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أثر التدريب على استراتيجيات تعلم المفردات في تنمية الاتقان الكلي للغة الانجليزية

العنوان بلغة أخرى: The Effect of Vocabulary Strategy Training on Enhancung Overall English Proficiency
المؤلف الرئيسي: شعيب، أحمد فتحي (مؤلف)
مؤلفين آخرين: عبدالرحيم، عبدالرحيم سعد الدين (مشرف), الطناني، عطية عبدالقادر عطية (مشرف)
التاريخ الميلادي: 2004
موقع: القاهرة
الصفحات: 1 - 132
رقم MD: 545485
نوع المحتوى: رسائل جامعية
اللغة: العربية
الدرجة العلمية: رسالة ماجستير
الجامعة: جامعة الازهر
الكلية: كلية التربية
الدولة: مصر
قواعد المعلومات: Dissertations
مواضيع:
رابط المحتوى:

الناشر لهذه المادة لم يسمح بإتاحتها.

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LEADER 04041nam a22003497a 4500
001 1426193
041 |a ara 
100 |9 247353  |a شعيب، أحمد فتحي  |g Shoeib, Ahmed F.  |e مؤلف 
245 |a أثر التدريب على استراتيجيات تعلم المفردات في تنمية الاتقان الكلي للغة الانجليزية 
246 |a The Effect of Vocabulary Strategy Training on Enhancung Overall English Proficiency 
260 |c 2004  |a القاهرة 
300 |a 1 - 132 
336 |a رسائل جامعية 
502 |b رسالة ماجستير  |c جامعة الازهر  |f كلية التربية  |g مصر  |o 0386 
520 |a The main concern of this research is to investigate the effect of lexical learning strategies in enhancing proficiency in English language. It also offers some insight into the relationship between the strategies students use and language learning outcomes. In other words, it shows that the more vocabulary learning strategies students use the more successful language learners they will be. The more learners elaborate the word-meaning complex and establish it within a suitable network of meaning the more the word and its meaning will be available for use at a later time, which in turn increases word retention and learners' abilities to use newly acquired vocabulary in a variety of situations which basically contributes to enhancing language proficiency in general. The current research also examines the differences between students' high scores on each of the proposed strategies and their scores in proficiency test. Therefore, the present research takes into account students' own attitudes and concepts towards vocabulary learning. The sample, totaling 100, was selected from the first year English Department students at the Faculty of Education of Al Azhar University. Results revealed that the experimental group was superior to the control group in language proficiency. The research findings also indicated that there was a strong relationship between strategy use and successful language learning. The findings also revealed that students high on semantic mapping strategy outperformed those high on think-aloud procedures in language proficiency. Results also showed that students high on semantic mapping outperformed those high on dictionary use strategy in language proficiency. In addition, the findings clarified that students high on think-aloud procedures outperformed those high on dictionary use strategy in language proficiency. It is recommended that detailed and extensive vocabulary strategy training should be encouraged when teaching English as a foreign language. This could be achieved by giving EFL learners the opportunity to practice the strategies that facilitate their lexical learning and increase word gains. Therefore, vocabulary instruction especially for academic programmes of prospective teachers of English should enhance lexical acquisition fostering strategy training procedures. 
653 |a تعليم اللغات  |a اللغة الانجليزية  |a طرق التدريس  |a تنمية المهارات 
700 |9 261970  |a عبدالرحيم، عبدالرحيم سعد الدين  |e مشرف 
700 |a الطناني، عطية عبدالقادر عطية  |g Al-Tanany, Attia Abdul-Kader  |e مشرف  |9 136251 
856 |u 9801-006-012-0386-T.pdf  |y صفحة العنوان 
856 |u 9801-006-012-0386-A.pdf  |y المستخلص 
856 |u 9801-006-012-0386-C.pdf  |y قائمة المحتويات 
856 |u 9801-006-012-0386-F.pdf  |y 24 صفحة الأولى 
856 |u 9801-006-012-0386-1.pdf  |y 1 الفصل 
856 |u 9801-006-012-0386-2.pdf  |y 2 الفصل 
856 |u 9801-006-012-0386-3.pdf  |y 3 الفصل 
856 |u 9801-006-012-0386-4.pdf  |y 4 الفصل 
856 |u 9801-006-012-0386-5.pdf  |y 5 الفصل 
856 |u 9801-006-012-0386-O.pdf  |y الخاتمة 
856 |u 9801-006-012-0386-R.pdf  |y المصادر والمراجع 
930 |d n 
995 |a Dissertations 
999 |c 545485  |d 545485