Özet:

The present study was exploratory in nature and its aim was twofold. First, it probed the vocabulary learning strategies of Tunisian pre-service primary school teachers. Second, it examined the impact of gender on the choice and use of vocabulary learning strategies. Data was collected through a questionnaire consisting of 23 Likert scale statements. The participants were (N= 202, 84 males and 118 females) Tunisian Pre-service primary school teachers enrolled on the Sciences of Education course at a Tunisian university. To probe the participants’ vocabulary learning strategies, I used descriptive statistics and I ran a Principal Component Analysis. To examine the effect of gender on the vocabulary learning strategies, I ran an Independent Samples t Test. The findings of the study showed that most pre-service teachers use a combination of vocabulary learning strategies. In other words,

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