An investigation into the vocabulary teaching techniques used by Iraqi teachers of English in line with book 11th, Sunrise series
Mustafa, Newar Yaseen
An investigation into the vocabulary teaching techniques used by Iraqi teachers of English in line with book 11th, Sunrise series Newar Yaseen Mustafa; Supervisor: Behbood Mohammadzadeh - Nicosia Cyprus International University 2014 - X, 80 p. table 30.5 cm CD
Includes CD
Includes appendix (71-80 p.) Includes bibliography (63-70 p.)
CHAPTER ONE 1 Introduction 1 Statement of the Problem 2 Aims of the Aims of the Research 2 Research Questions 3 The Hypotheses 3 The Scope of the Study 3 The Procedure 3 Significance of the Study 4 Organization of the Thesis 4 CHAPTER TWO 6 LITERATURE REVIEW 6 Preliminary 6 Vocabulary: Definition 6 Types of Vocalbualry 6 Receptive and Productive Vocabulary 7 Active and Passive Vocalbulary 7 Oral and Written Vocalbualary 8 Speaking,Reading and Writting Vocalbulary 8 Content and Function Vocalbulary 8 Vocalbulary Learning and Teaching 9 Introduction 9 The Role of Vocabulary Knowlegde in Foreign Language Learning 9 The Status of Vocabulary in the Methods and Approaches of Teaching Foreign Languages 12 Aspects of Vocalbulary Knowlegde 16 Form: Pronunciation and Spelling 17 Meaning: Denotation 17 Grammer 18 Collocation 18 Connotation 18 Appropriateness 18 Strategies and Techniques of Vocalbulary Teaching 18 Teacher-Centered Strategies 20 Strategy of Presentation and Consolidation 20 Presentation of New Words 21 Review and Consolidation of New Words 22 Deliberate Vocabulary Teaching 22 Using Demostration or Pictures(Optimizing Impact) 23 Developing Fluency with Vocalbualry 23 Constructing Definitions of Words 24 Conducting Languages-Focused Instruction 24 Translating Items into Learner's Native Languages 25 Using Synoyms and Antonyms 25 Using Mnemonics 25 The Keyword Method 25 Pictuers and Visualization(Visual Mnemonics) 26 Grouping 26 Elaborating 26 The Narrative Chain 27 Semantic Mapping 27 Introducing the Word Parts 27 Learner-Centered Strategies 29 Incidental Learning of Vocalbualry 29 Strategy of Learning Vocabulary from Meaning -focused Input 30 Strategy of Learning Vocalbulary from Meaning-Focused Output 30 (Including Both Written and Spoken Form, Both Receptive and Productive) 30 Using Vocalbulary Notebooks 31 Inferences from Context (Guessing from Context) 32 Using Bilingual Dictionaries 33 Review and Spaced Practice 34 Making Associations 34 Analyzing Associations 34 Points to be Considered in Teaching and Learning Vocalbulary 35 Previous Studies and Related Studies 36 Methodology 41 CHAPTER THREE 41 Methodology 41 The Procedure and Data Collection 41 The Population and the Sample of the Research 41 The Research Instrument 42 Validity of the Questionnaire 42 Reliability of the Questionnaire 42 Validity of the Questionnaire 43 Reliability of the Questionniare 42 Statistical Means 42 Weighted mean Formula 43 T-Test 44 Analysis of Book 11, Sunrise Series 44 Aims of Sunrise 11 44 The Material in Sunrise 11 45 Components of Sunrise 11 45 Student's Book 45 Activity Book 46 Teacher's Book 47 The CD 47 Lnaguage Focus in Sunrise 11 47 Role Plays in Sunrise 11 47 The Literary Reader in Sunrise 11 48 Reference Section in Sunrise 11 48 Grammer in Sunrise 11 49 Vocalbulary in Sunrise 11 50 Reading in Sunrise 11 50 Phonetics in Sunrise 11 50 CHAPTER FOUR 51 Data Analysis and Discussion of Results 51 Criterion 1: (The Main Aim of the Study) 51 Criterion 2:(Hypothesis no. 1 and Hypothesis no. 2) 54 Discussion 56 CHAPTER FIVE 58 Conclusion, Recommendation, Pedagogical Implications and Suggestions for Further Research 58 General Conclusions 58 Research Conclusions 58 Recommendations 59 Pedagogical Implications 61 Suggestions for Further Research 62 BIBLIOGRAPHY 63
'ABSTRACT Irrespective of the social, cultural, and pragmatic competences that learning a foreign language requires, the development of learners' communicative and linguistic competences is quite demanding. Foreign language learners development of the last two types of competences akes textbook designers look for the effective means to implicate certain activities in the textbook in their attempt to develop learners' linguistic skills, namely listening, speaking, reading and writing. Such a procedure is adopted by textbook designers to develop such skills through the tackling of the activities subsumed in the textbook, and on teachers of foreign language. Also in terms of the techniques, styles and strategies they will adopt to bring about a set of objectives, i.e. learners effective learning of the new language. The present research aims at investigating the techniques and strategies used by teachers of English at 11th grade (preparatory level), in particular, in the Duhok Governorate, Iraq, in their teaching of book 11 of Sunrise series. It further aims at highlighting the differences between the teachers in question in the use of such techniques according to the years they have spent in service, i.e., teaching English, and place of graduation. To bring about these aims, the research hypothesizes the following: 1. There are no differences between teachers of the long period in service, i.e. in teaching English and their counterparts of short periods in terms of the techniques they use in teaching the activities in book 11, Sunrise series. 