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A comparison of three learning strategies for ESL vocabulary acquisition

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dc.contributor.author Brits J en
dc.date.accessioned 2016-09-22T07:16:39Z
dc.date.available 2016-09-22T07:16:39Z
dc.date.created 1994 en
dc.date.submitted 1995 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/10187
dc.description.abstract Aims to compare the effectiveness of three memory strategies for learning ESL vocabulary, namely, the keyword method, the semantic processing method, and the keyword-semantic method. Four ESL classes were divided into three treatment groups and one control group, and received four days of instruction. The results of this study indicated the following: It is found that the combined keyword-semantic strategy promotes more vocabulary acquisition on both the recognition and cued-recall tests. However, Other strategies need to be compared as well, and teachers need to help their students develop an awareness of vocabulary learning strategies. en
dc.language English en
dc.subject English language en
dc.subject Vocabulary en
dc.title A comparison of three learning strategies for ESL vocabulary acquisition en
dc.type Masters degree en
dc.description.degree MA en


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