| 000 | 12106na a2201609 4500 | ||
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| 001 | 233388 | ||
| 003 | koha_MIRAKIL | ||
| 005 | 20221226090138.0 | ||
| 008 | 190118b tu 000 0 | ||
| 040 |
_aCY-NiCIU _btur _cCY-NiCIU _erda |
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| 041 | 0 | _aeng | |
| 090 |
_aYL 386 _b M97 2014 |
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| 100 | 1 | _aMustafa, Newar Yaseen | |
| 245 | 0 |
_aAn investigation into the vocabulary teaching techniques used by Iraqi teachers of English in line with book 11th, Sunrise series _cNewar Yaseen Mustafa; Supervisor: Behbood Mohammadzadeh |
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| 260 |
_aNicosia _bCyprus International University _c2014 |
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| 300 |
_aX, 80 p. _btable _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 (71-80 p.) | ||
| 504 | _aIncludes bibliography (63-70 p.) | ||
| 520 | _a'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. ' | ||
| 650 | 0 | 0 | _aDil eğitimi |
| 650 | 0 | 0 | _aEnglish grammar |
| 650 | 0 | 0 | _aİngilizce dili öğretimi |
| 650 | 0 | 0 | _aEnglish language teaching |
| 700 | 0 |
_aSupervisor: Mohammadzadeh, Behbood _91656 |
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| 942 |
_2ddc _cTS |
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| 505 | 1 |
_g1 _tCHAPTER ONE |
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| 505 | 1 |
_g1 _tIntroduction |
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| 505 | 1 |
_g2 _tStatement of the Problem |
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| 505 | 1 |
_g2 _tAims of the Aims of the Research |
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| 505 | 1 |
_g3 _tResearch Questions |
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| 505 | 1 |
_g3 _tThe Hypotheses |
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| 505 | 1 |
_g3 _tThe Scope of the Study |
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| 505 | 1 |
_g3 _tThe Procedure |
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| 505 | 1 |
_g4 _tSignificance of the Study |
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| 505 | 1 |
_g4 _tOrganization of the Thesis |
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| 505 | 1 |
_g6 _tCHAPTER TWO |
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| 505 | 1 |
_g6 _tLITERATURE REVIEW |
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| 505 | 1 |
_g6 _tPreliminary |
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| 505 | 1 |
_g6 _tVocabulary: Definition |
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| 505 | 1 |
_g6 _tTypes of Vocalbualry |
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| 505 | 1 |
_g7 _tReceptive and Productive Vocabulary |
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| 505 | 1 |
_g7 _tActive and Passive Vocalbulary |
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| 505 | 1 |
_g8 _tOral and Written Vocalbualary |
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| 505 | 1 |
_g8 _tSpeaking,Reading and Writting Vocalbulary |
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| 505 | 1 |
_g8 _tContent and Function Vocalbulary |
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| 505 | 1 |
_g9 _tVocalbulary Learning and Teaching |
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| 505 | 1 |
_g9 _tIntroduction |
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| 505 | 1 |
_g9 _tThe Role of Vocabulary Knowlegde in Foreign Language Learning |
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| 505 | 1 |
_g12 _tThe Status of Vocabulary in the Methods and Approaches of Teaching Foreign Languages |
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| 505 | 1 |
_g16 _tAspects of Vocalbulary Knowlegde |
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| 505 | 1 |
_g17 _tForm: Pronunciation and Spelling |
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| 505 | 1 |
_g17 _tMeaning: Denotation |
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| 505 | 1 |
_g18 _tGrammer |
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| 505 | 1 |
_g18 _tCollocation |
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| 505 | 1 |
_g18 _tConnotation |
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| 505 | 1 |
_g18 _tAppropriateness |
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| 505 | 1 |
_g18 _tStrategies and Techniques of Vocalbulary Teaching |
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| 505 | 1 |
_g20 _tTeacher-Centered Strategies |
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| 505 | 1 |
_g20 _tStrategy of Presentation and Consolidation |
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| 505 | 1 |
_g21 _tPresentation of New Words |
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| 505 | 1 |
_g22 _tReview and Consolidation of New Words |
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| 505 | 1 |
_g22 _tDeliberate Vocabulary Teaching |
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| 505 | 1 |
_g23 _tUsing Demostration or Pictures(Optimizing Impact) |
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| 505 | 1 |
_g23 _tDeveloping Fluency with Vocalbualry |
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| 505 | 1 |
_g24 _tConstructing Definitions of Words |
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| 505 | 1 |
_g24 _tConducting Languages-Focused Instruction |
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| 505 | 1 |
_g25 _tTranslating Items into Learner's Native Languages |
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| 505 | 1 |
_g25 _tUsing Synoyms and Antonyms |
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| 505 | 1 |
_g25 _tUsing Mnemonics |
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| 505 | 1 |
_g25 _tThe Keyword Method |
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| 505 | 1 |
_g26 _tPictuers and Visualization(Visual Mnemonics) |
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| 505 | 1 |
_g26 _tGrouping |
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| 505 | 1 |