2. There are no dıfferences between teachers, graduates of the colleges of educatıon and theır counterparts graduates of the Colleges of Arts ın terms of the technıques they use ın teachıng the Actıvıtıes ın Book 11, Sunrıse Serıes. To verıfy the precedıng hypothesıs a questıonnaıre, whose ıtems have been drawn from prevıous studıes and relevant lıterature, has been desıgned. The questıonnaıre has been fırst presented to a panel of jurıes to prove ıts valıdıty. It was then admınısterd ın a pılot study to prove ıts relıabılıty and later ın a maın study to a sample of (50) teachers of Book 11of Sunrıse Serıes at the preparatory level, Duhok Iraq.the results show that (a) Teacher of Englısh Sunrıse Serıes, Book 11 for 11th Grade, preparatory level uses almost all the technıques and strategıes for teachıng vocabulary though to varyıng degrees, (b) There are no dıfferences between teachers of Englısh Sunrıse Serıes, Book 11 for 11th Grade, preparatory level ın terms of years ın servıce, ı.e. a short or a long perıod ın servıce, (c) There are no dıfferences between teachers of Englısh Sunrıse Serıes, Book 11 of 11th Grade, preparatory level as far as theır places of graduatıon, ı.e. Colleges of Arts or Colleges of educatıon, are concrened, and (d) out of the (24) technıques and strategıes for teachıng vocabulary, presented to the sample of teachers, only 2 technıques namely "I draw pıctures" and "ı use cards wıth new words wrıtten on them" are rarely used. These 2 technıques are the only ones whıch requıre some physıcal and manual work on the part of teachers compared to other teacher-centered technıques whıch are done verbally (by syaıng thıngs) or non-verbally (by poıntıng to thıngs or demonstratıng), except the technıque of wrıtıng the meanıng of the words to be learned on the board. '
Dil eğitimi
English grammar
İngilizce dili öğretimi
English language teaching
An investigation into the vocabulary teaching techniques used by Iraqi teachers of English in line with book 11th, Sunrise series Newar Yaseen Mustafa; Supervisor: Behbood Mohammadzadeh - Nicosia Cyprus International University 2014 - X, 80 p. table 30.5 cm CD
Includes CD
Includes appendix (71-80 p.) Includes bibliography (63-70 p.)
CHAPTER ONE 1 Introduction 1 Statement of the Problem 2 Aims of the Aims of the Research 2 Research Questions 3 The Hypotheses 3 The Scope of the Study 3 The Procedure 3 Significance of the Study 4 Organization of the Thesis 4 CHAPTER TWO 6 LITERATURE REVIEW 6 Preliminary 6 Vocabulary: Definition 6 Types of Vocalbualry 6 Receptive and Productive Vocabulary 7 Active and Passive Vocalbulary 7 Oral and Written Vocalbualary 8 Speaking,Reading and Writting Vocalbulary 8 Content and Function Vocalbulary 8 Vocalbulary Learning and Teaching 9 Introduction 9 The Role of Vocabulary Knowlegde in Foreign Language Learning 9 The Status of Vocabulary in the Methods and Approaches of Teaching Foreign Languages 12 Aspects of Vocalbulary Knowlegde 16 Form: Pronunciation and Spelling 17 Meaning: Denotation 17 Grammer 18 Collocation 18 Connotation 18 Appropriateness 18 Strategies and Techniques of Vocalbulary Teaching 18 Teacher-Centered Strategies 20 Strategy of Presentation and Consolidation 20 Presentation of New Words 21 Review and Consolidation of New Words 22 Deliberate Vocabulary Teaching 22 Using Demostration or Pictures(Optimizing Impact) 23 Developing Fluency with Vocalbualry 23 Constructing Definitions of Words 24 Conducting Languages-Focused Instruction 24 Translating Items into Learner's Native Languages 25 Using Synoyms and Antonyms 25 Using Mnemonics 25 The Keyword Method 25 Pictuers and Visualization(Visual Mnemonics) 26 Grouping 26 Elaborating 26 The Narrative Chain 27 Semantic Mapping 27 Introducing the Word Parts 27 Learner-Centered Strategies 29 Incidental Learning of Vocalbualry 29 Strategy of Learning Vocabulary from Meaning -focused Input 30 Strategy of Learning Vocalbulary from Meaning-Focused Output 30 (Including Both Written and Spoken Form, Both Receptive and Productive) 30 Using Vocalbulary Notebooks 31 Inferences from Context (Guessing from Context) 32 Using Bilingual Dictionaries 33 Review and Spaced Practice 34 Making Associations 34 