| Titre : |
Effectiveness of mnemonic strategies to develop third year middle school pupils’ retention of vocabulary |
| Type de document : |
texte imprimé |
| Auteurs : |
Yousra Abbas haddad, Auteur ; Farida Abderrahhim, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2017 |
| Importance : |
140 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en BUC. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Mnemonic Strategies Pupils’ Retention |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Retaining vocabulary is one of the initial tasks that foreign language learners will deal with during their learning process since vocabulary is an important part of learning any language, and having a huge stock of words represents one of the major challenges that face teachers and learners. Due to its effectiveness in language learning, there has been a controversial debate about its definition, the way it could be best taught or learned, and the way it could be best stocked in the long term memory. Teachers in general and more precisely Middle School teachers struggle about how to encourage their learners to learn vocabulary and make it last longer because it helps in mastering the new language easily. However, many researchers agree that the best way to learn vocabulary effectively is with the help of some learning strategies, such as mnemonic strategies. From this perspective, the main aim of this study is to investigate the effectiveness of mnemonic strategies to develop Third Year Middle School pupils’ retention of vocabulary. We hypothesize that if teachers use mnemonic strategies as a teaching aid, this will help Third Year pupils to keep the new words for a long period of time and use them when needed. The research methodology consists of a review of vocabulary and mnemonic strategies accompanied with the collection and analysis of empirical data. The data are gathered through an experiment (pre-test, instruction about mnemonic strategies, and post-test), and a Teachers’ Questionnaire. The test was administered to a sample of 22 Pupils divided into an Experimental Group and a Control Group, and the Teachers’ Questionnaire to 15 Middle School teachers. The results of this investigation confirmed our hypothesis and provide evidence that the majority of pupils and teachers agreed that mnemonics are useful in retaining vocabulary |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5020 |
Effectiveness of mnemonic strategies to develop third year middle school pupils’ retention of vocabulary [texte imprimé] / Yousra Abbas haddad, Auteur ; Farida Abderrahhim, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 140 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Mnemonic Strategies Pupils’ Retention |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Retaining vocabulary is one of the initial tasks that foreign language learners will deal with during their learning process since vocabulary is an important part of learning any language, and having a huge stock of words represents one of the major challenges that face teachers and learners. Due to its effectiveness in language learning, there has been a controversial debate about its definition, the way it could be best taught or learned, and the way it could be best stocked in the long term memory. Teachers in general and more precisely Middle School teachers struggle about how to encourage their learners to learn vocabulary and make it last longer because it helps in mastering the new language easily. However, many researchers agree that the best way to learn vocabulary effectively is with the help of some learning strategies, such as mnemonic strategies. From this perspective, the main aim of this study is to investigate the effectiveness of mnemonic strategies to develop Third Year Middle School pupils’ retention of vocabulary. We hypothesize that if teachers use mnemonic strategies as a teaching aid, this will help Third Year pupils to keep the new words for a long period of time and use them when needed. The research methodology consists of a review of vocabulary and mnemonic strategies accompanied with the collection and analysis of empirical data. The data are gathered through an experiment (pre-test, instruction about mnemonic strategies, and post-test), and a Teachers’ Questionnaire. The test was administered to a sample of 22 Pupils divided into an Experimental Group and a Control Group, and the Teachers’ Questionnaire to 15 Middle School teachers. The results of this investigation confirmed our hypothesis and provide evidence that the majority of pupils and teachers agreed that mnemonics are useful in retaining vocabulary |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5020 |
|
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