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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.
Three of the most important aspects of L2 lexical knowledge include
meaning, form (spelling), and pronunciation. Each of these aspects
has been the focus of several studies. However, there seems to be a
dearth of research as to which aspect of word knowledge is
activated better in the mind of the learners in the retrieving
process. The present book includes a theoretical review and an
empirical analysis addressing this issue. The findings reported in
this book can be useful for L2 teachers, researchers, and learners.
Ever since the advent of the concept of multiple intelligences, it
has been the subject of much interest among researchers and
educational authorities. There has also been a considerable amount
of controversy among experts as to how it can influence our
learning. On the other hand, vocabulary and reading comprehension,
as two of the most fundamental elements of language have always
been of interest to teachers.Examination of our current
understanding of the relationships among MI, reading comprehension
and vocabulary knowledge generated from prior studies indicates the
need for a richer understanding of this relationship. The present
study is an theoretical review and an empirical analysis of
Multiple intelligences as predictors of L2 reading comprehension
and vocabulary knowledge.
This book is a theoretical review as well as an empirical analysis
of the effects of linguistic, formal, and content schema building
activities on L2 listening and reading comprehension. In the first
two chapters, the theoretical aspects of the issue are reviewed.
The next three chapters elaborate on an empirical attempt to
describe the nature of the relationships among the aforementioned
factors. The results of the empirical analysis seem to suggest that
although there are no statistically significant differences among
the different types of schema building activities, they are all
significantly more conducive to the development of both L2
listening and reading comprehension than the control condition. The
findings of the present study may have theoretical as well as
practical implications for language learners, teachers, and
syllabus designers.
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