The effect of teaching hyponymy in comprehending texts for grade four at Rafh School in Tripoli. (Record no. 20381)

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000 -LEADER
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005 - DATE AND TIME OF LATEST TRANSACTION
control field 20220501193357.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Khaled, hisham Ahmad
Miscellaneous information Master English Literature
245 14 - TITLE STATEMENT
Title The effect of teaching hyponymy in comprehending texts for grade four at Rafh School in Tripoli.
Statement of responsibility, etc. hisham Ahmad Khaled
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté des lettres
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 128 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This study describes the effectiveness of using hyponymy in comprehension and shows the existence of meaning relations among words in teaching English as a second language. It aims at investigating grade-four students’ competences of using hyponymy and whether it can increase their proficiency in decoding the meanings of unfamiliar words and in answering comprehension questions. The present study basically depends on pre- and post-tests and questionnaires which are applied on two different groups: the treatment and control groups that are pre-assigned since the design used in this study is quasi-experimental. The collected evidence in the pre-tests shows that the students have problems in finding lexical relations among words, which hinders comprehension. A strategic plan is implemented depending on Hearst approach and reveals the effectiveness of hyponymy for the treatment group in the post-test. Statistical results including mean average and standard deviation are used in analyzing the data. The results of the post-test of the treatment group show an increase in the knowledge of hyponymy by analyzing the post-tests’ questionnaires for the students. Specifically, 77% of the students became able to decode the meanings of difficult words by depending on hyponymy and 80% of them could answer comprehension questions. That obviously confirms the two hypotheses respectively. Thus, the results of the post-test of the treatment group support more firmly the hypotheses proposed that hyponymy improves decoding the meanings of unfamiliar words and increases the students’ proficiency in answering comprehension questions. Furthermore, it is important to notice that the p-value presents a tight relation between hyponymy and answering comprehension questions since it is greatly less than the standard one. Consequently, recommendations for further investigation of variables concerning teachers, learners, curriculum designers, and further research affecting comprehension abilities are suggested, and using hyponymy approach in teaching comprehension for elementary students is greatly advised.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching -- Grade 4
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching -- Comprehending texts -- Grade 4
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté des lettres - Branche 4
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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