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标题：The effect of the use of knowledge maps on Students’ level of learning and retention in second language vocabulary learning İkinci dil kelime öğrenmede bilgi haritaları kullanımının öğrencilerin öğrenme ve hatırlama düzeyine etkisi
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作者：Güldehan Neşe Göral ; İzzet Görgen
期刊名称：International Journal of Human Sciences
印刷版ISSN：1303-5134
出版年度：2017
卷号：14
期号：2
页码：2090
DOI：10.14687/jhs.v14i2.4051
出版社：International Journal of Human Sciences
摘要：Abstract The present study aims to investigate the effects of the use of knowledge maps on student’s level of learning and retention in second language vocabulary. Even if it is clear how important to learn vocabulary in foreign language, for many years this issue has almost never been addressed in-service programs related to this area. While the importance is given to teaching grammar, learning the words that make up the actual basic structure of the language with traditional teaching methods is thought to be sufficient. However, vocabulary learning strategies that go beyond memorization are thought both to facilitate vocabulary acquisition and to improve memory by adapting contents suitable for students. The effects of the use of knowledge maps which is thought to serve this purpose as a different teaching technique especially in vocabulary teaching are investigated and according to the obtained results, various suggestions were made to foreign language teachers. Participants consist 52 7th grade students in Primary School. In this study, vocabulary test (pre-test) was administered to experimental and control groups as a means of data collection tool to determine their balances related to word knowledge. In the study, word instruction was performed by using knowledge maps in the experimental group and listing technique in control group. At the end of the experimental procedure, both groups were applied vocabulary test as post-test (the same as pre-test). After two weeks time, the same tests were applied as retention tests. According to the obtained results, there is a significant difference between the learning and retention levels of control and experimental groups using listing method and knowledge maps.