learner autonomy; Students' understanding of language learner autonomy; Teachers and students' perceptions of pedagogic approaches to foster LLA; Duong, Seepho, (2014); Osmani. R (2014); Le, Quynh X. (2013); Milinović. M and Milinović. D (2013); Xhaferi, Xhaferi, Waldispühl and Ericson (2013); Cuervo, Buitrago, Ojeda, et.al (2011); Conclusion; Chapter 5. Research Methodology; Methods; Data gathering procedure; Research Aims; Research Questions; Hypotheses; Participants; Detailed description of instruments; Students’ questionnaire on LA and CAL; Teachers’ Interview ; Students’ Test; Pilot Study; Results and discussion of the pilot study; Results from the students' questionnaire; Conclusion; Results and Discussions; Main study; Results of students’ questionnaire; Results of teachers’ interviews; Conclusion; Analysis of the Results of students' Questionnaire; Analysis of the results of teachers' Interview; Analysis of the results of students' Test; Examples from online Test exercises; Comparison and Analysis of Results; Conclusion; Research questions-obtained results; Research hypotheses-obtained results; Limitations,Recommendations; Limitations of the study; Recommendations; Recommendations for teachers; Recommendations for future research; Record link: https://library.seeu.edu.mk/index.php?lvl=notice_display&id=17287

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The Impact Of Brainstorming On Reading Comprehension Of Efl Learners / Selda Fejzulai

No review available on this record. Title : The Impact Of Brainstorming On Reading Comprehension Of Efl Learners : studime të Magjistraturë - cikli i dytë Material Type: printed text Authors: Selda Fejzulai, Dissertant ; Brikena Xhaferi, Thesis advisor Publisher: Tetovë : UEJL Fakulteti shkencave, kulturave dhe komunikimit Publication Date: 2017 Pagination: 50 p. Layout: ill. Size: 30 cm General note: Includes bibliographical references Includes bibliographical footnotes Includes Appendix Languages : English (eng) Original Language : English (eng) Descriptors: Reading comprehension - Problems, exercises, etc Abstract: ABSTRACT English language is considered as one of the most important subjects for high school students. Yet, such an important subject needs to be motivating and interesting in order for the students to learn it. The purpose of this research is to show the relevance of the brainstorming techniques in the teaching of English, in reading comprehension and to prove that brainstorming plays a big role in teaching English. The study used two different instruments: student’s questionnaire, and students’ interview. These methods are used in order to examine the students’ beliefs and attitudes regarding brainstorming. The interview included students in a group conversation and not individually in order to note their general impressions. The study results showed that the teachers use brainstorming in their teaching and this technique is most likely to develop students’ learning and their overall achievement. Contents note: Acknowledgment; Abstract; Parathënia; List of Tables and figures; List of Abbreviations; Introduction; Research Background; Traditional brainstorming; Why brainstorming is effective; Basic types of Brainstorming; Reasons why people choose individual brainstorming; Reading Comprehension; Review of the Literature; Definitions on Brainstorming; Advantages and Disadvantages of Brainstorming; Reading Comprehension; Reading and Brainstorming; Purpose of the Study; Research Aims; Research Questions; Research Hypothesis; The design of the study; Participants; Materials; Student Questionnaire; Observation; Teacher Interview; Data Analysis; Data Analysis; Students Questionnaire and results; Teacher Interview and results; Observation results; Conclusion; Conclusions; Limitations, Recommendations; Limitations of the Study; Future Recommendations; References; Appendix 1 (Student Questionnaire); Appendix 2 (Observation); Appendix 3 (Teacher Interview); Record link: https://library.seeu.edu.mk/index.php?lvl=notice_display&id=17297

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Promoting learner autonomy in higher education

