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| 001 | 227202 | ||
| 003 | koha_MIRAKIL | ||
| 005 | 20221226090129.0 | ||
| 008 | 190118b tu 000 0 | ||
| 040 |
_aCY-NiCIU _btur _cCY-NiCIU _erda |
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| 041 | 0 | _aeng | |
| 090 |
_aYL 371 _bA45 2013 |
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| 100 | 1 | _aAkkoyun, Esra | |
| 245 | 0 |
_aThe role of pictures and games in vocabulary teaching: _bA case study with a two-year old boy in a naturalistic setting _cEsra Akkoyun; Supervisor: Behbood Mohammadzadeh |
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| 260 |
_aNicosia _bCyprus International University _c2013 |
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| 300 |
_aV, 97 p. _bpic., tab. _c30.5 cm _eCD |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 500 | _3Includes CD | ||
| 504 | _aIncludes appendix (86-97 p.) | ||
| 504 | _aIncludes references (81-85 p.) | ||
| 520 | _a'ABSTRACT This research study was designed to determine the influence of introducing English vocabulary items at very early ages in a naturalistic setting by comparing the participant's achievements and attitudes towards vocabulary learning through games and pictures. Another aim of the study is to find out whether teaching vocabulary through games and pictures will result in better learning and retention and offer suggestions based on the findings. Within the frameworks of the dynamics of a case study involved in teaching vocabulary to a very young learner, living in TRNC, the variables in this case study include the use of various pictures and games in vocabulary teaching as independent variables and the very young learner participating in the study in his learning English vocabulary as a dependent variable. The participant was observed from about 24 months to 27 months age. Retention tests prepared by the researcher were administered to the participant during the teaching and learning process in order to learn the role of games and pictures in vocabulary learning and retention. The participant in the study was taught by the researcher, herself, who had been trained in one of the English language teaching departments in Turkey. Data were obtained from the subject both by means of the home observations in a naturalistic setting and the retention tests and evaluated by the researcher. The descriptive analysis of the retention tests and home observations revealed that both games and pictures were effective in a very young learner's vocabulary learning but it was clear that teaching vocabulary using games was more effective than teaching vocabulary through pictures to the very young learner who was two years old. The findings of research will have a profound effect on the contribution of games and pictures for vocabulary learning while teaching young learners and very young learners. Keywords: vocabulary learning, vocabulary teaching, pictures and games in vocabulary learning, young language learners. ' | ||
| 650 | 0 | 0 | _aKelime öğrenmede resim ve oyunlar |
| 650 | 0 | 0 | _aPictures and games in vocabulary learning |
| 650 | 0 | 0 | _aKelime öğretimi |
| 650 | 0 | 0 | _aVocabulary teaching |
| 700 | 0 |
_aSupervisor: Mohammadzadeh, Behbood _91656 |
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| 942 |
_2ddc _cTS |
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| 505 | 1 |
_g6 _tCHAPTER 1 |
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| 505 | 1 |
_g6 _tINTRODUCTION |
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| 505 | 1 |
_g6 _tBACKGROUND OF THE STUDY |
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| 505 | 1 |
_g7 _tPURPOSE OF THE STUDY |
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| 505 | 1 |
_g8 _tRESEARCH QUESTIONS |
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| 505 | 1 |
_g9 _tSIGNIFICANCE OF THE STUDY |
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| 505 | 1 |
_g11 _tLIMITATION OF THE STUDY |
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| 505 | 1 |
_g11 _tORGANIZATION OF THE THESIS |
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| 505 | 1 |
_g12 _tSUMMARY OF THE CHAPTER |
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| 505 | 1 |
_g13 _tCHAPTER II |
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| 505 | 1 |
_g13 _tINTRODUCTION |
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| 505 | 1 |
_g13 _tFEATURE OF THE VOCABULARY TEACHING PLAN OF THE THESIS |
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| 505 | 1 |
_g14 _tWHO IS A ''VERY YOUNG LEANER''? |
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| 505 | 1 |
_g14 _tCHARACTERISTICS OF VERY YOUNG LEANERS OF ENGLISH |
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| 505 | 1 |
_g15 _tPRINCIPLES OF CHILDREN'S LEARNING AND LANGUAGES LEARNING |
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| 505 | 1 |
_g17 _tPRICINPLES OF CHILDREN'S LANGUAGE LEARNING |
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| 505 | 1 |
_g18 _tPRINCIPLES OF CHILDREN'S SECOND LANGUAGES LEARNING AND TEACHING |
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| 505 | 1 |
_g22 _tVOCABULARY IN THE GENERAL CONCEPT OF LANGUAGE |
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| 505 | 1 |
_g23 _tIMPORTANCE OF VOCABULARY |
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| 505 | 1 |
_g24 _tCHILDREN'S LANGUAGE DEVELOPMENT |
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| 505 | 1 |
_g25 _tSTRATEGIES OF TEACHING VOCABULARY TO A VERY YOUNG LEARNER |
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| 505 | 1 |
