| Titre : |
Teachers’ and students’ attitudes towards the role of guessing meaning from context strategy in vocabulary acquisition : The case of second year students of english at the university “des frères mentouri”, constantine |
| Type de document : |
texte imprimé |
| Auteurs : |
Fatima- Zahra Barouk, Auteur ; Ratiba Kihal, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2018 |
| Importance : |
102 f. |
| Format : |
30 cm. |
| Note générale : |
UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Attitudes towards ,Guessing Meaning,Context Strategy |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
In the field of learning and teaching English as a foreign language, vocabulary is viewed as
the fundamental aspect. It is the bedrock for developing the language skills and language
proficiency as a whole. In this regard, students tend to use certain strategies as an attempt
to enlarge their lexical knowledge. Guessing word meaning from context using the
contextual clues included in the text is largely recognized as an efficient strategy the
learners can use, not only for determining word meaning, but also for using them in
different contexts. The purpose of the present study is to cast light on the students‟ and
teachers‟ attitudes towards the use and the significance of such strategy. It has been
hypothesized that if the students under study hold positive attitudes towards the use of
guessing word meaning from context strategy, they are likely to use it in their acquisition
of vocabulary. To check our hypothesis, we used two questionnaires, one for students and
another one for teachers. Through the analysis of the two questionnaires, the findings have
revealed that guessing word meaning from context is the most used strategy among
students, and also the most encouraged by teachers in vocabulary learning. The results
have also confirmed that both of teachers and students are conscious about the importance
of this strategy in learning new words and increasing students‟ autonomy as well.
Therefore, the results reflect the students‟ and teachers‟ positive attitudes towards the
implementation of guessing word meaning from context strategy in vocabulary learning
and teaching. It follows that our hypothesis has been confirmed. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=10226 |
Teachers’ and students’ attitudes towards the role of guessing meaning from context strategy in vocabulary acquisition : The case of second year students of english at the university “des frères mentouri”, constantine [texte imprimé] / Fatima- Zahra Barouk, Auteur ; Ratiba Kihal, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 102 f. ; 30 cm. UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Attitudes towards ,Guessing Meaning,Context Strategy |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
In the field of learning and teaching English as a foreign language, vocabulary is viewed as
the fundamental aspect. It is the bedrock for developing the language skills and language
proficiency as a whole. In this regard, students tend to use certain strategies as an attempt
to enlarge their lexical knowledge. Guessing word meaning from context using the
contextual clues included in the text is largely recognized as an efficient strategy the
learners can use, not only for determining word meaning, but also for using them in
different contexts. The purpose of the present study is to cast light on the students‟ and
teachers‟ attitudes towards the use and the significance of such strategy. It has been
hypothesized that if the students under study hold positive attitudes towards the use of
guessing word meaning from context strategy, they are likely to use it in their acquisition
of vocabulary. To check our hypothesis, we used two questionnaires, one for students and
another one for teachers. Through the analysis of the two questionnaires, the findings have
revealed that guessing word meaning from context is the most used strategy among
students, and also the most encouraged by teachers in vocabulary learning. The results
have also confirmed that both of teachers and students are conscious about the importance
of this strategy in learning new words and increasing students‟ autonomy as well.
Therefore, the results reflect the students‟ and teachers‟ positive attitudes towards the
implementation of guessing word meaning from context strategy in vocabulary learning
and teaching. It follows that our hypothesis has been confirmed. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=10226 |
|
Teachers’ and students’ attitudes towards the role of guessing meaning from context strategy in vocabulary acquisition
