Teachers’ Perceptions and Learners’ Preferences in terms of Vocabulary Learning Strategies in Different nstructional Contexts: High Schools andPrivate Institutes

The current study aimed at investigating Iranian EFL learners’ preferences and teachers’perceptions with regard to vocabulary learning strategies taking into account the role ofinstructional context. Furthermore, the degree of relationship between teachers’ perceptionsand learners’ preferences was also addressed. To do this end, two 34-item vocabularylearning strategy questionnaires were adopted from Schmitt’ taxonomy (1997) was developedto elicit the information for the study. Moreover a semi-structured interview was conductedwith teachers to provide more feedbacks. The questionnaires were administered to 6 highschool and 5 private institute teachers. 28 high school students and 35 private institutelearners from different levels of proficiency from three high schools and two private institutesin Yazd filled the translated version. The data obtained through the questionnaires weresubjected to t-test and Chi-square test in order to check the degree and significance ofdifference between responses. Results indicated that students’ preferences for vocabularylearning strategies as well as teachers’ perceptions are the same in two instructional contexts.Results also showed that there is a significant difference between teachers’ perceptions andlearners’ preferences with regard to vocabulary learning strategies.

کلیدواژه ها:

Vocabulary Learning strategies ، learners’ preferences ، teachers’ perception ، instructional context