| Titre : |
Teachers’ and students’ Aatitudes towards the use of context for better vocabulary acquisition : The case study of second year students at the university des fréres Mentouri Constantine. |
| Type de document : |
texte imprimé |
| Auteurs : |
Soumia Bouzouaouche, Auteur ; Selma Hamimed, Auteur ; Fatima-Zohra Semaksji, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2017 |
| Importance : |
92 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 Vocabulary Teaching Attitudes towards Learning |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Most of the vocabulary items learned by foreign language learners are met in context. Context, then, is considered as a source for vocabulary knowledge. In addition, the context in which the unfamiliar word appears helps learners detect its meaning by the help of the surrounding words. The present study seeks to investigate the significant role of context in enhancing students‟ vocabulary, and how this can be a useful means as input for the acquisition of new vocabulary items. It was hypothesized that if vocabulary is presented in context, students will improve their knowledge of vocabulary. In order to check our hypothesis, we used a teachers‟ questionnaire and a students‟ questionnaire in order to investigate the teachers‟ and students‟ attitudes towards the incorporation of context in order to improve students‟ acquisition of vocabulary. The teachers‟ questionnaire was administered to ten teachers who have been teaching Oral Expression for second year university students at the Department of Letters and English Language, University “Des Fréres Mentouri”, Constantine. The students‟ questionnaire was administered to forty second year university students at the Department of Letters and English Language, University “Des Fréres Mentouri”, Constantine. On the one hand, analysis of the teachers‟ questionnaire has revealed that all the teachers are aware of the role of context in learning vocabulary, in that they presented the new words for students within context. On the other hand, the results obtained from the students‟ questionnaire have shown that the majority of the students learn vocabulary on their own relying on spoken and written texts where they find words in context. Moreover, approximately half the students seem to rely on the context in which words appear in order to determine their meanings. On the basis of these results, we can say that our hypothesis is confirmed. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4152 |
Teachers’ and students’ Aatitudes towards the use of context for better vocabulary acquisition : The case study of second year students at the university des fréres Mentouri Constantine. [texte imprimé] / Soumia Bouzouaouche, Auteur ; Selma Hamimed, Auteur ; Fatima-Zohra Semaksji, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2017 . - 92 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Vocabulary Teaching Attitudes towards Learning |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Most of the vocabulary items learned by foreign language learners are met in context. Context, then, is considered as a source for vocabulary knowledge. In addition, the context in which the unfamiliar word appears helps learners detect its meaning by the help of the surrounding words. The present study seeks to investigate the significant role of context in enhancing students‟ vocabulary, and how this can be a useful means as input for the acquisition of new vocabulary items. It was hypothesized that if vocabulary is presented in context, students will improve their knowledge of vocabulary. In order to check our hypothesis, we used a teachers‟ questionnaire and a students‟ questionnaire in order to investigate the teachers‟ and students‟ attitudes towards the incorporation of context in order to improve students‟ acquisition of vocabulary. The teachers‟ questionnaire was administered to ten teachers who have been teaching Oral Expression for second year university students at the Department of Letters and English Language, University “Des Fréres Mentouri”, Constantine. The students‟ questionnaire was administered to forty second year university students at the Department of Letters and English Language, University “Des Fréres Mentouri”, Constantine. On the one hand, analysis of the teachers‟ questionnaire has revealed that all the teachers are aware of the role of context in learning vocabulary, in that they presented the new words for students within context. On the other hand, the results obtained from the students‟ questionnaire have shown that the majority of the students learn vocabulary on their own relying on spoken and written texts where they find words in context. Moreover, approximately half the students seem to rely on the context in which words appear in order to determine their meanings. On the basis of these results, we can say that our hypothesis is confirmed. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4152 |
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