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It addresses a reported gap between theoretical knowledge of VLSs and practical classroom training for secondary English teachers. A survey was conducted to examine teachers’ awareness and instructional practices. Results indicate limited awareness and incomplete training across all VLSs, though findings remain encouraging despite the small scale.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/advances-in-language-and-literary-studies-vol-7-no-3-theory-and-practice-case-study-in-libya/589515/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/advances-in-language-and-literary-studies-vol-7-no-3-theory-and-practice-case-study-in-libya/589515.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding EFL in Libya?","Question",{"text":112,"@type":113},"It examines how vocabulary learning strategies are taught in Libyan secondary schools, and whether teachers provide training aligned with VLS theory.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problem does the study identify in current VLS instruction?",{"text":117,"@type":113},"Teachers either lack awareness of vocabulary learning strategies or do not train learners in all VLSs, limiting effective vocabulary learning outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the situation studied empirically?",{"text":121,"@type":113},"A survey was conducted with secondary school English teachers, and the results were discussed to evaluate their perceptions and teaching practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589515,1792167890,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 7 No. 3; June 2016  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  | Flourishing Creativity & Literacy |  |\n|  |  |  |\n\nAnalysis of Variance in Vocabulary Learning Strategies Theory and Practice: A Case Study in Libya  \nSalma H M Khalifa (Corresponding author)  \nSchool of Education and Modern Languages, Universiti Utara Malaysia, Malaysia  \nE-mail: [salmauum@yahoo.com](salmauum@yahoo.com)  \nAhmad Affendi Shabdin  \nSchool of Education and Modern Languages, Universiti Utara Malaysia, Malaysia E-mail: [affendi@uum.edu.my](affendi@uum.edu.my)  \nDoi:10 .7575/aiac.alls.v.7n.3p.220  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.3p.220](http://dx.doi.org/10.7575/aiac.alls.v.7n.3p.220)  \nReceived: 09/02/2016  \nAccepted: 04/04/2016  \nAbstract  \nThe present study is an outcome of a concern for the teaching of English as a foreign language (EFL) in Libyan schools. Learning of a foreign language is invariably linked to learners building a good repertoire of vocabulary of the target language, which takes us to the theory and practice of imparting training in vocabulary learning strategies (VLSs) to learners. The researcher observed that there exists a divergence in theoretical knowledge of VLSs and practically training learners in using the strategies in EFL classes in Libyan schools. To empirically examine the situation, a survey was conducted with secondary school English teachers. The study discusses the results of the survey. The results show that teachers of English in secondary school in Libya are either not aware of various vocabulary learning strategies, or if they are, they do not impart training in all VLSs as they do not realize that to achieve good results in language learning, a judicious use of all VLSs is required. Though the study was conducted on a small scale, the results are highly encouraging.  \nKeywords: vocabulary learning strategies, vocabulary learning theory, teaching of vocabulary learning strategies  \n1. Introduction  \n1. 1 Background  \nVocabulary is the most important component of a language and, with regards to learning a foreign language, some scholars go to the extent of saying that even if foreign language learners fail to completely master the syntactical nuances of the target language but manage to build a fairly good repertoire of its vocabulary, they can speak the language very well. For instance, Scrivener (1994) opined that,  \nVocabulary is a powerful carrier of meaning. Language learners, say English learners, do quite often manage to pull off communication in English by using the accumulative meaning of each single word. As an example, a learner gets across much of his message/meaning saying “Tomorrow. Come party. Friends come. Enjoy. Fun.” though the essentials of grammar are missing here, but meaning is clear through the vocabulary alone.(1994: 228)  \nScholars working in the areas of applied linguistics and the psychology of language learning identified some language learning strategies in the1960s. These strategies basically derived from learning strategies in general but emphasized tobe slightly different from areas of applied linguistics, and language learning involved different psychological adjustments for learners, especially when it comes to learning a foreign language. Taking a cue from language learning strategies, vocabulary learning strategies were suggested, to be different from language learning strategies in scope. Since learning and retention of the shapes, sounds and meanings of new words and their recall in appropriate contexts were shown to be a bit different in terms of psychological activities from learning the syntax of the target language and thus needed a different set of strategies. It is true that learners use language / vocabulary learning strategies without being made aware of them or without being trained to use them, but training in strategies and their use can l","cbCairiaHpgftYVI","https://ap.wps.com/l/cbCairiaHpgftYVI","pdf",278179,15,"English","# Abstract\n# Keywords\n# 1. Introduction\n## 1.1 Background\n## 1.2 The Problem\n## 1.3 Hypothesis","[{\"question\":\"What does the study focus on regarding EFL in Libya?\",\"answer\":\"It examines how vocabulary learning strategies are taught in Libyan secondary schools, and whether teachers provide training aligned with VLS theory.\"},{\"question\":\"What problem does the study identify in current VLS instruction?\",\"answer\":\"Teachers either lack awareness of vocabulary learning strategies or do not train learners in all VLSs, limiting effective vocabulary learning outcomes.\"},{\"question\":\"How was the situation studied empirically?\",\"answer\":\"A survey was conducted with secondary school English teachers, and the results were discussed to evaluate their perceptions and teaching practices.\"}]","Advances in Language and Literary Studies - Vol. 7 No. 3 - Theory and Practice Case Study in Libya | PDF",1792067523,38]