| Titre : |
The use of reading strategies to acquire new vocabulary : A case study of first year university students of english |
| Type de document : |
texte imprimé |
| Auteurs : |
Ibtissem Sahli, Auteur ; Abdelhak Nemouchi, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2011 |
| Importance : |
53 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie elelctronique PDF disponible en Buc. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Use Reading Acquire New Vocabulary |
| Résumé : |
The present study is an attempt to support the belief that learners‟ use of different strategies for understanding unknown words while reading is an effective way for developing their vocabulary. We start our researchwork with an introduction on the topic of reading and vocabulary to give the ground for the discussion of vocabulary strategies. These strategies are divided into two categories: teacher-centred strategies where the teacher is the main actor; and learner-centred which focuse on the learners‟ independence. The strategy of our concern is the one related to guessing the words‟ meaning from context. In thisstudy, we try to answer two main interrelated research questions. The first is “what could be the right amount of reading for first year university students to acquire enough vocabulary for communicating efficiently?”The second is “what is the most effective reading strategy for developing learners‟ vocabulary?”To answer these questions, we adopt a pre-experimental research design where one group of first year university students is pre-tested, given a text to read and then post-tested. The results obtained from the analysis of the data show that learners used some strategies to deal with difficult words in a context. Moreover, they indicate that learners have a high curiosity to look for the meaning of the words, especially when the latter are particularly new and different from what they already know, and they also excite their retention and the attempt to acquire and use them. The findings of this research have various pedagogical implications, particularly for students who are doing extensive reading. In this case, readers find it difficult to use dictionary to check every word. In addition, the teacher is not always available for help; therefore, the best way left to overcome this problem is using some reading strategies. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3469 |
The use of reading strategies to acquire new vocabulary : A case study of first year university students of english [texte imprimé] / Ibtissem Sahli, Auteur ; Abdelhak Nemouchi, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2011 . - 53 f. ; 30 cm. Une copie elelctronique PDF disponible en Buc. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Use Reading Acquire New Vocabulary |
| Résumé : |
The present study is an attempt to support the belief that learners‟ use of different strategies for understanding unknown words while reading is an effective way for developing their vocabulary. We start our researchwork with an introduction on the topic of reading and vocabulary to give the ground for the discussion of vocabulary strategies. These strategies are divided into two categories: teacher-centred strategies where the teacher is the main actor; and learner-centred which focuse on the learners‟ independence. The strategy of our concern is the one related to guessing the words‟ meaning from context. In thisstudy, we try to answer two main interrelated research questions. The first is “what could be the right amount of reading for first year university students to acquire enough vocabulary for communicating efficiently?”The second is “what is the most effective reading strategy for developing learners‟ vocabulary?”To answer these questions, we adopt a pre-experimental research design where one group of first year university students is pre-tested, given a text to read and then post-tested. The results obtained from the analysis of the data show that learners used some strategies to deal with difficult words in a context. Moreover, they indicate that learners have a high curiosity to look for the meaning of the words, especially when the latter are particularly new and different from what they already know, and they also excite their retention and the attempt to acquire and use them. The findings of this research have various pedagogical implications, particularly for students who are doing extensive reading. In this case, readers find it difficult to use dictionary to check every word. In addition, the teacher is not always available for help; therefore, the best way left to overcome this problem is using some reading strategies. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3469 |
|
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