Investigating EFL Students’ and Teachers’ Attitudes towards the Use of Culturally-based Learning in Enhancing Students’ Vocabulary Retention

General Information:

Cover Page:

Outline:

General Introduction
1. Statement of the Problem
2. Aims of the Study
3. Research Questions
4. Research Methodology and Design
4.1. Research Method
4.2. Population of the Study
4.3. Data Gathering Tools
5. The Structure of the Dissertation
CHAPTER ONE: Culturally-based Learning
Introduction
1.1. Culture
1.1.1. The Concept of Culture
1.1.2. Culture in Anthropology and Sociology
1.1.3. Aspects of Culture
1.3.1. Beliefs
1.3.2. Values
1.3.3. Assumptions
1.3.4. Social Norms and Behaviors
1.3.5. Rituals
1.3.6. Symbols
1.3.7.Taboos
1.3.8. Stereotypes and Prejudices
1.2. Culture and Language Teaching (LT)
1.2.1. Culturally-based Learning
1.2.2. Definitions of Culture in Foreign Language Teaching (FLT)
1.2.3. The Correlation between Culture and Language XIV
1.2.4. The Sapir-Whorf Hypothesis/ Linguistic Relativity
1.3. Culturally-based Learning Techniques
1.3.1. Culture Capsules
1.3.2. Culture Clusters
1.3.3. Culture Assimilators
1.3.4. Role-plays
1.3.5. Culture mini-dramas
1.4. Culturally-based Learning Claims
1.4.1. Culture and Language
1.4.2. Culture and Communication
1.4.3. Culture and Language Learning Motivation (LLM)
1.5. Concepts related to Culturally-based Learning
1.5.1. Cultural Awareness (CA)
1.5.2. Cultural Knowledge
1.5.3. Cultural and Intercultural Competence
1.6. The Importance of Culturally-based Learning in (FLT)
1.7. The influence of Culturally-based Learning on Vocabulary
Conclusion
CHAPTER TWO: Vocabulary Retention
Introduction
2.1. The Concept of Vocabulary
2.2. Vocabulary and the Four Skills
2.2.1. Listening
2.2.2. Speaking
2.2.3. Reading
2.2.4. Writing
2.3. Groups of Vocabulary
2.3.1. High Frequency Vocabulary (HFV)
2.3.2. Low Frequency Vocabulary (LFV)
2.4. Categories of Vocabulary
2.5. Aspects of Vocabulary
2.5.1. Meaning
2.5.1.1. Synonyms
2.5.1.2. Antonyms
2.5.1.3. Denotation
2.5.1.4. Connotation
2.5.2. Use
2.5.3. Spelling and Pronunciation
2.5.3.1. Sounds
2.5.3.2. Syllables
2.5.3.3. Words
2.6. The importance of Vocabulary
2.7. Teaching and Learning Vocabulary
2.7.1. Techniques of Teaching and Learning Vocabulary
2.8. Vocabulary and Memory Retention
2.8.1. Memory Retention
2.8.2. Memory Types
2.8.3. Vocabulary Retention
2.8.4. Vocabulary Retention Types
2.8.5. Factors affecting Vocabulary Retention
2.8.5.1. Pronunciation
2.8.5.2. Spelling
2.8.5.3. Length and Complexity
2.8.5.4. Meaning
2.8.5.5. Grammar
2.8.6. Strategies to Improve Vocabulary Retention
Conclusion
CHAPTER THREE: Field Investigation
Introduction
3.1. Teachers’ Questionnaire
3.1.1. Population and Sampling of the Study
3.1.2. Choice of the Method
3.1.3. Description of the Teachers’ Questionnaire
3.1.4. Administration of the Teachers’ Questionnaire
3.1.5. Data Analysis and Interpretations
3.1.6. Summary of the Results and Findings from the Teachers’ Questionnaire
3.2. Students’ Questionnaire
3.2.1. Population of the Study
3.2.2. Students’ Sampling
3.2.3. Description of the Students’ Questionnaire
3.2.4. Administration of the Students’ Questionnaire
3.2.5. Data Analysis and Interpretations
3.2.6. Summary of the Results and Findings from the Students’ Questionnaire
Conclusion
General Conclusion
1. Pedagogical Implications
1.1. Teachers
1.1.1. Recycling (Spaced Repetition)
1.1.2. Steps of Using the Semantic Mapping Technique
1.2. Students
1.2.1. Never Adopt
2. Research Limitations
3. Recommendations for Further Research

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