Browsing by Subject "Learning vocabulary"
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Item Short story as a strategy of developing vocabulary: Exploring perceptions and challenges(Department of English Education, 2023) Upadhyaya, Pradeep PrasadThis study entitled Short Story as a Strategy of Developing Vocabulary: Exploring Perceptions and Challenges intended to explore the students’ perceptions towards the use of short story in the development of vocabulary and examine the challenges of using short story while learning English vocabulary at secondary level. I used quantitative research method adopting survey research design to carry out this study. Forty secondary level students of Dhulung Dudhakoshi Rural Municipality of solukhumbu district were selected through random lottery sampling. In this study, questionnaire both open-ended and close-ended was used as research tool. The data collected through Questionnaires were analyzed descriptively and thematically. From the analysis of data and interpretations of the results, it was found that majority of the students agreed with short story enhances vocabulary power of students related to culture, enable learners to speak fluently with vast treasure of words, also helps to learn idioms and phrasal verbs and helps teachers to teach English language effectively and interestingly. Moreover, short story teaching is taken as a tool for developing vocabulary, spelling and pronunciation skill of the students and as vocabulary is backbone for the development of language skills and aspects. Similarly, teaching short story facilitates students and creates funny environment for learning which never makes students feel bore. Similarly, there are some challenges for teaching vocabulary such as some of the students are not interested for using dictionary while reading short story, sometime teachers teach short story without materials, few students feel that reading short story is boring task, and some students are interested on watching movie, listening song instead of reading short story. The study consists of five chapters. The first chapter deals with background of the study, statement of the problems, objectives of the study, research questions, significance of the study, delimitations of the study and the operational definitions of key terms. The second chapter deals with the review of the theoretical and empirical literature, implications of the review for the study and conceptual framework of the study. Likewise, the third chapter deals with the methodology adopted for the study which includes design of the study, population, sample and sampling strategy, research tools, sources of data, data collection procedures and data analysis and interpretation procedure of the collected data. Similarly, the fifth chapter presents the findings based on the analysis and interpretations in policy related, practice related and further research related level.Item Strategies adopted by basic level English teacher in teaching vocabulary: A case study(Department of English Education, 2023) Acharya, SanamThis research entitled, Strategies Adopted by Basic Level English Teacher in Teaching Vocabulary: A Case Study intended to identify the strategies that teacher used in grade six in teaching English Vocabulary in terms of Pronunciation, Spelling, Word meaning, Word Formation and Word Use. It also aimed to explore the most frequent and least used strategies. The study was based on case study under qualitative research design. The population of the study was basic level English teachers of private school in Kathmandu district. 1 English was selected purposively by the researcher. The tool used in the present study was observation checklist and questionnaire. The researcher observed 24 classes of a selected teacher from 30 April 2023 to 29 June 2023. The overall findings of the study reflected that out of 24 observed classes the teacher used different strategies for teaching different aspect of vocabulary. The teacher used modelling, visual representation, phonetic symbols, reading aloud, drilling and dictation for teaching pronunciation. Copying and read aloud and dictation for teaching spelling. Data showed the teacher used dictation, drilling, modelling, explanation, translation, copying and read aloud and phonetic symbol frequently while teaching different aspects of vocabulary. The least strategy used by the teachers are demonstration, contrast, prefix and style and register. This thesis consists of five chapters. The first chapter deals with the introduction of the topic in which background of the study, statement of the problem, objective of the study, research questions, significance of the study, limitation of the study, and operational definitions of the key terms are included. The Second chapter covers the review of related theoretical literature, review of related empirical literature, implications of the review for the study and conceptual framework. The Third chapter deals with the methods and procedures of the study which includes research design, population, sample and sampling strategies, study area, method of the study, data collection tools and strategies, data collection procedures and data analysis and interpretation procedure. Likewise, the fourth chapter presents the analysis and interpretation of results. It also includes analysis of data, interpretation of results and summer of the findings. The Fifth chapter deals conclusion and recommendations followed by references and appendices. The recommendation is subsumed under policy related, practice related and further research related respectively.Item Strategies adopted by grade nine students for learning vocabulary(Department of English Education, 2018) Chaudhary, BinitaThe present study entitled Strategies Adopted by Grade Nine Students for Learning Vocabularyis carried out to find out the strategies used in learning vocabulary by the students of grade nine of public schools of Kirtipur area. I selected thirty nine students from the three different schools using simple random sampling procedure. A set of questionnaire including closed-ended questionnaire were used as a research tool for data collection. The data obtained from the informants were analyzed and interpreted