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Vocabulary Teaching in KARMA Boujemaa Secondary School (case of 3rd year students)

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dc.contributor.author Slimane ABDELHAKEM
dc.date.accessioned 2022-12-18T13:56:36Z
dc.date.available 2022-12-18T13:56:36Z
dc.date.issued 2022
dc.identifier.uri https://dspace.univ-ghardaia.edu.dz/xmlui/handle/123456789/4629
dc.description.abstract For the L2 learners, expanding and expanding their vocabulary is critical. There are numerous strategies to choose from in order to enhance any learning. The views of upper secondary students about language teaching and learning are investigated in this study. This is accomplished through the use of questionnaires, which are a qualitative data collection tool. The findings reveal that both students and teachers agree that a more diverse vocabulary instruction should be prioritized, with a heavy focus on context-based learning and written assessments. Furthermore, the findings show that while students favor context-based learning, they prefer non-contextual testing approaches when it comes to evaluation. The study's findings could be beneficial to future teachers as well as students. Teachers who are already working in upper secondary schools, they may be able to offer some insight into how pupils learn vocabulary. EN_en
dc.language.iso en EN_en
dc.publisher جامعة غرداية EN_en
dc.subject Vocabulary EN_en
dc.subject teaching and learning EN_en
dc.subject vocabulary learning strategies EN_en
dc.title Vocabulary Teaching in KARMA Boujemaa Secondary School (case of 3rd year students) EN_en
dc.type Thesis EN_en


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