Strategies of Learning Medical Vocabulary (A Case Study of Sudanese EFL Students at Faculty of Medicine, Karari University, Sudan)
International Journal of Science and Research (IJSR)

International Journal of Science and Research (IJSR)
www.ijsr.net | Open Access | Fully Refereed | Peer Reviewed International Journal

ISSN: 2319-7064



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Research Paper | English Language and Literature | Sudan | Volume 10 Issue 1, January 2021

Strategies of Learning Medical Vocabulary (A Case Study of Sudanese EFL Students at Faculty of Medicine, Karari University, Sudan)

Dr. Gamar Addawla Albooni, Dr. Ibrahim Ahmed Ibrahim Ali

This study aims at investigating the Sudanese EFL students' learning strategies in learning medical vocabulary. The study adopts the descriptive and the analytical methods to analyze the collected data. A questionnaire is used to collect data for this study. The questionnaire is composed of 13 statements distributed to 87 respondents. The results were statistically computed in term of frequencies, and percentages. The study concludes with a number of findings: Most students of medicine rarely employ cognitive, memory and determination strategies. The study made a number of recommendations: Attention should be paid to the teaching of the productive medical vocabulary to students of medicine, students of medicine should be provided with both definitional and contextual information about medical words and vocabulary learning strategies should be reflected in the current emphasis on authentic communicative activities.

Keywords: Learning, Medical Vocabulary, EFL, Karari University

Edition: Volume 10 Issue 1, January 2021

Pages: 1522 - 1527

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How to Cite this Article?

Dr. Gamar Addawla Albooni, Dr. Ibrahim Ahmed Ibrahim Ali, "Strategies of Learning Medical Vocabulary (A Case Study of Sudanese EFL Students at Faculty of Medicine, Karari University, Sudan)", International Journal of Science and Research (IJSR), https://www.ijsr.net/search_index_results_paperid.php?id=SR21124163454, Volume 10 Issue 1, January 2021, 1522 - 1527

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