Titre :	The Effect of Using the Keyword Method on Developing EFL Pupils’ Retention of Vocabulary The Case of Second Year Middle School Pupils at “Ahmed Aroua” School in Ben Chergui, Constantine
Type de document :	texte imprimé
Auteurs :	Rania Dif, Auteur ; Ibtissem Fakhet, Directeur de thèse
Editeur :	CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine
Année de publication :	2020
Importance :	172 f.
Format :	30cm.
Note générale :	Une copie electronique PDF disponible au BUC.
Langues :	Anglais (eng)
Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Tags :	Using the Keyword  Vocabulary  memory tool.
Index. décimale :	420 Langue anglaise
Résumé :	Vocabulary is of paramount importance in foreign language learning; it is intimately connected to language skills that are necessary for achieving academic success. However, developing a sufficient vocabulary stock represents a real challenge for EFL learners due to their inabilities to store and commit new information to memory effectively, which impedes its later recall. This makes the process of learning new words more complicated as learners keep on experiencing difficulties with their memorisation and retention. It is for this reason that many researchers in the field of vocabulary acquisition have been searching for the most adequate learning tools that can be used to help learners acquire new vocabularies, among these tools are mnemonic devices and in particular the keyword method. In essence, the aim of the present research is to investigate whether the use of the keyword method has a positive effect in promoting Second Year Middle School pupils‟ retention of vocabulary as well as to explore the teachers‟ attitudes towards the usefulness of this mnemonic device. Accordingly, we hypothesise that if both teachers and pupils make use of the keyword method as a mnemonic device in teaching/ learning contexts, then the pupils‟ retention of vocabulary will improve. In order to check the validity of our hypothesis, we relied on two means of research: a quasi-experiment and the teachers‟ questionnaire. The test was administered to the study group, which was randomly chosen and consisted of thirty (30) participants to serve as a sample, whereas the questionnaire was shared with nine (09) Middle School teachers from two different schools. The collected data was carefully analysed in order to identify the present relationship between the implementation of the keyword method and vocabulary retention. The findings of this investigation confirmed our suggested hypothesis since the use of the keyword method strengthened the pupils‟ ability to retain new vocabulary effectively. They also provided evidence that the teachers held positive attitudes towards the use of this memory tool.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13308

The Effect of Using the Keyword Method on Developing EFL Pupils’ Retention of Vocabulary The Case of Second Year Middle School Pupils at “Ahmed Aroua” School in Ben Chergui, Constantine [texte imprimé] / Rania Dif, Auteur ; Ibtissem Fakhet, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2020 . - 172 f. ; 30cm.
Une copie electronique PDF disponible au BUC.
Langues : Anglais (eng)

Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Tags :	Using the Keyword  Vocabulary  memory tool.
Index. décimale :	420 Langue anglaise
Résumé :	Vocabulary is of paramount importance in foreign language learning; it is intimately connected to language skills that are necessary for achieving academic success. However, developing a sufficient vocabulary stock represents a real challenge for EFL learners due to their inabilities to store and commit new information to memory effectively, which impedes its later recall. This makes the process of learning new words more complicated as learners keep on experiencing difficulties with their memorisation and retention. It is for this reason that many researchers in the field of vocabulary acquisition have been searching for the most adequate learning tools that can be used to help learners acquire new vocabularies, among these tools are mnemonic devices and in particular the keyword method. In essence, the aim of the present research is to investigate whether the use of the keyword method has a positive effect in promoting Second Year Middle School pupils‟ retention of vocabulary as well as to explore the teachers‟ attitudes towards the usefulness of this mnemonic device. Accordingly, we hypothesise that if both teachers and pupils make use of the keyword method as a mnemonic device in teaching/ learning contexts, then the pupils‟ retention of vocabulary will improve. In order to check the validity of our hypothesis, we relied on two means of research: a quasi-experiment and the teachers‟ questionnaire. The test was administered to the study group, which was randomly chosen and consisted of thirty (30) participants to serve as a sample, whereas the questionnaire was shared with nine (09) Middle School teachers from two different schools. The collected data was carefully analysed in order to identify the present relationship between the implementation of the keyword method and vocabulary retention. The findings of this investigation confirmed our suggested hypothesis since the use of the keyword method strengthened the pupils‟ ability to retain new vocabulary effectively. They also provided evidence that the teachers held positive attitudes towards the use of this memory tool.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13308