Table 4 The frequency and (percentage) of the participant responses under the five items of the vocabulary knowledge aspects
From: Unveiling vocabulary teaching and learning beliefs of teachers and learners in an EFL context
Section 4 items | Strongly agree | Agree | Neutral | Disagree | Strongly disagree | |||||
|---|---|---|---|---|---|---|---|---|---|---|
T | L | T | L | T | L | T | L | T | L | |
(Item 13) Meaning is the most important knowledge aspect | 27 (29.6%) | 28 (24.8%) | 33 (36.3%) | 39 (34.5%) | 18 (19.8%) | 33 (29.2%) | 11 (12.1%) | 10 (8.8%) | 2 (2.2%) | 3 (2.7%) |
(Item 14) The least should be known about a word is its form | 24 (26.4%) | 34 (30.1%) | 22 (24.1%) | 46 (40.7%) | 15 (16.5%) | 23 (20.4%) | 20 (22.0%) | 6 (5.3%) | 10 (11.0%) | 4 (3.5%) |
(Item 15) Knowing how to use a word is important | 55 (60.4%) | 62 (54.9%) | 30 (33.0%) | 38 (33.6%) | 5 (5.5%) | 12 (10.6%) | 1 (1.1%) | 1 (.9%) | 0 (0%) | 0 |
(Item 16) Knowing a word involves knowing receptive/productive knowledge | 23 (25.3%) | 27 (23.9%) | 54 (59.3%) | 64 (56.6%) | 9 (9.9%) | 16 (14.2%) | 4 (4.4%) | 6 (5.3%) | 1 (1.1%) | 0 |
(Item 17) Some aspects are more important than others | 31 (34%) | 41 (36.3%) | 27 (29.7%) | 31 (27.4%) | 8 (8.8%) | 7 (6.2%) | 22 (24.2%) | 31 (27.4%) | 3 (3.3%) | 3 (2.7%) |