Investigating the Effects of Vocabulary Learning Strategies on Reading Comprehension Skill in EFL Classes: The Case of First year Pupils in the Secondary School "Slimani Mohand" in Freha
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Date
2021
Authors
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Journal ISSN
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Publisher
Université Mouloud Mammeri Tizi Ouzou
Abstract
This dissertation is concerned with the effectiveness of vocabulary learning on
learners’ reading comprehension in EFL classes. It aims to demonstrate the impacts of
vocabulary learning on reading comprehension skill of the first year secondary school
learners. Itis also meant to identify the main problems and factors behinds the learners’ poor
reading comprehension when learning English as a foreign language. This research is
conducted in the secondary school “Slimani Mohand” in Freha. To achieve the mentioned
objectives, the study is based on mixed method approach. Both quantitative and qualitative
methods are used for the analysis of the data. Thus, two distincts but interdependent
questionnaires have been addressed to twenty (20) English language teachers and to thirty
(30) of their pupils who were selected randomly, and an interview addressed to only three
teachers. The outcomes are analysed according to Rumlhart Schema Theory (1980). To
analyse the data, “The Rule of Three” is used for statistical data analyses, while the qualitative
content analyses (QCA) has served to interpret the results of the open-ended questions. The
conclusion drawn from the finding of this study is that vocabulary learning increases learners’
reading comprehension skill in the classroom. It also confirms that sufficient background
knowledge about vocabulary creates a good learning atmosphere. The data collected also
reveal that teachers advise learners to guess the meaning from the context to understand the
difficult words when first secondary school learners of “Slimani Mohand” are assigned
reading activities.
Description
30cm ; 63p.
Keywords
Reading, Reading Comprehension, Vocabulary Learning, Schema Theory, First Year English Language Teachers and Pupils
Citation
Didactics of Foreign Languages