For a Task-Based Pedagogy in a Medical Course to Foster Vocabulary and Aural Comprehension
Journal: REVUE DES LETTRES ET SCIENCES SOCIALES (Vol.16, No. 04)Publication Date: 2019-12-31
Authors : Hamza Tebani;
Page : 271-279
Keywords : English for Medical Purposes; Vocabulary Comprehension; Listening; Task-based Approach;
Abstract
This study aims to explore the students' perceptions about the strategies adopted when coping with lexical meaning related to medical vocabulary and the obstacles they face during listening-based tasks. To achieve this objective, the study deploys a quantitative approach in the form of a questionnaire applied to a sample of 40 students in the first year pharmacy branch at Farhat Abbas University, Setif. The main upshot displays convergent insights about the restricted use of listening strategies when manipulating vocabulary comprehension, in addition to poor textual and linguistic knowledge, and mismatch of tasks with the students' level. The study concludes that the transition from exploration to experimentation is recommended for further investigation.
Other Latest Articles
- English Collocations: The Neglected Area in the EFL Classroom
- Le ludique dans l’enseignement/apprentissage du Français Langue Etrangère au cycle primaire algérien
- La persuasion par l’éveil de la peur dans Le Cid de Pierre Corneille
- L’argumentation et l’analyse du discours politique français dans les débats présidentiels -le cas du débat présidentiel de l’entre- deux-tours de 2012
- An Arab Feminist’s Indirect Perpetuation of Western Stereotypes about Muslim Women: Nawal El Saadawi’s Woman at Point Zero
Last modified: 2020-01-20 19:09:43