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پایان نامه زبان انگلیسی یادگیری لغت توسط فراگيران

  

عنوان: پایان نامه « استراتژيهاي يادگيري لغت بكارگرفته شده توسط فراگيران پسر و دختر ايراني  زبان انگليسي در سطح متوسط »

قالب بندی: WORD

تعداد صفحات: 147

این پایان نامه در مورد استراتژيهاي يادگيري لغت بكارگرفته شده توسط فراگيران پسر و دختر ايراني  زبان انگليسي در سطح متوسط می باشد ، در 5 فصل آماده ، به صورت تحقیقی ، پژوهشی و عملی بوده و کلیه استانداردهای مورد نیاز یک پایان نامه زبان انگلیسی در آن رعایت شده است. این پایان نامه به دانشجویان کارشناسی و کارشناسی ارشد رشته های زبان انگلیسی ، مترجمی زبان ، آموزش زبان انگلیسی و دیگر رشته های مرتبط با آن پیشنهاد می گردد.

نکته: بخش های چکیده ، مقدمه و فهرست مطالب این پایان نامه را در بخش توضیحات (پایین همین صفحه) ملاحظه فرمائید.

38,700 تومان

توضیحات

Abstract

What has been done in present study inclined to identify the most and the least frequent vocabulary learning strategies used by Iranian males and females intermediate EFL learners. In order to gather qualified subjects, Nelson proficiency test was administered to sample of 120 bringing out 60 intermediate students equated in numbers of gender who all were set in one control group. As implementation procedure claimed, Schmitt’s VLSQ was used to be filled out by students. Results indicated that males and females did not differ significantly using VLSs, however, still showed difference, and also they had hunch to employ memory strategies more than other four ones. Another questionnaire was executed to 10 professors of Azad university of Tonekabon exploring which VLSs they think can help student more and also finding any congruence between what students have chose and what professors recommend. Applied data analyses comprised: Mann-Whitney U, Independent t-test, Descriptive statistics and ANOVA analysis. Results disclosed that students hardly use strategies which professors have selected as useful VLSs.

Keywords

Learning strategy, Vocabulary acquisition, Vocabulary, Vocabulary learning strategy, Word, EFL learners.

۱٫۰٫ Introduction

Current survey has been established to determine the most and the least frequent vocabulary learning strategies (VLS) used by intermediate university students who are majoring English parted equally into males and females groups. Undoubtedly, in recent years raising research on mastering vocabulary for fulfilling a rich communication has confirmed its value in EFL process. “Since the mid-1990s there has been a mini-explosion of research on second language vocabulary issues such as student’s needs , teaching techniques , learner’s strategies and incidental learning” (Folse,2004, p.5)

     Now days, by shifting trends in language teaching from teacher-centered to learner-centered instructions, getting familiar with student’s interests and occupational and educational priorities guarantees pedagogical success. As Hulstjin (1993) declared teaching vocabulary should not only consist of teaching specific words but also aim equipping learners with strategies necessary to expand their vocabulary knowledge. Language learning strategies encourage greater overall self-direction for learners. Self-directed learners are independent learners who are capable of assuming responsibility for their own learning and gradually gaining confidence, involvement and proficiency (Oxford, 1990). It is true with vocabulary learning strategies as a sub-category of language learning strategy. The first chapter of present thesis comprises statement of problem, theoretical framework, thesis question and proposed hypothesizes, leading to clarify the most and the least frequent VLS used by intermediate students regarding to gender.

