The Effect of Using De-contextualization and Semi-Contextualization Teaching Techniques on Turkish EFL Learners’ Vocabulary Learning
Yazarlar (2)
Parısa Yeganehpour Ağrı İbrahim Çeçen Üniversitesi, Türkiye
Dr. Öğr. Üyesi Elham ZARFSAZ Tokat Gaziosmanpaşa Üniversitesi, Türkiye
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Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
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| Dergi Adı | Acuity: Journal of English Language Pedagogy, Literature and Culture | ||
| Dergi ISSN | 2541-0229 | ||
| Dergi Tarandığı Indeksler | Journals Indexed in Eric | ||
| Makale Dili | İngilizce | Basım Tarihi | 03-2022 |
| Cilt / Sayı / Sayfa | 7 / 2 / 161–178 | DOI | 10.35974/acuity.v7i2.2781 |
| Makale Linki | https://jurnal.unai.edu/index.php/acuity/article/view/2781 | ||
| Özet |
| Information from television, the internet, and digital media surrounds us. Multimedia links us to other languages and cultures. Multimedia provides several benefits for foreign language learning. The goal of this research was to see how semi-contextualized television programs and subtitled TV shows help vocabulary retention during language learning. This study was conducted in a Turkish state university. The instructor split the class into two experimental groups of 18-20 year olds. The study started with a pretest. Then the newly condensed words were taught utilizing decontextualized and semi-contextualized education strategies. The research lasted a semester with 14 sessions. An immediate post-test was given at the conclusion of semester after teaching all new words. Three sessions later, a post-test was given. Then the participants' scores were analyzed statistically. The research found no significant differences between semi-contextualized (TV show) and decontextualized |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
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| Google Scholar | 2 |