جدید No picture مشاهده عکس بزرگتر

The Relationship between Interpersonal and Intra personal Intelligences and Vocabulary Learning Strategies

The Relationship between Interpersonal and Intra personal Intelligences and Vocabulary Learning Strategies:

The Case of Iranian EFL Learner

M.A THESISSUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF

ARTS  TEACHING ENGLISH AS A FOREIGN LANGUAGE

جدید

14,900 تومان

توضیحات

Abstract

The present study aimed at finding out whether there existed a relationship between EFL learners’ dominant intelligence and vocabulary learning strategies they use. The first research question posed was related to the preferred vocabulary learning strategies used by EFL learners. It was concluded that Iranian EFL learners mostly preferred intrapersonal vocabulary learning strategies. The second research question focused on the type of dominant intelligence among Iranian EFL learners. The results indicate that Iranian EFL learners were mostly intra-personally dominant. In the third research question, the correlation between interpersonal and intrapersonal intelligences introduced by Gardner (1983) and vocabulary learning strategies introduced by Kudo (1999) was calculated. The statistics showed that each one of the vocabulary learning strategies could be categorized as either interpersonal or intrapersonal based on the degree and significance of the correlation each one had with either interpersonal or intrapersonal statements in the questionnaire. Finally, a retrospective Think-Aloud Protocol (TAP) procedure was conducted. The results showed that EFL learners mostly preferred using intra-personal vocabulary learning strategies than interpersonal ones. Therefore, if the learners know the appropriate vocabulary learning strategies, they will be able to learn and retain the meaning of the new vocabularies much easier.

Keywords: Interpersonal intelligence, Intrapersonal intelligence, Vocabulary strategies

Table of Contents
Title                                            Page
CHAPTER 1:    INTRODUCTION                                                                                          
1.1    Background to the Study    9
1.2    Statement of the Problem    10
1.3    Research Questions and Hypotheses    11
1.4    Significance and Purpose of the Study    12
1.5    Definition of Key Terms    12
CHAPTER 2:    REVIEW OF LITERATURE                                                                           
2.1    Introduction    14
2.1.1    Vocabulary Learning Strategies    19
2.1.2    Multiple Intelligences    22
2.2    Summary    24
CHAPTER 3:    METHODOLOGY
3.1    Introduction    26
3.2    Design    27
3.3    Participants    27
3.4    Instruments    27
3.5    Procedure    29
CHAPTER 4:    RESULTS
4.1    Introduction    31
4.2    Analysis of the Results    32
4.3    Think-Aloud Protocol (TAP)    34
4.4    SUMMARY    35
CHAPTER 5:    DISCUSSION, CONCLUSION and IMPLICATIONS
5.1    Restatement of the problem    36
5.2    Discussion    36
5.2.1    First Research Question and Hypothesis:    36
5.2.2    Second Research Question and Hypothesis:    37
5.2.3    Third Research Question and Hypothesis:    38
5.3    Conclusion    38
5.4    Implications    38
5.5    Limitations    38
5.6    Suggestions for Further Study    39
References    40
Appendix    43

 
Tables
Title                                            Page
Table 1. Flesch readability chart    42
Table 2. Preferred vocabulary learning strategies    61
Table 3. Strategies with lower bound higher than 3.00    47
Table 4. Two-sample t-Test results    48
Table 5. The correlation analysis results    63
Table 6. Pearson correlation matrix    74
Table 7. Pearson correlation matrix (Continued)    83
Table 8. Pearson Correlation matrix (Continued)    93
Table 9. Pearson correlation matrix (Continued)    102


نقد و بررسی کاربران

سبد خرید 0 محصول محصول‌ها (خالی)    

سبد خرید من

هیچ محصولی وجود ندارد

ارسال رایگان! ارسال
0 تومان مجموع

پرداخت مشاهده

خانه

محصولات جدید

خبرنامه