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100	1		_aMurdaah, Fadwa Zuhdi _gMaster
245	1	4	_aThe effect of context guessing and dictionary use vocabulary learning strategies on the immediate and delayed writing of foreign language learners
260			_aBeirut _bAmerican University of Beirut - Faculty of Arts and Sciences - Department of Education _c2004
300			_a94 pages
500			_aالنوع : Mémoire
520	3		_aThe 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	_aEnglish Language Education Teaching Methods
650		4	_aL’enseignement de la Langue Anglaise Méthodes d’enseignement
650		4	_aتعليم اللغة الانكليزية طرق التعليم
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999			_c20516 _d20516