THE EFFECT OF KEYWORD STRATEGY ON LEXICO-SEMANTIC LEARNING, COMPREHENSION AND RETENTION AMONG ENGLISH AS SECOND LANGUAGE UNDERGRADUATESTUDENTS IN FEDERAL COLLEGE OF EDUCATION KANO

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dc.contributor.authorSHITU, Fatima Muhammad
dc.date.accessioned2021-06-08T09:39:15Z
dc.date.available2021-06-08T09:39:15Z
dc.date.issued2020-02
dc.descriptionA thesis Submitted to the School of Postgraduate Studies, Ahmadu Bello University in Partial Fulfilment of the Requirements for the Award of the Degree of Doctor of Philosophy (PhD) in English Languageen_US
dc.description.abstractVocabulary development is significant for mastering a second and a foreign language. Several strategies for enhancing vocabulary development including Keyword Strategy have been investigated. The Keyword Strategy for vocabulary learning /acquisition uses sound, visual, or imagery-inducing keyword associations (pictures, cue words, and imagery) to facilitate remembering or memory. It is a two-way procedure that facilitates word learning, retention and recall through association. Studies of the effects of Keyword Strategy on vocabulary development in mostly first and foreign language contexts have yielded a variety of positive results. The present study investigated the effect of Keyword Strategy on lexico-semantic learning, comprehension and retention among undergraduate learners in a second language context. The samples consisted of three hundred second year undergraduate ESL learners in the Department of English, Federal College of Education Kano which is a degree-awarding institution affiliated to Ahmadu Bello University, Zaria. The 2015/2016 academic year undergraduates were selected using purposive sampling and were divided into six groups consisting of fifty students each using random raffle draw. The data was collected using the survey and the test techniques. The survey provided information about awareness and frequency of use of lexical strategies, while the test assessed knowledge of lexical items. Using a pre-test and post-test design, the subjects‟ abilities in learning, comprehension and retention of Medicine, Agriculture and Photography (MAP) lexical items was assessed using the Word, Learning, Recognition and Retention Test (WLRRT) and Cloze Comprehension Passage Test (CCPT). The data collected from the survey and the test were analysed using the simple percentages and mean statistics. The findings indicated that the Keyword Strategy was significantly effective in enhancing the undergraduate subjects‟ learning, comprehension and retention of the MAP lexical items studied. This was evident in thehigher number of scores and higher number of correct responses obtained at the post-test. The result of the survey revealed that the undergraduate ESL subjects were not only aware of lexical strategies but also frequently used the determination and memory strategies. Finally, the result revealed that the differences between male and femal e were inconclusive. The results of the present study corroborated findings and conclusions from similar studies in the literature.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/12418
dc.language.isoenen_US
dc.subjectKEYWORD STRATEGY,en_US
dc.subjectLEXICO-SEMANTIC LEARNING,en_US
dc.subjectCOMPREHENSION AND RETENTION,en_US
dc.subjectENGLISH AS SECOND LANGUAGE,en_US
dc.subjectUNDERGRADUATE STUDENTSen_US
dc.subjectFEDERAL COLLEGE OF EDUCATION KANOen_US
dc.titleTHE EFFECT OF KEYWORD STRATEGY ON LEXICO-SEMANTIC LEARNING, COMPREHENSION AND RETENTION AMONG ENGLISH AS SECOND LANGUAGE UNDERGRADUATESTUDENTS IN FEDERAL COLLEGE OF EDUCATION KANOen_US
dc.typeThesisen_US
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