Nursing Pre-professionals’ Medical Terminology Learning Strategies
Title
Nursing Pre-professionals’ Medical Terminology Learning Strategies
Nursing Pre-professionals’ Medical Terminology Learning Strategies
Keywords: medical terminology, bilingual dictionary strategies, L2 vocabulary learning strategies
Authors
Ming-Nuan Yang
Chang Gung Institute of Technology, Taipei, Taiwan
Ming-Nuan Yang
Chang Gung Institute of Technology, Taipei, Taiwan
Bio Data
Ming-Nuan Yang is currently teaching English at Chang Gung Institute of Technology, Taipei, Taiwan. Her research specialization is in foreign language teaching, language learning strategies, and English for specific purposes.
The author is a Ph.D. student in Teaching English as a Second Language at National Cheng-chi University in Taiwan. She holds an M.A. in Education, School of Education, University of Southern California and an M.A. in Linguistics, Graduate School of Linguistics, Fu-jen Catholic University, Taipei, Taiwan.
Abstract
This study is concerned with the learning of medical terminology by nursing pre-professionals in Taiwan. It aims to investigate the use of learning strategies in relation to medical vocabulary use. The subjects under study included 89 Taiwanese college nursing majors. Participants’ mid-term scores and medical terminology learning strategy questionnaire were used to inquire learners’ use of learning strategies. The results of this study indicated that students in general prefer to use written repetition, verbal repetition, bilingual dictionary strategies. In addition, the students most proficient in medical terminology used various kinds of strategies more often than the less proficient students. Implications of these and other findings are discussed and suggestions are made regarding the teaching of learning strategies in medical terminology courses.
This study is concerned with the learning of medical terminology by nursing pre-professionals in Taiwan. It aims to investigate the use of learning strategies in relation to medical vocabulary use. The subjects under study included 89 Taiwanese college nursing majors. Participants’ mid-term scores and medical terminology learning strategy questionnaire were used to inquire learners’ use of learning strategies. The results of this study indicated that students in general prefer to use written repetition, verbal repetition, bilingual dictionary strategies. In addition, the students most proficient in medical terminology used various kinds of strategies more often than the less proficient students. Implications of these and other findings are discussed and suggestions are made regarding the teaching of learning strategies in medical terminology courses.
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Category: Main Editions, Volume 7 Issue 1
