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Dergiler / Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi / 2017 / Cilt: 21 - Sayı: 1

Contextual Vocabulary Teaching From a Constructivist View: As Seen By the Students

Bahadır Cahit TOSUN
Sayfa
125–135
Yayın Tarihi
2017-03-20
DOI
—
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The results juxtaposed with the previous findings in the literature indicate that CVTC would serve new benefits for the interests of foreign language teaching.

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Amaç & Hipotez:Öz The current study is a qualitative research that aims to throw light on the place of students’ views on contextual vocabulary teaching in conformity with Constructivism (CVTC from now on) in the field of foreign language teaching.
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Temel Bulgular & Veri:Hence, the study is based on the views of the fourth-year students of the English Language and Literature Department of a state university (n=40).
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Sonuç & Katkı:The results juxtaposed with the previous findings in the literature indicate that CVTC would serve new benefits for the interests of foreign language teaching.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Anahtar Kelimeler Contextual vocabulary teaching · Constructivism

Özet

Öz The current study is a qualitative research that aims to throw light on the place of students’ views on contextual vocabulary teaching in conformity with Constructivism (CVTC from now on) in the field of foreign language teaching. Hence, the study is based on the views of the fourth-year students of the English Language and Literature Department of a state university (n=40). The results juxtaposed with the previous findings in the literature indicate that CVTC would serve new benefits for the interests of foreign language teaching.

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Bu Makaleye Atıf Yap

TOSUN, B. C. (2017). Contextual Vocabulary Teaching From a Constructivist View: As Seen By the Students. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, Cilt: 21 - Sayı: 1, 125–135. https://ajindex.com/articles/27683

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Kaynakça (8)

  1. Arnold, J. (2007). Self-concept as Part of the Affective Domain in Language Learning. In Rubio, F. (Ed), Self-Esteem and Foreign Language Learning. (pp. 13-30).
  2. Newcastle, UK: Cambridge Scholars Publishing. Arnold, J. (1999). Visualization: Language Learning with the Mind’s Eye. In Arnold, J. (Ed), Affect in Language Learning. (pp. 260-279). Cambridge: Cambridge University Press. Ávila, J. (2007). Self-Esteem and Second Language Learning: The Essential Colour in the Palette. In Rubio, F. (Ed), Self-Esteem and Foreign Language Learning. (pp. 68-91).
  3. Newcastle, UK: Cambridge Scholars Publishing. Barton, J. (2001). Teaching Vocabulary in the Literature Classroom. The English Journal. 90 (4), 82-88.Retrieved from http://www.jstor.org/stable/821907 (Erişim: 25 Nisan 2016)
  4. Canestrary, A. S. & Marlowe, B. A. (Eds.). (2010). Educational Foundations: An Anthology of Critical Readings: New York, NY: Sage Publications. Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli Jr., R., & Kapp, S. (2009). Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth. Elementary School Journal, 110 (1), 1-48. Retrieved from http://webcache.googleusercontent.com/search?q=cache:k46sl8XaeNMJ:digitalcommons.uri.edu/psy_facpubs/1/+&cd=1&hl=tr&ct=clnk&gl=tr (Erişim: 25 Nisan 2016) De Andrés, V. (2007). Self-Esteem and Language Learning: Breaking the Ice. In Rubio, F. (Ed), Self-Esteem and Foreign Language Learning (pp. 30-68).
  5. Newcastle, UK: Cambridge Scholars Publishing. Eley, M., G. (2006). Teachers’ Conceptions of Teaching, and The Making of Specific Decisions in Planning to Teach. Higher Education, 51(2), 191-214. Retrieved from http://link.springer.com/article/10.1007%2Fs10734-004-6382-9 (Erişim: 25 Nisan 2016)
  6. Fan, M. (2000). How Big is the Gap and How to Narrow it? An Investigation into the Active and Passive Vocabulary Knowledge of L2 Learners. RELC Journal, 31, 105–119. Retrieved from http://www.researchgate.net/publication/249768781_How_Big_Is_the_Gap_and_How_To_Narrow_It_an_Investigation_Into_the_Active_and_Passive_Vocabulary_Knowledge_of_L2_Learners (Erişim: 25 Nisan 2016)
  7. Folse, K. (2011). Applying L2 Lexical Research Findings in ESL Teaching. TESOL Quarterly, 45 (2), 362-369. Retrieved from http://www.jstor.org/stable/41307637 (Erişim: 25 Nisan 2016)
  8. Folse, K. (2010). Is Explicit Vocabulary Focus the Reading Teacher's Job? Reading in a Foreign Language, 22, 139-160. Retrieved from http://webcache.googleusercontent.com/search?q=cache:inqCvp3sWlgJ:nflrc.