A comparison of three vocabulary learning : strategies for ESL students (Record no. 20391)

MARC details
000 -LEADER
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Turk, Rania
Miscellaneous information Master English Literature
245 12 - TITLE STATEMENT
Title A comparison of three vocabulary learning : strategies for ESL 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. 2005
300 ## - PHYSICAL DESCRIPTION
Extent 117 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This study explores the effect of three vocabulary-learning strategies (the use of context clues, the use of games and the keyword technique) of ESL vocabulary in order to examine the usefulness and effectiveness of each strategy. One hundred and twenty Lebanese grade-six students were involved in this study. The participants were randomly assigned to a control group and an experimental group and a test was given to each group. The test on the use of context clues consisted of a long passage and short sentences with underlined words, and students were asked to provide the meaning of these words. Moreover, multiple-choice questions were employed in this test. The test on the use of games contained matching exercises (students had to match words with other words of the same or opposite meanings) and a cross-word puzzle. The test on the keyword technique included 10 words, and students had to give a keyword for each word, make a connection between the keyword and the meaning of the unknown word and give the meaning of the given word. A t-test was used to test significant differences between the means of the experimental and control groups of the same test type as well as for important differences among the three tests on the three distinct techniques for the experimental group. Results showed that instruction contributed highly in obtaining better results. Thus, students who received instruction on each of the three vocabulary learning strategies outperformed students who did not receive instruction. The results also indicated that there are significant differences among the three vocabulary-learning strategies. The use of context clues produced significantly better results than the use of games and the keyword technique when instruction was given.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English Language Education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement de la Langue Anglaise Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element 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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