|
Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
Institute of Language Studies >
Thesis - Teaching English as a Foreign Language >
Please use this identifier to cite or link to this item:
http://hdl.handle.net/123456789/1922
|
| Title: | VOCABULARY–LEARNING STRATEGY USE: THE CASE OF HIGH AND LOW ACHIEVER STUDENTS IN GONDAR COLLEGE OF TEACHER EDUCATION |
| Authors: | GETNET, GIDEY |
| Advisors: | Dr. Alemu Hailu |
| Copyright: | 2008 |
| Date Added: | 20-Jan-2009 |
| Publisher: | Addis Ababa University |
| Abstract: | The main purpose of this study was to investigate vocabulary-learning strategies used
by high and low achiever students. The focus was to see similarities and differences
between high and low achiever students in using vocabulary-learning strategies. To
this end, a questionnaire was designed using Schmitt (1997) model. The questionnaire
was administered to 30 students (15 high achievers and 15 low achievers) from Gondar
College of Teacher Education. The frequency and t-test were used to analyze the data.
The frequency was used to describe the information taken from the questionnaire. The
t-test (with significant difference level P<0.05) was applied to check if there was a
statistically significant difference between “high’ and ‘low’ achievers in using each
sub-category of vocabulary learning strategies.
The finding shows that there was a relationship between vocabulary learning strategy
use and language learning achievement. The more successful language learners (i.e.
high achievers) use more vocabulary learning strategies than the less successful
learners (i.e. low achievers). |
| Description: | A Thesis Submitted to the Department of
Foreign Languages and Literature
(Graduate Program)
In Partial Fulfillment to the Requirements for the Degree
of Master of Arts in Teaching English As A
Foreign Languages (TEFL) |
| URI: | http://hdl.handle.net/123456789/1922 |
| Appears in: | Thesis - Teaching English as a Foreign Language
|
Items in the AAUL Digital Library are protected by copyright, with all rights reserved, unless otherwise indicated.
|
