![]() Lib:get-view(xs:string, xs:string, xs:string, xs:string, map(*), map(*)) Lib:get-article-view(xs:string, xs:string, xs:string, item()*, item()) Gp:get-pres-contributors-by-key(xs:string, xs:anyAtomicType, xs:boolean) Expected cardinality: exactly one, got 0. The acquired findings after the experiments, throughout pre and post tests indicated that although the participants did not receive education in their native language during the experiment, the use of the mnemonic technique gave better results compared to the rote learning technique.Error 500 : : An error occurred while processing request to /exist/apps//catalog/: exerr:ERROR XPTY0004: The actual cardinality for parameter 2 does not match the cardinality declared in the function's signature: gp:get-pres-contributors-by-key($key as xs:string, $value as xs:anyAtomicType, $force-new as xs:boolean) element(row)*. The students had been learning Turkish as a foreign language. The factor that makes this study different from other studies in the scope of its field is that the training given at the time of the "mnemonic" education was not in the native language of the students, which is Kazakh. A group of students from Khoja Akhmet Yassawi University Preparatory Faculty in Kazakhstan were chosen to participate in the experiment. An experiment was carried out to compare the efficiency of these two methods. In the study, particularly two different techniques were focused on: The "Memorisation" technique which is one of the most applied methods in teaching vocabulary and the "Mnemonic" technique, which is thought to produce higher results in teaching vocabulary by most scholars. Keywords: vocabulary, vocabulary learning strategies, vocabulary knowledge, improvement.Ī study was conducted with an aim of investigating the different approaches used by both EFL learners and educators to learn and teach vocabulary respectively. Finally, the study revealed that these strategies and techniques can be helpful to students when encountering new words, and it can also help learners strengthen their learning. The findings showed that both groups presented improvement in tests administered and that VLS and techniques employed during the course helped students to learn new vocabulary. The data was analyzed quantitatively and qualitatively. ![]() The data was collected through the Vocabulary Level Test: Test B (Schmitt, Schmitt and Clapham, 2001) and the vocabulary tests designed by the instructor. ![]() The study was conducted in “Eduardo Javier Albores” high school, with the participation of 27 students from two groups. This study essentially investigated (a) if there was an increase in two groups during the fourth semester after the implementation of supplementary lessons where VLS and techniques were employed and (b) whether VLS and techniques helped students to learn new vocabulary. The purpose of this study was to increase students’ vocabulary knowledge implementing supplementary vocabulary lessons by applying Vocabulary Learning Strategies (VLS) and techniques. ![]() This dissertation study was motivated by the concern of English as a Foreign Language (EFL) students’ lack of vocabulary in a high school. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |