Luận văn tiếng Anh:The Impact of repetition and recycling on grade 11 students' vocabulary retention at Long Hai-Phuoc Tinh High school = Tác động của việc luyện tập củng cố đối với sự ghi nhớ từ vựng của sinh viên lớp 11 ở trường THPT Long Hải - Phước Tỉnh. M.A. Thesis Linguistics: 60 14 10
Nhà xuất bản:University of Languages and International Studies
Ngày:2011
Chủ đề:Tiếng Anh
Từ vựng
Phương pháp giảng dạy
Miêu tả:44 p. + CD-ROM
M.A. Thesis. English Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2011
Recently, vocabulary has been a prominent concern of many applied linguistic theorists and researchers in the field of teaching and learning English. When it comes to studying vocabulary, the greatest challenge is likely retaining the words. Researchers and teachers now have been drawn to the concern of how to make students enhance vocabulary retention for communicative value. This minor thesis investigates the impact of application a wide range of repetitive and recycling-focused activities on 11th grade students’ retention in Long Hai – Phuoc Tinh high school. This study was conducted by quasi-experimental method with 84 participants in the two randomly assigned groups. The experiment lasted for 6 weeks, during which the students were led through the reading, speaking, listening, writing and language focus in a normal way. The students in the experimental group, however, were involved in a variety of additionally cooperative activities in lessons while there no vocabulary focused activities were employed in the control group. The data were collected by means of T-test, questionnaires and observation. The results showed that the repetition and recycling worked on the experimental group and the experimental group also gave positive feedback on the treatment. For better application, however, more attention should be paid to the class size, students’ level of proficiency and their preferred techniques of memorizing words. In addition, the study suggests pedagogical implications and recommendations for further studies
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04051000602_tom_tat.PDF
