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Title: | Differences About the Meaning of English Vocabulary, and its Teachability and learnability |
Other Titles: | الختلاف حول معاني المفردات في اللغة الانجليزية وقابليتها للتدريس والتعليم |
Authors: | Nasr, Kirya Ahmed Mohammed Superised - Ishraga Bashir |
Keywords: | learning English English Words meaning and value Teaching vocabulary eclectic vocabulary |
Issue Date: | 1-Jun-2009 |
Publisher: | Sudan University of science and Technology |
Citation: | Nasr,Kirya Ahmed Mohammed. Differences About the Meaning of English Vocabulary, and its Teachability and learnability / Kirya Ahmed Mohammed Nasr; Ishraga Bashir .-Khartoum : Sudan University of science and Technology, Education, 2009.- 105p. : ill .;28cm .- M.Sc. |
Abstract: | This study attempts to verify and prove that English words (Vocabulary items) have meaning and value. It also aims at showing that being ' eclectic' is the suitable way for teaching vocabulary and exercises strengthen and enhance the role of teaching. It attempts to explain the factors that help learners learn vocabulary items. To achieve these aims the researcher points out six hypotheses. The subjects of this study were (40) lecturers (tertiary level Bakhet Er-Ruda and Elimam Al-Mahedi universities), and (40) students from Bakhet Er-Ruda and Elimam Al-Mahedi universities. The methods used for collecting data were a lecturers questionnaire , a students' questionnaire and a vocabulary technique test for the same students . The findings of this study are: - The vast majority of those who answered the questionnaire (lecturers) agreed that words have meaning and they have value. - Most of lecturers incline to be 'eclectic' in teaching vocabulary, but the study finds that they don't train their Ss in learning the art of guessing vocabulary. - Ss practice the various strategies in learning and acquiring vocabulary , also the study reveals that exercises play a pioneering role in strengthening the learning of vocabulary. - Depending on the study results the following recommendations were suggested: • The meaning should be explained to the students clearly since it exists, preferably the different meanings of a word should be explained (if it at all has). • lecturers should select all the ' pros ' of all methods in treating vocabulary. • They should train their students to guess the meaning of words (new vocabulary items) for themselves. • Students should be exposed to all the strategies that enable them to learn vocabulary accurately. • Students should be trained in mastering the dictionary skills. • Students should be assigned with unnumerable vocabulary .exercises to fix the vocabulary items they learnt firmly |
Description: | Thesis |
URI: | http://repository.sustech.edu/handle/123456789/3840 |
Appears in Collections: | Masters Dissertations : Education |
Files in This Item:
File | Description | Size | Format | |
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Differences About the ... .pdf | title | 52.62 kB | Adobe PDF | View/Open |
Dedication+Abstract.pdf | Dedication+Abstract | 97.56 kB | Adobe PDF | View/Open |
Table of Contents1.pdf Restricted Access | Table | 41.45 kB | Adobe PDF | View/Open Request a copy |
Chapter One.pdf Restricted Access | Chapter One | 77.09 kB | Adobe PDF | View/Open Request a copy |
Chapter Two + Three.pdf Restricted Access | Chapter Two + Three | 290.46 kB | Adobe PDF | View/Open Request a copy |
Chapter Four + Five.pdf Restricted Access | Chapter Four + Five | 95.95 kB | Adobe PDF | View/Open Request a copy |
proposal.pdf | proposal | 79.76 kB | Adobe PDF | View/Open |
A questionnaire1 + Biography.pdf | A questionnaire1 + Biography | 126.81 kB | Adobe PDF | View/Open |
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