The Effect of Vocabulary Teaching Strategies on Linguistically Diverse Classroom Reading Comprehension
| المصدر: | مجلة الدراسات المستدامة |
|---|---|
| الناشر: | الجمعية العلمية للدراسات التربوية المستدامة |
| المؤلف الرئيسي: | Ulaywi, Raghad Khalaf (Author) |
| المجلد/العدد: | مج5, ملحق |
| محكمة: | نعم |
| الدولة: |
العراق |
| التاريخ الميلادي: |
2023
|
| التاريخ الهجري: | 1445 |
| الصفحات: | 1147 - 1190 |
| ISSN: |
2663-2284 |
| رقم MD: | 1432600 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Teaching Vocabulary | Instructions | Discovery Learning | Using a Dictionary as a Resource | Reading Comprehension
|
| رابط المحتوى: |
عدد مرات التحميل
4
| المستخلص: |
One of the fundamental elements and parts of linguistic systems are words. Languages are like the bricks used in construction. These are the bricks that make up a solid foundation for language proficiency. It's crucial to develop and offer challenging or powerful vocabulary material. Thus, one of the most crucial elements of language training is included in vocabulary instruction. There are several teaching strategies that encourage students to build their own vocabulary knowledge in their brains since teachers can apply a variety of language learning methods to EFL students. The purpose of the study was to compare the reading comprehension mean scores of the students. Three groups of students-two experimental and one control-were formed. Reading comprehension was taught to the first experimental group using the discovery method, and to the second using the consultation strategy. The control group received instruction using the traditional method of instruction. Two hypotheses have been formulated: -The reading mean scores of the students taught using the discovery technique and the students taught in the conventional way do not differ in a way that is statistically significant. -The reading mean scores of the students who are taught using the consulting a dictionary technique and those of the students who are taught using the conventional method do not differ statistically significantly. These findings demonstrated that the first experimental group had a stronger influence and distinctive nature on English language learners compared to the second experimental group. |
|---|---|
| ISSN: |
2663-2284 |
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