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Teaching vocabulary using colocations versus using definitions in EFL classes

Kelimelerin birlikte kullanıldığı bir kelime ile veya sözlük anlamları ile öğretimin karşılaştırılması

  1. Tez No: 94991
  2. Yazar: ŞERİFE İPER ALTINOK
  3. Danışmanlar: DR. JAMES STALKER
  4. Tez Türü: Yüksek Lisans
  5. Konular: İngiliz Dili ve Edebiyatı, English Language and Literature
  6. Anahtar Kelimeler: Dil öğretimi, Kelime öğretimi, Yabancı dil öğretimi, Öğrenme yöntemleri, İngilizce, Language teaching, Vocabulary teaching, Foreign language teaching, Learning methods, English
  7. Yıl: 2000
  8. Dil: İngilizce
  9. Üniversite: İhsan Doğramacı Bilkent Üniversitesi
  10. Enstitü: Sosyal Bilimler Enstitüsü
  11. Ana Bilim Dalı: Yabancı Dil Olarak İngilizce Öğretimi Ana Bilim Dalı
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: Belirtilmemiş.

Özet

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Özet (Çeviri)

ABSTRACT Title: Teaching Vocabulary Using Collocations versus Using Definitions in EFL Classes. Author: Şerife İper Altınok Thesis Chairperson: Dr. James Stalker Bilkent University, MA TEFL Program Committee Members: Dr. Bill Snyder Dr. Hossein Nassaji John Hitz Bilkent University, MA TEFL Program Teaching words in collocations is a comparatively new technique and it is accepted as an effective one in vocabulary teaching. The purpose of this study was to find out whether teaching vocabulary would result in better learning and remembering vocabulary items. This study investigated the differences between two vocabulary acquisition techniques, collocations and dictionary definition in EFL classes. The study was conducted at Çukurova University, Center of Foreign Languages Department (YADIM). The participants were 65 intermediate level students in three classes. The study explored whether were any significant differences among the three groups in terms of learning vocabulary items. One of the treatment groups was presented new vocabulary items together with their collocations whereas the other treatment group was presented with only definitions. The control group did not receive any vocabulary presentation. To determine the vocabulary to be used in the presentations two pre-tests were given to the students. For the next stage, these vocabulary items were presented in two consecutive sessions in two reading texts. After practicing these vocabulary, two post-tests were given students a day after. Delayed post-tests were given 10 days later in order to measure remembering.To analyze the results of the post-tests ANOVA and T-tests were conducted too see if there were any significant differences among the scores of the three groups. Although the groups showed differences in the test results, ANOVA, which was conducted to find out whether these differences were significant, showed that the differences were not statistically significant. This result indicates that using collocations may not help learners very much with vocabulary learning. The results of the delayed post-tests given after 10 days, showed that means were slightly different but ANOVA revealed that there were no significant differences among the groups. This suggests that collocations may not help learners remember vocabulary items.

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