The main objective of this research is to describe the historical development of Russian lexicography from the beginning to the end of the 20th century. This research applied a descriptive qualitative approach on the history of Russian lexicography. The success of the 20th century stems from the fact that the first lexicography theories were formed in this period. The 20th century advanced on the foundations that it took from the 19th century more steadily. With the 19th century, the type, volume and functions of the dictionaries changed, there were important developments in the field of lexicography, and basic dictionaries of Russian language were compiled. The most brilliant period of Russian lexicography was the 19th century during which Russian vocabulary was recorded intensively. In this period, the Russian language, culture and literature were on the rise. The development period of Russian lexicography, which has a rich dictionary tradition, is the 18th century. These dictionaries include the translation of an unfamiliar word or words that are difficult to understand, the interpretation of their meanings, and the explanation of concepts, specific names and symbols in any work. The dictionaries prepared between the 11-17th centuries are the first period of Russian lexicography and have the names of “Glossary”, “Alfavit”, “Azbukovnik”, “Lexicon”. Key words: Vocabulary Learning Strategies (VLS), Dictionary, Guessing, Study preferences, Memory, Autonomy, Note-taking, Social, Selective attention strategies. The findings of the present study suggest that further research can be conducted concerning how to adapt these strategies in classroom teaching and learning and how to train learners to use vocabulary learning strategies more efficiently. The most useful strategies was using the dictionary and speaking with natives to acquire vocabulary. The students were seen to prefer learning alone as opposed to groups when learning vocabulary. The least used strategies were that of selective attention and note taking. The results indicated that the most used vocabulary learning strategies among the participants were guessing strategies as well as dictionary strategies. The data was analyzed using descriptive statistics. The second part was a 41-item Likert Scale questionnaire where the students had to mark in terms of frequency of use as well as usefulness of each strategy. The first part required a few background information questions. The students were required to answer a two part questionnaire. The participants of the study included 25 male medical students studying at the intermediate level and taking the Medical English Terminology course. The study employed a survey method where it used a modified version of the questionnaire prepared by Jones (2006) as well as Seddigh and Shokrpur (2012). This study aims to find out which are the most used Vocabulary Learning Strategies by the medical students at Ibn Sina National College of Medical Studies.
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