Improving Vocabulary Learning Strategies The Case of First-year English Students at Ibn khaldoun University of TIARET
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Improving Vocabulary Learning Strategies The Case of First-year English Students at Ibn khaldoun University of TIARET |
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Outline:
General Introduction Chapter One: Vocabulary Learning Strategies 1.1. Introduction 1.2. The definition of vocabulary 1.3. Types of vocabulary 1.3.1. Active vocabulary 1.3.2. Passive vocabulary 1.4. The importance of vocabulary 1.5. Vocabulary learning Disabilities 1.5.1. The impact of Dyslexia 1.5.2. Attention-Deficit/Hyperactivity Disorder 1.5.3. The impact of Dysgraphia 1.6. The definition of Vocabulary Learning strategies 1.7. Strategies of Vocabulary Learning 1.7.1. Guessing Meaning from context 1.7.2. Vocabulary Notebook 1.7.2.1. Writing word pairs 1.7.3. Dictionary use 1.7.4. Translation to Learners’ First Language 1.7.5. Using pictures 1.7.5.1. Picture-Word Inductive Model 1.8. Classification of language learning strategies 1.8.1. O’Malley and Chamot’s classification 1.8.1.1. Metacognitive strategies 1.8.1.2. Cognitive strategies 1.8.1.3. Social/Affective Strategies 1.8.2. Oxford’s classification 1.8.2.1. Direct strategies 1.8.2.1.1. Memory strategies 1.8.2.1.2. Cognitive strategies 1.8.2.1.3. Compensation strategies 1.8.2.2. Indirect strategies 1.8.2.2.1. Metacognitive strategies 1.8.2.2.2. Affective strategies 1.8.2.2.3. Social strategies 1.9. Parameters Affecting Language Learning Strategies Use 1.9.1. Age 1.9.2. Gender 1.10. Conclusion Chapter Two: Data Collection and Analysis 2.1. Introduction 2.2. Methodology 2.3. Sampling and data collection tools 2.4. Students’ Questionnaire 2.4.1. Description of the Students’ Questionnaire 2.4.2. Analysis of The students ‘Questionnaire 2.4.3. Discussion of the Students’ Questionnaire Findings 2.5. Discussion of the Research Questions and Hypotheses 2.6. Conclusion General Conclusion and Recommendations General Conclusion Recommendations List of references
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