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Record identifier : 564609
Personal Name - Primary Intelectual Responsibility : Gharibi, Parisa
Title and statement of responsibility : The Relationship between Personality Type and vocabulary Learning Strategies of Iranian EFL Advanced Learners [Thesis]/غریبی، پریسا;supervisor: Khatib;advisor: Nowroozi
Publication, Distribution,Etc. : , 2007
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Masters of Arts
Body granting the degree : , College of Persian Literature and Foreign Languages Allameh Tabatabaei
Summary or Abstract : هدف تحقیق: یافتن رابطه ای معنادار میان راهکارهای یادگیری واژگان در زبان بیکانه و نوع شخصیت زبان آموزان ایرانی سطح پیشرفته بود. روشهای آماری نشان داد که رابطه معناداری میان راهکارهای یادگیری واژگان و نوع شخصیت وجود دارد. علیرغم رابطه معنادار میان راهکارهای یادگیری واژگان و سن زبان آموزان هیچ رابطه ای میان نوع شخصیت و سن زبان آموزان وجود نداشت
: This study was designed to gauge the relationship between personality type and vocabulary learning strategies of EFL students. 100 EFL advanced learners participated in the study. The participants were asked to answer two questionnaires: a personality type questionnaire (the MBTI) and a vocabulary learning questionnaire (VLQ).First, the study demonstrated that there were significant relationship between some vocabulary learning strategies and some of the personality type indices of the participants. Through statistical procedures, including estimating means, standard deviation, and t-tests, vocabulary learning strategies like Metacognitive Regulation and Note-taking Strategies were proved to be related to iNtuition/Sensing personality types, respectively. The iNtuitive participants used Metacognitive Regulation as well as Note-taking Strategies more actively than Sensing learners. The differences between age and personality type were found to be meaningful. It was observed that the highest means among vocabulary learning strategies went for Dictionary Strategies. And the lowest means belonged to Memory Strategies, which implies that Iranian advanced EFL learners do not stick much to memorization strategies. ESTJ was the most frequent personality type. The results suggested that teachers should provide variety and interactive participation to keep the language classroom enjoyable for all personality types..
Topical Name Used as Subject : Foreign language learning
: Vocabulary learning strategies
: personality type
: Advanced foreign language learners
Information of biblio record : TL
 
 
 
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