Discrepancies between acquisition and performance in vocabulary as reflected in the writings of sixth graders (Record no. 21750)

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 Antably, Reem A.
Miscellaneous information Master, teaching the English language
245 10 - TITLE STATEMENT
Title Discrepancies between acquisition and performance in vocabulary as reflected in the writings of sixth graders
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. 2005
300 ## - PHYSICAL DESCRIPTION
Extent 61 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Researchers view second language vocabulary acquisition as a complex process essential for second language acquisition and needed for developing students’ language proficiency. A lack in the vocabulary repertoire could lead to a problem in oral as well as written communication. The purpose of this study is to find out whether students would make better use of target vocabulary words in their writing if they were encouraged to do so. Moreover, it tries to find out whether students who use the target vocabulary words in their writing will have better retention of these words than those who do not. The methodology consists of a statistical analysis of two tests: a pre-test where the students were asked to write five compositions without being encouraged to use target vocabulary words in their writing assignments; and a post-test where they were encouraged to do so. A vocabulary test was administered at the end of the year to find out whether students who used the target vocabulary words had better retention than those who didn’t. The results of this study indicate that the mean scores of the post-tests are higher than the mean scores of the pre-tests. This means that the teachers’ encouragement to students to use the target vocabulary words has a great impact on students’ performance. Furthermore, the students who used target vocabulary words in their writing assignments got better grades on the vocabulary test than those who did not which implies that multiple uses of target vocabulary words could lead to their retention.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire L’enseignement de la Langue Anglaise
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education English Language Education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية تعليم اللغة الانكليزية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element 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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