Vocabulary learning strategies of the future primary school teachers

Abstract

The paper is mainly about vocabulary learning strategies of future primary school teachers taught by the Content Language Integrated Learning approach implemented as experiment in Aktobe Regional Zhubanov University (Kazakhstan). To determine the vocabulary learning strategies, future primary school teachers (n-40) are surveyed by using the Language Learning Strategy Taxanomy (based on Oxford). The results revealed that future primary school teachers learn words or new words through making word lists, writing unknown words from the journals and translating them, grouping words together and picking up words while reading books and magazines in the foreign language in order to remember them. Thus, metacognitive strategy is more used than other language learning strategies in learning vocabulary. We can conclude from the results that what strategies may be good for teachers to apply in the lesson in order to teach future primary school teachers to use such strategies regularly in and out of lesson.