The effectiveness of rich vocabulary instruction on learners' acquisition of vocabulary (Record no. 19881)

MARC details
000 -LEADER
fixed length control field 02208nam a2200181Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Chnais, Carole
Miscellaneous information Master, تعليم الانكليزية
245 14 - TITLE STATEMENT
Title The effectiveness of rich vocabulary instruction on learners' acquisition of vocabulary
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté de Pédagogie - Deanship
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 90 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Learners of English as a third language in Lebanon face difficulties in learning vocabulary due to the short time allocated to this language in school programs. In addition, since English as a third language is not assessed in official exams, many students do not take it seriously. To address this problem, the present study adopted the Rich but Narrow approach to vocabulary teaching which integrates vocabulary instruction in teaching the four language skills and which provides explicit vocabulary instruction in the context of authentic reading, writing, listening and speaking tasks that were related to the themes of one of the textbooks used in teaching English as a third language. The effectiveness of the approach was examined through the mixed method design. Sixty-five grade ten students studying English as a third language in a private Lebanese school participated in this study. They were divided into a control group and an experimental group and were taught through the Shallow but Wide approach and through the Rich but Narrow approach respectively. The T-test showed that the experimental group taught through the Rich but Narrow approach performed significantly better than the control group in recalling new words and using them in context. The experimental group was highly motivated and showed a gradual development of vocabulary.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English Language Education Teaching Methods Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement de la Langue Anglaise Méthodes d’enseignement L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغة الانكليزية طرق التعليم تحصيل الطلبة
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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