Table of the Contents

 

Abstract

Chapter One: Introduction

۱٫۰٫ Introduction

۱٫۱٫ Theoretical Framework

۱٫۲٫ Significance and Purpose of the Problem

۱٫۳٫ Statement of the Problem

۱٫۴٫ Research Questions of the Study

۱٫۵٫ Hypotheses of the Study

۱٫۶٫ Definitions of the Key Terms

۱٫۷٫ Summary

Chapter Two: Review of the Literature

۲٫۰٫ Introduction

۲٫۱٫ What is the Mental Lexicon

۲٫۱٫۱٫ Defining the Content of the Mental Lexicon

۲٫۲٫ Developing a Model of the Mental Lexicon

۲٫۲٫۱٫ Semantic Models of the Mental Lexicon

۲٫۲٫۱٫۱٫ The Hierarchal Network Model

۲٫۲٫۱٫۲٫ The Semantic Feature Model

۲٫۲٫۱٫۳٫ The Spreading Activation Model 

۲٫۲٫۱٫۴٫ The ACT and Network Model

۲٫۳٫ Mental Lexicon and Boo Dictionary Difference

۲٫۳٫۱٫ L1 and L2 Mental Lexicon

۲٫۴٫ What is the Role of the Vocabulary in SLA

۲٫۴٫۱٫ Vocabulary Knowledge

۲٫۴٫۲٫ Current Issues in Vocabulary Research

۲٫۴٫۳٫ Vocabulary in Language Learning

۲٫۴٫۴٫ Vocabulary Teaching

۲٫۵٫ How many Words do we Needs to Know

۲٫۵٫۱٫ What is a Word

۲٫۵٫۲٫ What is Involved in Knowing a Word

۲٫۶٫ Language Learning Strategies

۲٫۷٫ Difference between Strategy, Tactic and Execution

۲٫۷٫۱٫ Strategy

۲٫۷٫۲٫ Execution

۲٫۷٫۳٫ Tactic

۲٫۸٫ Definition of Strategy

۲٫۸٫۱٫ Why are LLS Important for L2 FL Learning and Teaching

۲٫۸٫۲٫ Classification of Language Learning Strategy

۲٫۹٫ The Notion of the Good Language Learners

۲٫۱۰٫ Factors Affecting Strategy Use

۲٫۱۱٫Definition of Vocabulary Learning Strategy

۲٫۱۱٫۱٫The Importance of Vocabulary and VLS

۲٫۱۱٫۲٫Vocabulary Learning Strategy Classification

۲٫۱۱٫۳٫ Oxford’s Taxonomy of VLS

۲٫۱۲٫ Studies on VLS

۲٫۱۲٫۱٫ Ahmed(1989)

۲٫۱۲٫۲٫Sanaoui (1995)

۲٫۱۲٫۳٫Gu and Johnson (1996)

۲٫۱۲٫۴٫Schmitt (1997)

۲٫۱۲٫۵٫Sahbazian(2004)

۲٫۱۲٫۶٫ Mason (2004)

۲٫۱۲٫۷٫ Pigada and Shmitt (2006)

۲٫۱۳٫ Summary

Chapter Three: Methodology

۳٫۰٫ Introduction

۳٫۱٫ The Design of the Study

۳٫۲٫ Subjects

۳٫۳٫ Materials           

۳٫۴٫ Procedures

۳٫۵٫ Methods of Analyzing Data

۳٫۶٫ Summary

Chapter Four: Results

۴٫۰٫ Introduction

۴٫۱٫ Data Analysis and Findings

۴٫۱٫۱٫ Descriptive Analysis of the Data

۴٫۱٫۲٫Inferential Analysis of the Data

۴٫۲٫ Results of Hypothesis Testing

۴٫۳٫Summary

Chapter Five: Discussion

۵٫۰٫Introduction

۵٫۱٫General Discussion

۵٫۲٫Implications of the Study

۵٫۳٫Limitations of the Study

۵٫۴٫ Suggestions for further Research

۵٫۵٫Summary

References

Appendices

App. A. Nelson proficiency test

App. B. Vocabulary learning strategies questionnaire

App. C. Translation of VLSQ in Persian language

App. D. Questionnaire on teaching vocabulary learning strategies

App. E. Percentage of each single scale of VLS used by females

App. F. Percentage of each single scale of VLS used by males

App. G. Percentage of each single scale of teacher’s teaching VLS

Questionnaire

App. H. Abbreviations

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