Sex differences in L2 vocabulary learning strategies

By R. J. Catalán. 2003

334 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/c03551a17577e778b8cc7c50e54212065304eb23

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Osamu Takeuchi
2. J. Barcroft
3. Atsushi Mizumoto
4. N. Schmitt
5. Gregory D. Keating
6. Tatsuya Nakata

In Education

1. Osamu Takeuchi
2. J. Barcroft
3. Atsushi Mizumoto

In Language and Linguistics

1. Osamu Takeuchi
2. J. Barcroft
3. Atsushi Mizumoto
4. Gregory D. Keating
5. N. Schmitt

Citations in the corpus

• Strategies and performance in intentional L2 vocabulary learning (2009, methodology): “Royer (1973) found that learners recalled more Turkish-English word pairs when given opportunities to attempt to retrieve the words on their own.”
• The Role of Vocabulary Knowledge in Speaking Development of Saudi EFL Learners (2018, background): “Consequently, enormous vocabulary learning classifications and taxonomies have been appeared comprising; (Ahmed, 1989; Catalan, 2003; Cohen, 2007; Gu, 2002; Gu & Johnson, 1996; Lawson & Hogben, 1996; Oxford, 1990; Schmitt, 1997) and more significantly (Nation, 2001).”
• Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL university students (2009, background): “Among the several types of learning strategies (Cohen and Macaro, 2007), vocabulary learning strategies (VLSs) have attracted the attention of many researchers around the world (Ahmed, 1989; Sanaoui, 1995; Gu and Johnson, 1996; Lawson and Hogben, 1996; Schmitt, 1997; Kojic-Sabo and Lightbown, 1999; ”