عناصر مشابهة
Word inferring strategies and vocabulary learning
| المصدر: | مجلة جامعة غرب كردفان للعلوم والإنسانيات |
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| الناشر: |
جامعة غرب كردفان
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| المؤلف الرئيسي: | |
| المجلد/العدد: | ع9 |
| محكمة: | نعم |
| الدولة: | السودان |
| التاريخ الميلادي: | 2015 |
| الصفحات: | 13 - 27 |
| ISSN: | 1858-6554 |
| رقم MD: | 792711 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | English |
| قواعد المعلومات: | HumanIndex |
| مواضيع: | |
| رابط المحتوى: |
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| المستخلص: | This study is about the relationship between inferring strategies and vocabulary learning. It is set out to probe whether the use of inferring strategies have any significant effects on vocabulary learning. The study claims that providing the secondary school students with the various techniques of inferring the meaning of words will assist them to be able to discover the meaning of the unfamiliar words that they encounter in a written or a spoken text. To support this claim, the conductor of the study wanted to verify: To what extent can the use of inferring strategies improve vocabulary learning? To find answers for the above-mentioned question, the study suggests that vocabulary improvement will have more chance of success if the students master the word inferring strategies. The methodology adopted in this study is parallel tests. In this respect, the students were given a pre- and post -test. During which they were given training on how to use the inferring strategies. The collected data were analyzed and treated statistically through the use of SPSS. The findings indicated that there were statistical significant differences between both groups, favoring the experimental one. and this is due to the strategy of the computer games. The results of the study have shown that there is close relationship between the inferring strategies and vocabulary achievement. Accordingly, the researcher suggests that word inferring strategies should be accepted as an appropriate method for vocabulary achievement. Therefore, the conclusion is that the inferring strategies have significant effect on vocabulary achievement. |
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