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Table of Contents |
Page |
Title |
iiiiiiviiviii |
Dedication ……………………………………………….………………Acknowledgements…………………………………….…………………Table of Contents………………………………………………………..List of Tables…………………………………………..………………..Abstract………………………………………………………………….Chapter 1: Introduction |
1 |
1.0. Introduction………………………………………………………… |
2 |
1.1. Statement of the Problem………………………………………….. |
4 |
1.2. Significance of the Study……………..……………………………. |
6 |
1.3. Purpose of the Study…………….…………………………………. |
6 |
1.4. Research Questions of the Study…………………………………… |
6 |
1.5. Hypotheses of the Study…………………………………………… |
7 |
1.6. Definitions of Key Terms………………………………………….. |
7 |
1.6.1. Mnemonic ………………………………………………………………………. |
7 |
1.6.2. Rehearsal ………………………………………………………………………….. |
7 |
1.6.3. Vocabulary knowledge…………………………………………………….. |
8 |
1.7. Summary…………………………………………………………… |
Chapter 2: Literature Review |
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9 |
2.0. Introduction………………………………………………………… |
10 |
2.1. Theoretical Framework……………………………………………. |
12 |
2.2. Definitions of Language Learning Strategies (LLS)………………. |
15 |
2.3. Classifying the Taxonomy………………………………………… |
15 |
2.4. Cognitive Strategies………………………………………………… |
16 |
2.5. Socioaffective Strategies…………………………………………… |
18 |
2.6. Taxonomy of Vocabulary Learning Strategies (VLS)……………… |
19 |
2.7. Categories of Vocabulary Learning Strategies (VLS)…………….. |
19 |
2.8. Determination Strategies…………………………………………… |
21 |
2.9. Social Strategies…………………………………………………… |
23 |
2.10. Memory Strategies……………………………………………….. |
27 |
2.11. Cognitive Strategies……………………………………………… |
28 |
2.12. Metacognitive Strategies…………………………………………. |
29 |
2.13. Significance of Vocabulary in Language Learning………………. |
30 |
2.14. Studies of Language Learning Strategies (LLS)…………………. |
37 |
2.15. Sensory Memory…………………………………………………… |
37 |
2.16. Short-Term Memory (STM)………………………………………… |
38 |
2.17.Chunking…………………………………………………………… |
39 |
2.18. Rehearsal…………………………………………………………… |
40 |
2.19. Long-Term Memory (LTM)……………………….……………… |
41 |
2.20. Mnemonics ………………………………………………………… |
44 |
2.21. Review of Related Studies…………………………………………. |
54 |
2.22. Summary…………………………………………………………. |
Chapter 3: Methodology |
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55 |
3.0. Introduction………………………………………………………… |
55 |
3.1. The Design of the Study……………………………………………. |
55 |
3.2. Participants………………………………………………………… |
56 |
3.3. Materials …………………………………….…………………….. |
56 |
3.3.1. Preliminary English Test …. ..………………………………. |
57 |
3.3.2. Content of PET ………………..……………………………… |
58 |
3.3.3. Level of PET ………………………………..………………… |
59 |
3.3.4. The Aims and Objectives of PET ……………….…….……… |
59 |
3.4. .Procedure……………………………………………….……… |
63 |
3.5. Data Analysis Procedure…..……………………………………….. |
64 |
3.6. Summary…………………………………………………………… |
Chapter 4: Results |
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65 |
4.0. Introduction ………………………………………………………. |
65 |
4.1. Findings……………………………………………………………. |
67 |
4.2 Inferential Statistics………………………………………………… |
70 |
4.3. Hypotheses Analysis………………………………………………. |
70 |
4.3.1. Hypothesis One……………………………………………….. |
71 |
4.3.2. Hypothesis Two………………………………………………. |
71 |
4.4. Summary…………………………………………………………… |
Chapter 5: Discussion |
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72 |
5.0. Introduction……………………………………………….……….. |
72 |
5.1. General Discussion………………………………………………… |
7374 |
5.2. Implications of the Study………………………..………………….5.3. Limitations of the Study……………………………….…………… |
75 |
5.4. Recommendations for Further Research…………………………… |
76 |
5.5. Conclusion………………………………………………..………… |
77 |
References ……………………………………………………………….. |
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List of Tables |
Page |
Title |
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65 |
Table.4.1. Descriptive statistics for the proficiency test …………… |
66 |
Table. 4.2. Number of Students Participated in Pre-test and Post-test Cases …………………………………………………………………… |
66 |
Table. 4.3. Descriptive statistical analysis done on the collected data of pre-test and post-test ……………………………………………………. |
67 |
Table . 4.4. Levene’s Test of Equality of Error Variance ……………… |
68 |
Table.4.5. Tests of Between-Subjects Effects ………………………… |
68 |
Table 4.6. Mean and Corrected Mean of vocabulary test ……………… |
69 |
Table 4.7. Sum of analysis of covariance ……………………………… |
70 |
Table 4.8. independent t-test for male and female performance in vocabulary learning …………………………………………………… |
