What Knowing a Word Is: The Learner's Perspective and the Teacher's Perspective
In spite of the fact that pedagogical practices within the context of reading courses for academic purposes show a concern for the teaching of vocabulary, it is still very common for students to complain about lack of vocabulary knowledge & to perceive their difficulties as due to this lack. Alt...
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Veröffentlicht in: | The ESPecialist 1999-01, Vol.20 (2), p.157-178 |
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Format: | Artikel |
Sprache: | por |
Online-Zugang: | Volltext |
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Zusammenfassung: | In spite of the fact that pedagogical practices within the context of reading courses for academic purposes show a concern for the teaching of vocabulary, it is still very common for students to complain about lack of vocabulary knowledge & to perceive their difficulties as due to this lack. Although the literature points out the possible causes of these difficulties & ways of dealing with them (Carter, R., & McCarthy, M., 1988; Nation, P. 1990), there are not many studies that have investigated what this kind of knowledge means to teachers & the students. This paper investigates the beliefs of teachers & students regarding "knowing a word" & compares similarities & differences between these two views. It is believed that this knowledge can influence the current pedagogical practices in these courses & help students to recognize & make a diagnosis of their own learning problems - an important step toward a change & improvement in their own learning. 2 Tables, 1 Appendix, 19 References. Adapted from the source document |
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ISSN: | 0102-7077 |