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Record identifier : 564242
Personal Name - Primary Intelectual Responsibility : Sobhi Givi, Avaz
Title and statement of responsibility : On The comparsion of keyword and semantic-context methods of learning new vocabulary meanings [Thesis]/آوازصبحی گیوی;supervisor: Dr.Nowruzi;advisor: Dr.Birjandi
Publication, Distribution,Etc. : , 1995
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliographical P. [52]
Dissertation of thesis details and type of degree : Master of Arts(M.A)
Body granting the degree : , College of Persian Literature and Foreign Languages Allameh tabatabaei
Summary or Abstract : The idea that a systematic, principled approach to vocabulary instruction results in better learning has been voiced by some specialists in the area of foreign language teaching. This is important since vocubulary instruction is an area that has been neglected to varying degrees in both audiolingual and communicative language teaching. " The pride of place has been given to ' structures ' and latterly ' function'. Happily this situation no longer obtains and many of the newer coursebooks include word study sections. The rationale behind the present study is that particular learning stratedies produce more effective results when applied together. The present study tried to investigate the efficiency of the semantic - context strategy along with an mnmonically - based teaching called, keyword method. To clarify the point , the current study seeked to find answer to the following question: Are the keyword and semantic - context methods of learning new EFL vocabulary in complementary line? That is, if used to teach a particular vocubulary meaning, will they provide better results than when we simply use only one of the methods? Having the foregoing question in mind, the following null hypotheses were proposed: 1. There is no difference in the performance of the students who learn new EFL vocubulary through the keyword / context methods and those who do the same job in a no - strategy condition. 2. There is no significant difference in the performance of the students using keyword method and the students using swmantic - context method. 3. There in no significant difference in the performance of the students learning new EFL vocabulary through simultaneous keyword / context methods and the students involved in the same task using only one of those strategies..
Information of biblio record : TL
 
 
 
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