_g26 _tElaborating |
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| 505 | 1 |
_g27 _tThe Narrative Chain |
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| 505 | 1 |
_g27 _tSemantic Mapping |
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| 505 | 1 |
_g27 _tIntroducing the Word Parts |
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| 505 | 1 |
_g29 _tLearner-Centered Strategies |
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| 505 | 1 |
_g29 _tIncidental Learning of Vocalbualry |
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| 505 | 1 |
_g30 _tStrategy of Learning Vocabulary from Meaning -focused Input |
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| 505 | 1 |
_g30 _tStrategy of Learning Vocalbulary from Meaning-Focused Output |
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| 505 | 1 |
_g30 _t(Including Both Written and Spoken Form, Both Receptive and Productive) |
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| 505 | 1 |
_g31 _tUsing Vocalbulary Notebooks |
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| 505 | 1 |
_g32 _tInferences from Context (Guessing from Context) |
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| 505 | 1 |
_g33 _tUsing Bilingual Dictionaries |
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| 505 | 1 |
_g34 _tReview and Spaced Practice |
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| 505 | 1 |
_g34 _tMaking Associations |
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| 505 | 1 |
_g34 _tAnalyzing Associations |
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| 505 | 1 |
_g35 _tPoints to be Considered in Teaching and Learning Vocalbulary |
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| 505 | 1 |
_g36 _tPrevious Studies and Related Studies |
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| 505 | 1 |
_g41 _tMethodology |
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| 505 | 1 |
_g41 _tCHAPTER THREE |
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| 505 | 1 |
_g41 _tMethodology |
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| 505 | 1 |
_g41 _tThe Procedure and Data Collection |
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| 505 | 1 |
_g41 _tThe Population and the Sample of the Research |
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| 505 | 1 |
_g42 _tThe Research Instrument |
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| 505 | 1 |
_g42 _tValidity of the Questionnaire |
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| 505 | 1 |
_g42 _tReliability of the Questionnaire |
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| 505 | 1 |
_g43 _tValidity of the Questionnaire |
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| 505 | 1 |
_g42 _tReliability of the Questionniare |
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| 505 | 1 |
_g42 _tStatistical Means |
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| 505 | 1 |
_g43 _tWeighted mean Formula |
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| 505 | 1 |
_g44 _tT-Test |
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| 505 | 1 |
_g44 _tAnalysis of Book 11, Sunrise Series |
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| 505 | 1 |
_g44 _tAims of Sunrise 11 |
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| 505 | 1 |
_g45 _tThe Material in Sunrise 11 |
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| 505 | 1 |
_g45 _tComponents of Sunrise 11 |
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| 505 | 1 |
_g45 _tStudent's Book |
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| 505 | 1 |
_g46 _tActivity Book |
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| 505 | 1 |
_g47 _tTeacher's Book |
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| 505 | 1 |
_g47 _tThe CD |
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| 505 | 1 |
_g47 _tLnaguage Focus in Sunrise 11 |
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| 505 | 1 |
_g47 _tRole Plays in Sunrise 11 |
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| 505 | 1 |
_g48 _tThe Literary Reader in Sunrise 11 |
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| 505 | 1 |
_g48 _tReference Section in Sunrise 11 |
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| 505 | 1 |
_g49 _tGrammer in Sunrise 11 |
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| 505 | 1 |
_g50 _tVocalbulary in Sunrise 11 |
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| 505 | 1 |
_g50 _tReading in Sunrise 11 |
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| 505 | 1 |
_g50 _tPhonetics in Sunrise 11 |
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| 505 | 1 |
_g51 _tCHAPTER FOUR |
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| 505 | 1 |
_g51 _tData Analysis and Discussion of Results |
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| 505 | 1 |
_g51 _tCriterion 1: (The Main Aim of the Study) |
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| 505 | 1 |
_g54 _tCriterion 2:(Hypothesis no. 1 and Hypothesis no. 2) |
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| 505 | 1 |
_g56 _tDiscussion |
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| 505 | 1 |
_g58 _tCHAPTER FIVE |
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| 505 | 1 |
_g58 _tConclusion, Recommendation, Pedagogical Implications and Suggestions for Further Research |
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| 505 | 1 |
_g58 _tGeneral Conclusions |
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| 505 | 1 |
_g58 _tResearch Conclusions |
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| 505 | 1 |
_g59 _tRecommendations |
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| 505 | 1 |
_g61 _tPedagogical Implications |
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| 505 | 1 |
_g62 _tSuggestions for Further Research |
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| 505 | 1 |
_g63 _tBIBLIOGRAPHY |
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| 999 |
_c441 _d441 |
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