Nghiên cứu lợi ích của thủ thuật đoán nghĩa từ mới dựa vào ngữ cảnh cho học sinh lớp 11 tại trường THPT Phúc Thành

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Luận văn tiếng Anh:	An investigation into the usefulness of the techniques for guessing the meaning of new words through context for the 11th form students at Phuc Thanh High School = Nghiên cứu lợi ích của thủ thuật đoán nghĩa từ mới dựa vào ngữ cảnh cho học sinh lớp 11 tại trường THPT Phúc Thành. M.A Thesis Linguistics: 60 14 10
Nhà xuất bản:	University of Languages and International Studies
Ngày:	2011
Chủ đề:	Tiếng Anh Phương pháp giảng dạy Lớp 11 Ngữ nghĩa Từ vựng
Miêu tả:	46 p. + CD-ROM M.A Thesis English Methodology -- University of Languages and International studies. Vietnam National University, Hanoi, 2011 This study was conducted at Phuc Thanh High School, aiming at investigating the usefulness of developing the techniques for guessing the meaning of unknown words through context for the 11th form students. Using the experimental research as the main method was adopted in this study. Fifty students from 2 classes of Phuc Thanh High School were chosen to participate in. Twenty five students were experimented with using the techniques for guessing the meaning of unknown words through context. The students' vocabulary and reading comprehension proficiency was measured by a test administered before and after the experiment program. Both correlational and t-test analyses demonstrated remarkable improvement in vocabulary and reading comprehension proficiency achieved by the experimental group over the control group. In addition, questionnaires were used at the beginning and at the end of the experiment with the aim of identifying the students' and teachers' perceptions and attitudes towards reading comprehension, how they dealt with or taught unknown words in reading sessions, what guessing techniques they employed and to elicit the experimental group's views on the guessing techniques. The results of the pre-experiment questionnaire indicated that one hundred percent of the respondents acknowledged the importance of reading skill. However, students encountered a lot of difficulties in learning this skill; they depended too much on dictionaries or other informants for the meaning of unknown words during their reading process while the teachers did not give enough care to teaching them guessing techniques when reading. Consequently, the students' interests in reading were killed and their comprehension was badly interfered with. The results of the post-experiment questionnaire demonstrated that the guessing techniques stimulated the students' interest and motivation and most students expressed positive effect towards the guessing techniques. This raises the need to teachers to integrate strategy training in their reading lessons. From the findings of the study, the recommendations to solve the emerging problems, limitations of the study and suggestions for further research are mentioned carefully as well Electronic Resources
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