Analyzing Associations 34 Points to be Considered in Teaching and Learning Vocalbulary 35 Previous Studies and Related Studies 36 Methodology 41 CHAPTER THREE 41 Methodology 41 The Procedure and Data Collection 41 The Population and the Sample of the Research 41 The Research Instrument 42 Validity of the Questionnaire 42 Reliability of the Questionnaire 42 Validity of the Questionnaire 43 Reliability of the Questionniare 42 Statistical Means 42 Weighted mean Formula 43 T-Test 44 Analysis of Book 11, Sunrise Series 44 Aims of Sunrise 11 44 The Material in Sunrise 11 45 Components of Sunrise 11 45 Student's Book 45 Activity Book 46 Teacher's Book 47 The CD 47 Lnaguage Focus in Sunrise 11 47 Role Plays in Sunrise 11 47 The Literary Reader in Sunrise 11 48 Reference Section in Sunrise 11 48 Grammer in Sunrise 11 49 Vocalbulary in Sunrise 11 50 Reading in Sunrise 11 50 Phonetics in Sunrise 11 50 CHAPTER FOUR 51 Data Analysis and Discussion of Results 51 Criterion 1: (The Main Aim of the Study) 51 Criterion 2:(Hypothesis no. 1 and Hypothesis no. 2) 54 Discussion 56 CHAPTER FIVE 58 Conclusion, Recommendation, Pedagogical Implications and Suggestions for Further Research 58 General Conclusions 58 Research Conclusions 58 Recommendations 59 Pedagogical Implications 61 Suggestions for Further Research 62 BIBLIOGRAPHY 63
'ABSTRACT Irrespective of the social, cultural, and pragmatic competences that learning a foreign language requires, the development of learners' communicative and linguistic competences is quite demanding. Foreign language learners development of the last two types of competences akes textbook designers look for the effective means to implicate certain activities in the textbook in their attempt to develop learners' linguistic skills, namely listening, speaking, reading and writing. Such a procedure is adopted by textbook designers to develop such skills through the tackling of the activities subsumed in the textbook, and on teachers of foreign language. Also in terms of the techniques, styles and strategies they will adopt to bring about a set of objectives, i.e. learners effective learning of the new language. The present research aims at investigating the techniques and strategies used by teachers of English at 11th grade (preparatory level), in particular, in the Duhok Governorate, Iraq, in their teaching of book 11 of Sunrise series. It further aims at highlighting the differences between the teachers in question in the use of such techniques according to the years they have spent in service, i.e., teaching English, and place of graduation. To bring about these aims, the research hypothesizes the following: 1. There are no differences between teachers of the long period in service, i.e. in teaching English and their counterparts of short periods in terms of the techniques they use in teaching the activities in book 11, Sunrise series. 2. There are no dıfferences between teachers, graduates of the colleges of educatıon and theır counterparts graduates of the Colleges of Arts ın terms of the technıques they use ın teachıng the Actıvıtıes ın Book 11, Sunrıse Serıes. To verıfy the precedıng hypothesıs a questıonnaıre, whose ıtems have been drawn from prevıous studıes and relevant lıterature, has been desıgned. The questıonnaıre has been fırst presented to a panel of jurıes to prove ıts valıdıty. It was then admınısterd ın a pılot study to prove ıts relıabılıty and later ın a maın study to a sample of (50) teachers of Book 11of Sunrıse Serıes at the preparatory level, Duhok Iraq.the results show that (a) Teacher of Englısh Sunrıse Serıes, Book 11 for 11th Grade, preparatory level uses almost all the technıques and strategıes for teachıng vocabulary though to varyıng degrees, (b) There are no dıfferences between teachers of Englısh Sunrıse Serıes, Book 11 for 11th Grade, preparatory level ın terms of years ın servıce, ı.e. a short or a long perıod ın servıce, (c) There are no dıfferences between teachers of Englısh Sunrıse Serıes, Book 11 of 11th Grade, preparatory level as far as theır places of graduatıon, ı.e. Colleges of Arts or Colleges of educatıon, are concrened, and (d) out of the (24) technıques and strategıes for teachıng vocabulary, presented to the sample of teachers, only 2 technıques namely "I draw pıctures" and "ı use cards wıth new words wrıtten on them" are rarely used. These 2 technıques are the only ones whıch requıre some physıcal and manual work on the part of teachers compared to other teacher-centered technıques whıch are done verbally (by syaıng thıngs) or non-verbally (by poıntıng to thıngs or demonstratıng), except the technıque of wrıtıng the meanıng of the words to be learned on the board. '
Dil eğitimi
English grammar
İngilizce dili öğretimi
English language teaching