descriptively and statistically using simple statistical tools viz. tables and percentage. After the analysis and interpretation of collected data, it was found that to a greater or lesser extent students used cognitive strategies, meta-cognitive strategies and socio-affective strategies. Among them, socio-affective strategies like learn new words through co-operation and collaboration with friends, learn the words through listening and speaking with teachers and learn the words by group works in class. These strategies were used in a greater extend in comparison to cognitiveand meta-cognitive strategies. This thesis consists of five chapters. Chapter one is an introductory part. This chapter includes background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definitions of the key terms. Chapter two consists of review of the related theoretical and empirical literature, conceptual framework and implications of the study. Likewise, chapter three is related with methodology. This chapter includes design and method of the study, population, sample and sampling strategy, tools and techniques of data collection, data collection procedures and data analysis and interpretation procedures. Similarly, chapter four incorporates analysis and interpretation of data. Finally, the last chapter deals with findings, conclusion and recommendations of the study.Item Teachers’ Perceptions on Practice of Group work Technique in Teaching Vocabulary(Department of English Education, 2015) Katel, ShushilaThe present study entitled “Teachers’ Perceptions on Practice of Group work Technique in Teaching Vocabulary” aimed to explore the teachers’ perceptions on the use of group work technique in teaching vocabulary. To achieve the objectives, both primary and secondary sources of data were used. In order to collect the data, thirty-six teachers teaching at lower secondary level of Kathmandu district were selected through purposive non- random sampling procedure, as the sample in this study. The selected teachers were provided questionnaire. So, the participants were requested to respond on those questions. The raw data obtained from them were analyzed and interpreted descriptively. After the analysis and interpretation of data, it was found that teachers had very positive views and good knowledge about the practice of group work. In addition, it was also found that vocabulary can be taught using group work for lower secondary level. On the basis of this finding it can be said that the group work technique is an important technique which should be used to teach English at lower secondary level as per the demand of classroom situation, topic, interest and understanding level of the students. This thesis has been divided into five chapters. The first chapter consists of the background of the study, statement of the problem, objective of the study, research questions, significance of the study, delimitation of the study and operational definitions of key terms. Similarly, chapter two deals with the review of the related theoretical literature, review of the related empirical literature, implication of the review for the study, conceptual framework. Likewise, chapter three presents the methodology adopted for the study under which design and method of the study, population and sampling strategy, for the study, study area / field, information collection tools, information collection procedure, data analysis and interpretation procedure. Correspondingly, in chapter four analysis and interpretation of the data and summary of the findings are included .Finally; the fifth chapter presents the major conclusion of the study with recommendations at policy,practice and further research related.This chapter is followed by references and appendices used for the study.Item The Use of Subtitled Videos for Vocabulary Learning(Department of English Education, 2022) Timilsina, AsmitaThe present study entitled ‘The Use of Subtitled Videos for Vocabulary Learning’ was carried to identify the use of subtitled videos for vocabulary learning writing activities and to explore the students’ perception towards the use of subtitled videos for vocabulary learning.The population of this study were students studying in grade nine from Kathmandu district, however, I selected forty students studying in grade 9 from five institutional schools by using simple random sampling strategy as a sample.A set of questionnaire consisting close-ended and open-ended questions was used as the tool for data collection. The findings of the study showed that 82.50% of respondents watch videos with subtitles once a week whereas, 17.50% participants do it once month. The data reveals that students are familiar with subtitles as all the participants responded that they watch videos with subtitles at least once a month.More than 80% respondents reported that the classes were taken with the help of subtitle for instructing English either once a month or occasionally. They commented that the teachers brought the downloaded video contents including subtitles in the classroom and used to play repeatedly by pausing and making the students read out when they could not comprehend the conversation. The data showed positive results on the use of subtitled video as a tool for learning vocabulary as 92.5 percent of the informants suggested subtitled videos as a beneficial tool to learn vocabulary. The results also claimed that the implementation of English subtitled video improves the students’ vocabulary as the comments from the students state that the use of subtitles bridges the gap between reading and listening skills. This thesis has been divided into five chapters. The first chapter deals with background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definitions of the key terms. Whereas, second chapter incorporates the review of theoretical and empirical literature,implications of the review of the study and conceptual framework. On the other hand, the third chapter deals with the methods and procedures of this study. Similarly, fourth chapter encompasses analysis and interpretation of data. Finally, fifth chapter deals with findings, summary, conclusion and recommendations of the study. And, in the final section, references and appendices are included.