Vocabulary–Learning Strategy Use: The Case of High and Low Achiever Students in Gondar College of Teacher Education
| dc.contributor.advisor | Hailu, Alemu (PhD) | |
| dc.contributor.author | Gidey, Getnet | |
| dc.date.accessioned | 2018-07-11T07:50:46Z | |
| dc.date.accessioned | 2023-11-09T04:06:12Z | |
| dc.date.available | 2018-07-11T07:50:46Z | |
| dc.date.available | 2023-11-09T04:06:12Z | |
| dc.date.issued | 2008-06 | |
| dc.description.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). | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/7885 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Vocabulary Learning Strategy | en_US |
| dc.title | Vocabulary–Learning Strategy Use: The Case of High and Low Achiever Students in Gondar College of Teacher Education | en_US |
| dc.type | Thesis | en_US |