No review available on this record. Title : Promoting learner autonomy in higher education Material Type: printed text Authors: Brikena Xhaferi, Editor ; Michelle Waldispühl, Editor ; Brigit Eriksson Hotz, Editor ; Gëzim Xhaferi, Editor Publisher: Tetovo : South East European University Publication Date: 2015 Pagination: 281 p. Size: 24 cm ISBN (or other code): 978-6-08-450398-9 General note: Includes bibliographical references Languages : English (eng) Original Language : English (eng) Descriptors: Higher education Class number: 370.07 Abstract: Over the last ten years the South East European University (SEEU) in Tetovo, Macedonia, and the University of Teacher Educa¬tion in Zug (PHZG - formerly PHZ Zug), Switzerland, have established and continue to maintain a fruitful cooperation in stu¬dent exchange. The Swiss foundation "education 21" has been suppo¬rting cooperation between teacher training institutions in Switz¬erland and countries in eastern and southern countries since 2010, with the aim of developing global understanding and sustainability in education. SEEU and PHZG have seen this programme as a chance to deepen their partnership by conducting a joint research project in the field of learner autonomy, resulting in the current publication: Learner Autonomy in Higher Education. An International Confer¬ence at South East European University in Tetovo, Macedonia, in co-operation with the University of Teacher Education in Zug, Switzerland. Learner autonomy is an important and widely discussed field of learning, relevant not only in the context of primary and secondary schools, but also for teaching at the university level. It goes without saying that this issue is of particular importance For teacher training. As the project-leaders were language department professors (SEEU: Prof. Dr. Gezim Xhaferi and Assoc. Prof. Dr. Brikena Xhaferi; PHZG: Dr. Michelle Waldispuhl and Prof. Dr. Brigit Eriksson), the project focused on language learning. The aim was to collect the various understanding and beliefs of, as well as the attitudes towards forms and concepts of self-regulated learning among students and faculty members at both partner institutions. One of the main obje¬ctives was to investigate the amount of learner autonomy given to the students at each institute. Additionally, we sought to understand and reflect upon different learning cultures in the context of learner autonomy. Record link: https://library.seeu.edu.mk/index.php?lvl=notice_display&id=16483

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1702-001633	370.07 Promoting 2015	General Collection	Library "Max van der Stoel"	English	Available

Vocabulary learning strategies used by students at SEEU in terms of gender and teachers' attitudes toward teaching vocabulary / Brikena Xhaferi

No review available on this record. Title : Vocabulary learning strategies used by students at SEEU in terms of gender and teachers' attitudes toward teaching vocabulary Material Type: printed text Authors: Brikena Xhaferi, Author ; Gëzim Xhaferi, Author Publisher: Tetovo : South East European University Publication Date: 2008 Series: Projekt hulumtues No. 4 Pagination: 119 p. Size: 24 cm ISBN (or other code): 978-9989-17-320-2 General note: Includes bibliographical references (p.110-119) Includes appendix (p.91-109) Languages : English (eng) Original Language : English (eng) Descriptors: Vocabulary Study and teaching Class number: 428.1 Abstract: Learning vocabulary is a neglected area in literature and there is a need for more research in this field. Learning vocabulary is a very complex issue. Nation (2001:9) emphasizes that "second language learners need to know very large numbers of words. While this may be useful in the long-term, it is not an essential short-term goal". Vocabulary teaching and learning is an important part of the curriculum at the Language Center, at South East European University. As a teacher of English myself, I have found that a lot of students taking English courses have expressed problems, with learning words in English. The students face, difficulties when they communicate in English because they lack vocabulary in English especially high-frequency words. High-frequency words are encountered in a few occasions only. Vermer (1992:147) points out that "knowing words is the key to understanding and being understood. The bulk of learning new language consists of learning new words. Grammatical knowledge does not make for great proficiency in a language". Contents note: Literature review; Taxonomies of vocabulary learning strategies; Recent studies on vocabulary acquisition; Research methods and procedures; Study results and discussions; Conclusions and suggestions for teaching and research; Limitations; Record link: https://library.seeu.edu.mk/index.php?lvl=notice_display&id=14322

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Barcode	Call number	Media type	Location	Section	Status
1702-001385	428.1 Xha-Voc 2008	General Collection	Library "Max van der Stoel"	English	Available
1702-001389	428.1 Xha-Voc 2008	General Collection	Library "Max van der Stoel"	English	Due for return by 12/30/2013
1702-001390	428.1 Xha-Voc 2008	General Collection	Library "Max van der Stoel"	English	Available