The impact of vocabulary learning strategies on esp vocabulary achievement / Sabrina BEHAZ 

Public ISBD Titre : The impact of vocabulary learning strategies on esp vocabulary achievement Type de document : texte imprimé Auteurs : Sabrina BEHAZ, Auteur ; Nour Belhacene, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Mentouri Constantine Année de publication : 2016 Importance : 140.f Format : 30 cm Note générale : copie électronique disponible Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : The more learners pay attention to the meaning of the language they hear or read, the more successful they will be. Learners in ESP context are generally aware of the purposes for which they learn English. Having already oriented their education toward a specific field, they perceive English learning to be essential to enlarge their understanding of the subject matter. Moreover, their knowledge of the subject area will enable them to identify the specialized vocabulary necessary to learn. The present study attempts to investigate the relationship that exists between vocabulary learning strategies and ESP learners’ vocabulary achievement. In this research, we aim to shed some light on both; learning vocabulary in ESP and vocabulary learning strategies, and to gain some insights into ESP students’ and teachers’ awareness about this crucial concept. The hypothesis investigated in this study assumes that the use of vocabulary learning strategies improves ESP learners’ vocabulary achievement. To probe the validity of our hypothesis, we made use of two questionnaires administered to both ESP teachers and first year master degree LMD students of Biology at Constantine 1 University. The findings obtained in this study validated our hypothesis in that the use of vocabulary learning strategies enhances students’ vocabulary achievement. Equally, the results showed that ESP learners are aware of some types of VLSs among which repetition, guessing context and dictionary use appear to be highlighted, and that ESP teachers frequently recommend the use of VLSs. Finally this study strongly advocates the implementation of vocabulary learning strategy instruction within the ESP context so that students can be aware of various VLSs and practice them for appropriate usage. In order for this to happen, ESP should be given more attention through the reinforcement of the number of sessions allocated to this branch of ELT as well as to train teachers to be good VLS instructors within an ESP context. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=2558 The impact of vocabulary learning strategies on esp vocabulary achievement [texte imprimé] / Sabrina BEHAZ, Auteur ; Nour Belhacene, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Mentouri Constantine, 2016 . - 140.f ; 30 cm. copie électronique disponible Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : The more learners pay attention to the meaning of the language they hear or read, the more successful they will be. Learners in ESP context are generally aware of the purposes for which they learn English. Having already oriented their education toward a specific field, they perceive English learning to be essential to enlarge their understanding of the subject matter. Moreover, their knowledge of the subject area will enable them to identify the specialized vocabulary necessary to learn. The present study attempts to investigate the relationship that exists between vocabulary learning strategies and ESP learners’ vocabulary achievement. In this research, we aim to shed some light on both; learning vocabulary in ESP and vocabulary learning strategies, and to gain some insights into ESP students’ and teachers’ awareness about this crucial concept. The hypothesis investigated in this study assumes that the use of vocabulary learning strategies improves ESP learners’ vocabulary achievement. To probe the validity of our hypothesis, we made use of two questionnaires administered to both ESP teachers and first year master degree LMD students of Biology at Constantine 1 University. The findings obtained in this study validated our hypothesis in that the use of vocabulary learning strategies enhances students’ vocabulary achievement. Equally, the results showed that ESP learners are aware of some types of VLSs among which repetition, guessing context and dictionary use appear to be highlighted, and that ESP teachers frequently recommend the use of VLSs. Finally this study strongly advocates the implementation of vocabulary learning strategy instruction within the ESP context so that students can be aware of various VLSs and practice them for appropriate usage. In order for this to happen, ESP should be given more attention through the reinforcement of the number of sessions allocated to this branch of ELT as well as to train teachers to be good VLS instructors within an ESP context. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=2558

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