Technical Vocabulary Teaching/Learning Strategies: Case study Master One students at the Department of Computer Science / M’sila University

Abstract

Abstract “Technical Vocabulary Teaching/Learning Strategies” is the topic of this research work. It attempts to examine the common used strategies of teaching and learning technical vocabulary among M1 computer science students and teachers at M’sila University, as well as, to investigate students’ awareness about strategies and teachers’ performance. In this descriptive study, the data are collected through two questionnaires; the first questionnaire was administered to 40 computer science students and entails five categories based on Schmitt’s Taxonomy (1997). The second one, teachers’ questionnaire was administered to 10 teachers from different faculties. The data obtained were analysed by using SPSS version 26. The findings showed that M1 computer science students are not fully aware of the importance of TVLSs. Moreover, they do use TVLSs on a moderate level, because they lack knowledge of some strategies. More importantly, they tend to use strategy under different preferences; metacognitive strategies were the most used, while cognitive strategies were the least favourable and within the same group, they deploy some strategies more than others do. On the other hand, teachers stated that they do utilize TVTSs presenting a diverse range of preferences; definitions, synonyms and antonyms, repetition, context clues, dictionary use, translation, visuals and realia, the word parts and using games, although majority of them had not training in teaching ETV. Finally, the study recommends raising students’ awareness of the existing strategies.