The effect of teaching collocations on the speaking development of grade nine students (Record no. 20390)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02733nam 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 | Tageddine, Hussein |
| Miscellaneous information | Master English Literature |
| 245 14 - TITLE STATEMENT | |
| Title | The effect of teaching collocations on the speaking development of grade nine students |
| 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 | 104 pages |
| 500 ## - GENERAL NOTE | |
| General note | النوع : Mémoire |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | Speaking in a foreign language is very difficult and competence in speaking takes a long time to develop. The following study is aimed at investigating grade-nine students’ competence of English collocations. It depends on pre- and post-tests, as well as pre- and post-questionnaires that are applied on two different groups of learners: a treatment group and a control one. Since it is a quasi-experimental study, both groups of students in Rafah School (the experimental group) and Lydda School (the control group) are pre-assigned by the researcher. The statistical results of the pre-tests show that students in both groups lack the knowledge of collocation; thus, having problems in their speaking skill. Classroom activities using collocations depending on Lewis (2000) strategies, in addition to Nation & Newton’s (2009) strategies have been applied. The results of the post-tests and post-questionnaires show that there is an increase in the knowledge of collocation; in other words, it is quite clear that there is progress in the ability of speaking fluently and accurately by learners in the treatment group. These results confirm the hypotheses proposed by the researcher that students in the experimental group are more likely to increase their proficiency in speaking as measured in the post-test than students in the control group who do not receive that training, and that they are more successful in learning collocations. Moreover, it answers the questions concerning the effect of teaching collocation on speaking development of grade-nine students and that there is a correlation between students’ proficiency in producing collocations and their amount of exposure to the English language. Furthermore, recommendations for further investigation of variables concerning teachers and learners, in addition to curriculum designers are highlighted by the researcher for further investigation. |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Cycle moyen L’enseignement de la Langue Anglaise Méthodes d’enseignement |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Intermediate Education English Language Education Teaching Methods |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | المرحلة المتوسطة تعليم اللغة الانكليزية طرق التعليم |
| 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 |
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