The Role of Shades of Meaning Strategy on EFL Intermediate Schools Students’New Vocabulary
Article Sidebar
Main Article Content
Abstract
The present study aims at assessing the average level of the 2st year intermediate school student's achievement in new vocabulary, finding out the role of Shades of meaning strategy on EFL intermediate school student's new vocabulary, and finding out whether there is any significant difference between the students' achievement at the recognition and at the production levels of the post-test. Find out whether there is any significant difference between the five variables (relevance, contextual, practice, variety and usage). A sample of (100) students have been randomly selected from Iraqi EFL second intermediate school students from Baghdad College Secondary School in Al_adhamiyah, Baghdad, during the academic year 2024-2025. It is divided into two equal groups, i.e., the experimental and control groups. The experimental group has been taught according to Shades of Meaning Strategy, while the control group has been taught according to the conventional method. An achievement test has been constructed, validated, and applied to the two groups. The results show that Shades of Meaning Strategy is more effective than using the conventional method.
Metrics
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Alderson, J. ; Clapham, C. ; and Wall, D. (1999) Language Test Construction and Evaluation. Cambridge: Cambridge University Press..
Alqahtani, M. (2015). The Importance of Vocabulary in Language Learning and How to Be Taught. International Journal of Teaching and Education,3(3),1-14
Ansof, H,.(1979). Strategic Management. London Mammalian, 43. Bailin, S.(2002). Critical Thinking and Sciences Education. Science &Education,P,361.
Arikunto, S. (2006 ). Prosedur Penelitian (Suatu Pendekatan Praktek). Jakarta:Rineka Cipta,130.
Ary ,D ;Jacobs ,L ;Irvine ,C, and Walker ,D. (2018).Introduction To Research in Education ; Cengage Learning Canada ;Nelson Education Ltd Exotic Classic.
Berne, J. E., & Blachowicz, C. L. Z. (2008). What reading teachers say about vocabulary instruction: Voices from the classroom. The Reading Teacher, 62(4), 314–323. https://doi.org/10.1598/RT.62.4.4
Best, J. W., and Kahn, J. V. (2006). Research in education, 10th. New Delhi: PHI Learning Private Ltd.:289.
Brown (2010). Language assessment: Principles and classroom practices: Pearson Education White Plains, NY.
Carver, R. P. (1990). Reading rate: A review of research and theory. Boston: Academic Press. Tikrit University.
-Chastain, K. (1988). Developing second language skills. Orlando, FL: HBJ. Tikrit University.
Cook, David, R (1967). A Guide to Educational Research.3ed, United States of America Cambridge University Press.
Cresswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. (4th ED) Pearson Education, Boston (pp.142- 294).
Crocker, L. and Algina, J. (1986). Introduction to Classical and Modern Test Theory. Philadelphia: Harcurt Brace Jovanovich College.
David, K. (2009). The Importance of English Language. Cambridge: Free online A r t A Article.
Dudley-Evans, T., & St. John, M. J. (1998). Developments in ESP: A multi-disciplinary approach. Cambridge University Press.
Evans, V. & Green, M. (2006). Cognitive Linguistics: An introduction. Edinburgh: Edinburgh University Press
Finochiaro.M.(2011). Vocabulary, Description, Acquisition and Pedagogy. [Online]. Availableat: http://www.phon.ucl.ac.uk/home/johnm/ptlc2005/pdf/ptlcp28.pdf [December, 16, 2012].
Fisher, D ; Brozo, W. G. ; Frey, N., & Ivey, G. (2011). Shades of Meaning. 50 instructional routines to develop content literacy (2nd ed)
Flynn, Robert John; Raymond A. Lemay (1999). A Quarter-Century of Normalization and Social Role Valorization: Evolution and Impact. University of Ottawa Press. p 224. ISBN 0-7766-0485-6.
Gipps, Carline V. (1995). Beyond Testing: Towards a Theory of Educational Assessment. The Flamer Press.
Good, C. V. and W. R. Merkel (1973). Dictionary of education. CV Good, WR Merkel - York McGrow Hill Book Company Inc.
Goodman, K.S.(1973).Psycholinguistic Universal of Reading Process. In smith,F(Ed ) Psycholinguistic and Reading. New York: Ho lt, Rinehart and Winston. Cambridge, MA: Cambridge University Press.
Goodman, Laurie. (2004). "Shades of Meaning: Relating and Expanding Word Knowledge." In Teaching Vocabulary: 50 Creative Strategies, Grades K-12, ed. G.E. Tompkins and C.
Graves, M. F. (2016). The Vocabulary Book: Learning and Instruction (2nd ed.). NewYork, NY: Teachers College Press
Graves, M. F. (2016). The Vocabulary Book: Learning and Instruction (2nd ed.). NewYork, NY: Teachers College Press
Harris, D. R. (1969). Teaching English as a Second Language. Mc Graw- Hill Book Com.
Harrison, A. (1983). A Language Testing Handbook. London: Macmillan Publishers.
Hatch, E., & Brown, C. (1995). Vocabulary, semantics, and language education. Cambridge University Press.
Hornby, A. S., (1995). Oxford advanced learners' dictionary of current English. Oxford: Oxford University Press.
Hornby, A. S., (1995). Oxford advanced learners' dictionary of current English. Oxford: Oxford University Press.
https://doi.org/10.1111/j.1944-9720.2001.tb02801.x
Majeed, N. (2021). The effectiveness of using "Collecting and Processing Words " Strategy in Teaching EFL Vocabulary to Intermediate School students. Journal of Tikrit University for Humanities.
Maringer, J. (2015). Teaching large classes at college and university level: Challenges and opportunities. Journal of Education and Practice, 6(34), 128-138.
Meara, P. M. (1980). Vocabulary acquisition: A neglected aspect of language learning. Language Teaching and Linquistics: Abstracts, 13(4), 221–246.
Mintzberg (1978). "Patterns in Strategy Formation" . McGill University,
Nagy, W. E., R.C. and Herman, P. A. (1987). Learning Word Meanings from Context During Normal Reading American Educational Research. Journal, 24, pp. 237-270.
Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59-82.
Neuman, S. B., & Dwyer, J. (2009). Missing in action: Vocabulary instruction in pre-k. The Reading Teacher.
Nevo, B. (1985). "Face validity revisited". Journal of Educational Measurement, 22(4), 287-293. Retrieved from https://www.jstor.org/stable/1434704?seq=1#page_scan_tab_contents
Patric, H. (1971). Encyclopedia World Dictionary. London: The Hamlyn Publishing
Pennington, Donald (2003). Essential Personality. Publisher: Arnold; 2003. Essential Psychology Series.
Richards and Renandya, W. A. (Eds.). (2002). Methodology in language teaching. An Anthology of Current Practice.
Richards and Renandya, W. A. (Eds.). (2002). Methodology in language teaching. An Anthology of Current Practice.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Rosas, M. (2000) The Level of Difficulty and Discrimination Power of the Basic Knowledge and Skills Examinations.
San Joaquin Writing Project Goulden, R., Nation, I. S. P., & Read, J. (1990). How large can a receptive vocabulary be? Applied Linguistics, 11(4), 341–363.
Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329 - . 363.
Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450–452. https://doi.org/10.1126/science.1182597
Stahl, S. A., & Nagy, W. E. (2006). Teaching word meanings. Lawrence Erlbaum Associates.
Walters, J. M. (2004). Teaching the use of context to infer meaning: A longitudinal survey of L1 and L2 vocabulary research. Language Teaching, 37(4), 243-252.