OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS
OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS
MINISTRY OF EDUCATION AND TRAININGVINH UNIVERSITYTRÂN THỊ HÀIOUT-OF-CLASS ENGLISH VOCABULARYLEARNING STRATEGIES: INSIGHTS FROMHIGH SCHOOL STUDENTSMajo OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS or: Teaching English to Speakers of Other Languages (TESOL)Code: 60.14.01.11MASTER’S THESIS IN EDUCATIONSupervisor: Nguyên Gia Việt, Ph.D.NgheAn, 2017iABSTRACTThis study was motivated by an interest in the process of acquisition of English vocabulary by a previously unstudied group of learners, high OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS school students. The study identified the vocabulary learning strategies of 70 students in high school. It also examined relationships between reportOUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS
ed strategies and their insights over the period of the studying English out-of-class. The data were collected with a self-report online questionnaireMINISTRY OF EDUCATION AND TRAININGVINH UNIVERSITYTRÂN THỊ HÀIOUT-OF-CLASS ENGLISH VOCABULARYLEARNING STRATEGIES: INSIGHTS FROMHIGH SCHOOL STUDENTSMajo OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS dicated that the participants highly valued the role of vocabulary in studying a foreign language, understood the complexity of the process of vocabulary acquisition, and believed that words and phrases should be carefully studied and then practiced in context. The participants reported high motivat OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS ion and high expectations of their success as learners of English. Descriptive analysis of vocabulary learning strategies demonstrated that besides acOUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS
tive use of a dictionary, guessing, and note-taking strategies, virtually all participants reported frequent use of rehearsal strategies, especially rMINISTRY OF EDUCATION AND TRAININGVINH UNIVERSITYTRÂN THỊ HÀIOUT-OF-CLASS ENGLISH VOCABULARYLEARNING STRATEGIES: INSIGHTS FROMHIGH SCHOOL STUDENTSMajo OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS rsal strategies and considered them most effective for establishing form-meaning connections for new words. The respondents also reported frequent use of contextual encoding, activation, and affective strategies. Comparison of the results of the two questionnaires revealed several vocabulary learnin OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS g strategies that underwent changes as a result of one semester of studying English. At the end of the semester students reported even more agreementOUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS
with value of repetition, practice, good memory, and cultural knowledge for learning vocabulary.iiInterviewed students explained this shift by noting MINISTRY OF EDUCATION AND TRAININGVINH UNIVERSITYTRÂN THỊ HÀIOUT-OF-CLASS ENGLISH VOCABULARYLEARNING STRATEGIES: INSIGHTS FROMHIGH SCHOOL STUDENTSMajo OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS claim that contextual acquisition of foreign language vocabulary is always effective in instructed foreign language learning. Using correlation and cluster analyses, the study identified multiple relationships between groups of vocabulary learning strategies, as well as between the importance and st OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS rategies. From detailed findings, some implications for teaching reading skill were proposed. Limitations of the study were pointed out and further reOUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS
search was suggested.illACKNOWLEDGEMENTSFirst of all, I would like to express my deepest thanks to my beloved supervisor. Nguyen Gia Viet, who directlMINISTRY OF EDUCATION AND TRAININGVINH UNIVERSITYTRÂN THỊ HÀIOUT-OF-CLASS ENGLISH VOCABULARYLEARNING STRATEGIES: INSIGHTS FROMHIGH SCHOOL STUDENTSMajo OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS dance he offered to help me carry out the study.I would also like to express my gratitude to all lecturers and staff of the Department of Foreign Languages, Vinh University who supply me with the good conditions to conduct this thesis.I wish to express my sincere thanks to the students of the two cl OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS asses I worked with in order to gather data for my study.Last but not least, I owe special heartfelt appreciation to my parents, my friends without whOUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS
ose unceasing support, patience and understanding I could not have been able to complete my study.ivTABLE OF CONTENTS.................................MINISTRY OF EDUCATION AND TRAININGVINH UNIVERSITYTRÂN THỊ HÀIOUT-OF-CLASS ENGLISH VOCABULARYLEARNING STRATEGIES: INSIGHTS FROMHIGH SCHOOL STUDENTSMajo OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS ......ivTechniques in remembering vocabulary teachers have to think of ways of making the experience of learning and recycling vocabulary more memorable. Pavicic mentions her former research in which she divided learning strategies into four groups............................11...................... OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS ..........................................................................1.......74 CHAPTER FIVE CONCLUSION..........................................OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS
75Griffiths, c. (2013). The Strategy Factor in Successful Language Learning. Bristol, UK: Multilingual Matters........................................MINISTRY OF EDUCATION AND TRAININGVINH UNIVERSITYTRÂN THỊ HÀIOUT-OF-CLASS ENGLISH VOCABULARYLEARNING STRATEGIES: INSIGHTS FROMHIGH SCHOOL STUDENTSMajo OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS 90APPENDIX A..............................................................................................90APPENDIX B..............................................................................................92APPENDIX c............................................................................ OUT OF CLASS ENGLISH VOCABULARY LEARNING STRATEGIES INSIGHTS FROM HIGH SCHOOL STUDENTS ..................94MINISTRY OF EDUCATION AND TRAININGVINH UNIVERSITYTRÂN THỊ HÀIOUT-OF-CLASS ENGLISH VOCABULARYLEARNING STRATEGIES: INSIGHTS FROMHIGH SCHOOL STUDENTSMajoMINISTRY OF EDUCATION AND TRAININGVINH UNIVERSITYTRÂN THỊ HÀIOUT-OF-CLASS ENGLISH VOCABULARYLEARNING STRATEGIES: INSIGHTS FROMHIGH SCHOOL STUDENTSMajoGọi ngay
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