The effect of context guessing and dictionary use vocabulary learning strategies on the immediate and delayed writing of foreign language learners (Record no. 20516)

MARC details
000 -LEADER
fixed length control field 02954nam 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 Murdaah, Fadwa Zuhdi
Miscellaneous information Master
245 14 - TITLE STATEMENT
Title The effect of context guessing and dictionary use vocabulary learning strategies on the immediate and delayed writing of foreign language learners
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut - Faculty of Arts and Sciences - Department of Education
Date of publication, distribution, etc. 2004
300 ## - PHYSICAL DESCRIPTION
Extent 94 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this study was to examine the relative effectiveness of context g uessing and dictionary use vocabulary learning strategies on the immediate and d elayed ( 15 days) use of vocabulary in the writing of intermediate foreign langu age learners. In addition, the study examined the relation between the learners' receptive and productive knowledge of vocabulary in an immediate and delayed wr iting task. The study also investigated how far the learners' use of words was s ubject to loss after 15 days. The sample consisted of 69 nine graders in a priva te school in Mt. Lebanon divided among three sections which were randomly assign ed to a vocabulary treatment. Section A, 24 students, received the context guess ing treatment, section B, 21 students, the dictionary treatment and section C se rved as the contrast group. The three groups went through the same pre, through and post reading material and sat for the same vocabulary and writing test, whet her immediately after the vocabulary treatment or after 15 days. To examine the relative effectiveness of each vocabulary strategy, an ANOVA test was run. It w as concluded that the context guessing treatment was better for the use of vocab ulary words in an immediate and delayed writing task than the dictionary treatme nt. To examine the relation between learners' receptive and productive knowledge of vocabulary, correlational analysis was conducted. Results revealed that ther e is a significant correlation between the learners' receptive and productive kn owledge of vocabulary only in an immediate writing task for the context guessing treatment. No significant correlations existed for the dictionary treatment. A paired sample t- test was run to examine how far learner' use of vocabulary word s was subject to loss. Results revealed that learners use of words in both treat ment, context guessing and dictionary use, significantly dropped.
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
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942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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