A PICTURE WORD INDUCTIVE MODEL TO ENHANCING VOCABULARY ACQUISITION AT THE PRIMARY LEVEL
Asst. Lect. Ahmed Jamil Sulaiman Al Dulaimy , College of Education for Humanities, Department of English, IraqAbstract
The current research investigates the effect of using the Picture Word Inductive Model (PWIM) Strategy on Vocabulary Acquisition at the Primary Level. The research's null hypotheses have been formulated to be tested in light of the aim. The design of two equivalent groups, namely the experimental and control groups with pre and post-tests, has been adopted.
The research sample included 60 female pupils from two primary schools intentionally selected from the center of Nineveh Governorate. They were divided into two groups: the experimental group included 30 female pupils taught according to the PWIM strategy at Al Talai Primary School. The control group included (30) female pupils taught according to the Subscribed method at Al Shaqa'ik Primary School.
Both groups were equalized according to a set of variables: pupil's date of birth, pupil's general average of the preceding academic year, pupil's scores in English of the preceding academic year, and parents'. Moreover, the main requirements of this research were prepared, such as determining the teaching materials and preparing the teaching plans as well as; the researcher had prepared an instrument to collect the data based on the dependent variables of this research, namely the vocabulary Acquisition test of a passage followed by five questions. The result reveals a statistically significant difference (0.05) between the experimental and control groups in the Post-Test of Vocabulary Acquisition in favor of The Experimental group. Finally, recommendations and suggestions for further research are presented concerning the necessity of applying the (PWIM) in teaching the English language.
Keywords
equivalent groups, the experimental group, the human memory
References
Calhoun, E. (1999). Teaching beginning reading and writing with the picture word inductive model. Alexadra, Virginia: ASCD.
Derakhshan, A., & Khatir, E. D. (2015). "The effects of using games on English vocabulary learning." Journal of Applied Linguistics and Language Research,2(3),39–47.
Elttayef, Ahmed Ibrahim (2017). "Arab Learners' Problems in Learning English Research." Journal of Finance and Accounting 8 (23)
MacBurnie, Sarah & Rabi, Sally (2017). English for Iraq, fifth primary Book. The UK. Published by Garnet Publishing Ltd. First edition
Mukminatien, N. 1991. "Making a Writing Class Interesting." TEFLIN Journal, 4 (2): 129-1
Najim, Saadoon Salman (2013). "Primary Schools in Iraq" 43. Al-Bahith Journal 6(1), 50-70.
Neuman & Dwyer (2009). Teaching vocabulary in the early childhood classroom. Retrieved from: https://www.researchgate.net/profile/Francisco-Gomes.
Nordquist, Richard (2019). Understanding Passive Vocabulary retrieved from: https://www.thoughtco.com/richard-nordquist-1688331
Shaman, S. (2014). "Using the Picture Word Inductive Model (PWIM) to Teach English Vocabulary." ORTESOL Journal, volume 31.
Susan Hanson and Jennifer F.M. Padua (2011), Teaching Vocabulary Explicitly Retrieved from: https://files.eric.ed.gov/fulltext/ED585172.pdf
Wong, B. (2011). Learning about learning disabilities. Burlington: Elsevier Science. Retrieved from https://ebookcentral.proquest.com/
Wulanjani, A. N. (2016). "The use of vocabulary - Games in improving children's vocabulary in English language learning." Transformatika, 12, 76–83.
Article Statistics
Copyright License
Copyright (c) 2024 Asst. Lect. Ahmed Jamil Sulaiman Al Dulaimy
This work is licensed under a Creative Commons Attribution 4.0 International License.