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Document Type : Latin Dissertation
Language of Document : English
Record Number : 155251
Doc. No : 3544P
Call number : ‭3544‬
Main Entry : Sahebi Ghorbanabadi, Somayeh
Title Proper : The Diffential effects of different approches to the Teaching of ELT vocabulary : The Case of Marginal Gloss, Parenthetical Gloss and Dictionaruse
Supervisor : ; Mansour Koosha
Advisor : ; Gholamabas Zavari
Degree : MA
field of study : , Teaching English
student score : , 1389/11/09, 1388/00/00
Page No : 166 P.: Table
Note : 830
Abstract : The present study aimed at clarifying the effect of teaching vocabulary through marginal gloss, parenthetical gloss, and using dictionary during reading activity on the promotion of EFL learners' vocabulary learning and retention. `At first, a Nelson test of language proficiency was administered to ensure that participants were homogenous. The researcher asked three instructors who had many years of experience teaching English, to read and to select the passages they perceived as the most suitable for the students. Then the participants took the pretest, which contained 82 words from the text. After administering the test of novelty, the remaining vocabulary items with which none of the subjects were familiar was used in the study. In order to accomplish this research, 75 students in first grade of high school were chosen randomly assigned to three groups. During the treatment phase, the students received English texts. The texts were the same for all groups. Group A was provided with parenthetical glosses, group B with marginal glosses, and Group C used dictionary during reading the texts. The subjects took the first 10- item multiple choice test after reading the texts. The second test was administered after three weeks of the treatment. To examine the differences among groups on vocabulary test, one-way ANOVA was used. Then, posthoc Scheffe and Tukey tests were used to measure the differences. The result indicated that the students who were provided with glosses outperformed the dictionary use group in the immediate test. In the delayed test, there was significant difference between the marginal group and the dictionary use group. Although, no statistically significant differences were found between groups that were provided with marginal glosses and those who were provided with parenthetical glosses on vocabulary learning in immediate and delayed posttests but marginal group had higher mean of scores..
electronic file name : 3544.pdf
Title and statement of responsibility and : The Diffential effects of different approches to the Teaching of ELT vocabulary : The Case of Marginal Gloss, Parenthetical Gloss and Dictionaruse [Thesis]; Mansour Koosha; Gholamabas Zavari
Internal Bibliographies/Indexes Note : Included index
: Bibliography:P.100-112
 
 
 
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