_g25 _tPICTURE IN FOREIGN VOCALBULARY TERCHING |
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| 505 | 1 |
_g26 _tTEACHING ENGLISH VOCALBULARY USING GAMES |
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| 505 | 1 |
_g27 _tBENEFITS OF USING GAMES AND GAMES PICTURES IN VOCABULARY TEACHING |
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| 505 | 1 |
_g28 _tMOTIVATION |
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| 505 | 1 |
_g28 _tREAL LIFE |
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| 505 | 1 |
_g28 _tSELF-CONFIDENCE |
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| 505 | 1 |
_g29 _tROLE OF GAMES AND PICTURES IN VOCABULARY RETENTION |
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| 505 | 1 |
_g33 _tASSESSING SECOND LANGUAGE VOCABULARY DEVELOPMENT OF VERY YOUNG LEARNERS |
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| 505 | 1 |
_g33 _tRATIONALE FOR ASSESSING VERY YOUNG LEANERS |
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| 505 | 1 |
_g33 _tWHAT IS A 'GOOD' RESULT? |
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| 505 | 1 |
_g36 _tSTUDIES ON TEACHING TO YOUNG LEANERS AND VERY YOUNG LEANERS |
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| 505 | 1 |
_g38 _tSUMMARY OF CHAPTER |
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| 505 | 1 |
_g39 _tCHAPTER III |
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| 505 | 1 |
_g39 _tMETHODOLOGY |
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| 505 | 1 |
_g39 _tINTRODUCTION |
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| 505 | 1 |
_g42 _tSTEPS IN A CASE STUDY RESEARCH |
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| 505 | 1 |
_g42 _tSETTING THE LOCATION AND TIME LIMITS AND THE PARTICIPANT: CASE STUDY OF A LANGUAGE LEANER |
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| 505 | 1 |
_g44 _tRESEARCH QUESTIONS |
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| 505 | 1 |
_g44 _tCONTEXT OF THE STUDY |
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| 505 | 1 |
_g45 _tDATA SOURCES |
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| 505 | 1 |
_g45 _tHOME OBSERVATIONS DURING ACTIVITIES |
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| 505 | 1 |
_g46 _tVOCALBULARY RETENTION TESTS |
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| 505 | 1 |
_g47 _tDATA ANALYSIS PROCEDURE |
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| 505 | 1 |
_g47 _tRESEARCH DESIGN |
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| 505 | 1 |
_g50 _tDESCRIPTION OF THE GAMES AND PICTURES IMPLEMENTED |
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| 505 | 1 |
_g54 _tCHAPTER IV |
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| 505 | 1 |
_g54 _tDATA ANALYSIS AND RESULTS |
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| 505 | 1 |
_g54 _tINTRODUCTION |
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| 505 | 1 |
_g54 _tRESEARCH QUESTION : Are games and pictures effective on the Learning and retention of the Vocalbulary items? |
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| 505 | 1 |
_g59 _tSub-Research Question 1 : How does the use of pictures effect a very young learner's vocalbulary learning process? |
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| 505 | 1 |
_g63 _tSub-Research Question 2: How does the use of games affect a very young learner's vocabulary learning process? |
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| 505 | 1 |
_g67 _tSub-research question 3: Does the Implementation of pictures contribute to the retention ? |
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| 505 | 1 |
_g69 _tSub-research Question 4: Does the Implementation of games contirbute to the retention? |
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| 505 | 1 |
_g71 _tSub-research Question 5: Does the implementation of pictures for a very young learner in a real life setting increase leaner's interest and motivation in learning the English vocabulary to be taught and facilitate the process? |
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| 505 | 1 |
_g72 _tSub-research Question 6: Does the implementation of games for games for a very young learners in a real life setting increase learner's interest and motivation in learning the English vocabulary to be taught and facilities the process? |
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| 505 | 1 |
_g73 _tSub-research Question 7: How does the use of picture affect a two year old boy's vocalbulary learning in a three month's periods? |
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| 505 | 1 |
_g75 _tSub-research Quetion 8 : How does the use of genes affect a two year old boy's vocalbulary learning in three month period? |
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| 505 | 1 |
_g76 _tCHAPTER V |
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| 505 | 1 |
_g76 _tDISCUSSION AND CONCLUSION |
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| 505 | 1 |
_g76 _tIntroduction |
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| 505 | 1 |
_g76 _tDISCUSSION OF THE RESULTS |
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| 505 | 1 |
_g79 _tSUGGESTIONS FOR FURTHER RESEARCH |
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| 505 | 1 |
_g80 _tSUMMARY OF THE CHAPTER |
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| 505 | 1 |
_g81 _tREFERENCES |
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| 505 | 1 |
_g86 _tAPPENDICES |
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