| Titre : |
Foreign language vocabulary acquisition through reading intentional learning and incidental learning |
| Type de document : |
texte imprimé |
| Auteurs : |
Khaoula BESSIR, Auteur ; H. ACHILI, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Mentouri Constantine |
| Année de publication : |
2016 |
| Importance : |
87.f |
| Format : |
30 cm |
| Note générale : |
copie électronique disponible (PDF ) |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Langue Anglaise |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Vocabulary is an essential part of first and second language learning of which learners
need a minimum amount that makes their oral and written communication effective.
There are many factors that can facilitate or inhibit learners’ acquisition of vocabulary.
For this reason, teachers should encourage them to acquire new words and help them
make informed choices that fasten their vocabulary acquisition. This research work aims
at evaluating and comparing the effectiveness of two different types of vocabulary
learning, intentional and incidental, on acquiring new word knowledge while reading.
The target population is first year LMD students at the University “Des Frères Mentouri“
Constantine. We hypothesized that intentional learning leads to greater vocabulary
gains than incidental learning while reading. A sample of 48 first-year students from the
Department of English Arts and Language at the same university participated in an
experiment which was carried out to check the hypothesis. The participants went
through a pretest to evaluate their knowledge of eight target words; they were divided
into two parallel groups, an Experimental Group and a Control Group; they received a
treatment with and without vocabulary focus work respectively; and finally, their
retention of the target words was tested, once immediately after the treatment, and a
second time a week after. The results of this investigation confirmed the hypothesis; the
participants who worked on the target words intentionally, through vocabulary focus
exercises, learnt more of those words than those who did incidentally, by focusing, as
usually done in most of the lectures in the department, on the comprehension of the
content and on the structure of the text. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=2889 |
Foreign language vocabulary acquisition through reading intentional learning and incidental learning [texte imprimé] / Khaoula BESSIR, Auteur ; H. ACHILI, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Mentouri Constantine, 2016 . - 87.f ; 30 cm. copie électronique disponible (PDF ) Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Langue Anglaise |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Vocabulary is an essential part of first and second language learning of which learners
need a minimum amount that makes their oral and written communication effective.
There are many factors that can facilitate or inhibit learners’ acquisition of vocabulary.
For this reason, teachers should encourage them to acquire new words and help them
make informed choices that fasten their vocabulary acquisition. This research work aims
at evaluating and comparing the effectiveness of two different types of vocabulary
learning, intentional and incidental, on acquiring new word knowledge while reading.
The target population is first year LMD students at the University “Des Frères Mentouri“
Constantine. We hypothesized that intentional learning leads to greater vocabulary
gains than incidental learning while reading. A sample of 48 first-year students from the
Department of English Arts and Language at the same university participated in an
experiment which was carried out to check the hypothesis. The participants went
through a pretest to evaluate their knowledge of eight target words; they were divided
into two parallel groups, an Experimental Group and a Control Group; they received a
treatment with and without vocabulary focus work respectively; and finally, their
retention of the target words was tested, once immediately after the treatment, and a
second time a week after. The results of this investigation confirmed the hypothesis; the
participants who worked on the target words intentionally, through vocabulary focus
exercises, learnt more of those words than those who did incidentally, by focusing, as
usually done in most of the lectures in the department, on the comprehension of the
content and on the structure of the text. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=2889 |
|
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