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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).
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).