Comparative Effectiveness of Contextual and Structural Method of Teaching Vocabulary

Autor/inn/en	Behlol, Malik; Kaini, Mohammad Munir
Titel	Comparative Effectiveness of Contextual and Structural Method of Teaching Vocabulary
Quelle	In: English Language Teaching, 4 (2011) 1, S.90-97 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Comparative Analysis; Vocabulary Development; Language Processing; Teaching Methods; Context Effect; Cues; Oral Language; Written Language; Language Fluency; Student Role; Statistical Analysis; Learning Processes; High Achievement; Low Achievement; Pretests Posttests; Scores; Foreign Countries; Urdu; English (Second Language); Second Language Learning; Second Language Instruction; Secondary School Students; Native Language; Instructional Effectiveness; Teacher Education; Control Groups; Experimental Groups; Secondary School Teachers; Pakistan + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Sprachverarbeitung; Teaching method; Lehrmethode; Unterrichtsmethode; Stichwort; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Language skill; Language skills; Sprachkompetenz; Statistische Analyse; Learning process; Lernprozess; Unterdurchschnittliche Leistung; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sekundarschüler; Unterrichtserfolg; Lehrerausbildung; Lehrerbildung
Abstract	The study was conducted to find out effectiveness of contextual an, structural method of teaching vocabulary in English at secondary level. It was an experimental study in which the pretest posttest design was used. The population of the study was the students of secondary classes studying in Government secondary schools of Rawalpindi District. Purposive and random sampling was applied to select the school and subjects. The significance of difference between the scores of groups at 0.05 level was tested applying t test. The study revealed that the contextual method is more useful for high achievers (HA) whereas structural method is more useful for average and low achievers. The HA performed better with the contextual method due to study of words in different contexts and taking help from contextual clues that has prompted spoken and written fluency. Better performance of the average and low achievers with the structural method was due to the morphological analyses of a word, role of the students as the partner in the learning process, generation and active processing of vocabulary, provision of multiple exposure of different intensity for practice and personalization of word learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01