Medium: Taschenbuch, Einband: Kartoniert / Broschiert, Titel: The Effect of Keyword and Word-list Method on ESP Vocabulary learning, Titelzusatz: Different Students' Proficiency Levels in focus, Autor: Piribabadi, Ana // Rahmany, Ramin, Verlag: LAP Lambert Academic Publishing, Sprache: Englisch, Schlagworte: Erwachsenenbildung // lebenslanges Lernen, Rubrik: Erwachsenenbildung, Seiten: 80, Informationen: Paperback, Gewicht: 140 gr, Verkäufer: averdo
Using Keyword Method in Teaching English Vocabulary ab 79 € als Taschenbuch: Teaching English Vocabulary to Foreign Learners. Aus dem Bereich: Bücher, Wissenschaft, Pädagogik,
The Effect of Keyword and Word-list Method on ESP Vocabulary learning ab 39.99 € als Taschenbuch: Different Students' Proficiency Levels in focus. Aus dem Bereich: Bücher, Wissenschaft, Pädagogik,
Using Keyword Method in Teaching English Vocabulary ab 79 EURO Teaching English Vocabulary to Foreign Learners
Vocabulary teaching and learning represents one of the major challenges that faces EFL / ESL teachers and learners. Most ESL/EFL learners have difficulties in communicating with English language because of their limited vocabulary. In order to overcome these challenges they should use effective strategies that enhance vocabulary achievement and retention. Keyword method is one of these strategies.It facilitates the storing of new vocabulary in LTM and recalling them later on by WM.
In order to communicate well in a foreign language, students should know a sufficient number of words and be familiar with how to use them correctly. However, this endless amount of words may discourage many students who do not know how to memorize the number of vocabularies rapidly. As many foreign language learners, especially ESP learners, have problem in memorizing the vocabulary items and are not aware of the existing vocabulary-learning methods, this study, by comparing two teaching methods, i.e. keyword method and word-list method, provides beneficial information for students, teachers, curriculum designers and researchers.
Recent accountability requirements increase the emphasis on mathematics achievement for all students, including low-performing students and students with learning disabilities. However, these students progress very slowly, with weaknesses evident in computation and problem solving. These limitations affect their success in mathematics at lower grades and make earning a high school diploma difficult. Research indicates a strong relationship between vocabulary and mathematical comprehension, identifying vocabulary understanding as a key component in understanding the subject. Vocabulary instruction incorporating mnemonic strategies has consistently resulted in substantial increases in learning and retention for students with disabilities as well as non-disabled peers when compared with other approaches. The research reported here focused on the use of keyword mnemonics in mathematics vocabulary instruction. Although both groups did show significant improvements, the students who participated in the keyword mnemonic classes outperformed the students in the direct instruction classes as measured on the both the post-test and the follow-up test of the vocabulary assessment.
There is little doubt that vocabulary is one of the most indispensable components of any language. Previous research also suggests that various teaching techniques contribute differentially to L2 vocabulary development. This book is an attempt to shed further light on this issue by investigating the effects of selected presentation techniques including the keyword method, the peg word method, the loci method, argument mapping, concept mapping and mind mapping on L2 vocabulary comprehension and production. After a comprehensive review of the related literature, a detailed empirical analysis has been presented along with the tabular and graphical presentation of the findings, followed by a discussion of the results and the implications of the study. This book may prove very useful for practicing and prospective language teachers and all sorts of language learners.
The Wisdom of Solomon 10 is a unique passage among Jewish sapiential texts since it both presents Lady Wisdom as God's acting agent in early Israelite history and explicitly categorizes key biblical figures as either righteous or unrighteous. Structurally, Wisdom 10 is a pivotal text that binds the two halves of the book together through its vocabulary and themes. Although chapter 10 is such a unique passage that is central to the work, no full-scale study of this chapter has been attempted. Recent scholarship on the Wisdom of Solomon has focused on the identification of genres in the book's subsections and the author's reinterpretation of Scripture.Through the use of historical and literary criticism, this study especially focuses on the genre and hermeneutical method of Wisdom 10 in comparison to other passages in the book and similar types of literature inside and outside the Bible. Chapter One establishes the purpose and methodology of the study, Chapter Two sets the literary and historical contexts for the Wisdom of Solomon, and Chapters Three to Six analyze the text poetically, form-critically, exegetically, and hermeneutically.This study concludes that Pseudo-Solomon, the book's author, composed and used Wisdom 10 in order to bind the two halves of the book together. Its genre is that of a Beispielreihe , or example list, and its form is an alternation of positive and negative examples that are linked by the repetition of a keyword. The passage also reflects elements of aretalogy, synkrisis , and midrash. Because of the first two of these elements, chapter 10 may be seen as supplementing the encomiastic genre in chapters 6-9. Furthermore, the aretalogical flavor of the text depicts Lady Wisdom in ways similar to the popular Hellenistic Egyptian goddess Isis in order to show Wisdom's superiority to the pagan deity. Lastly, chapter 10 exhibits six primary hermeneutical principles used by the author throughout the book, albeit with differing degrees of focus.Since the Wisdom of Solomon is a late composition, this study illuminates one facet of the Jewish Hellenistic reinterpretation of Scripture and will elucidate similar modes of exegesis in the early rabbinical and early Christian eras.