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dc.contributor.authorDemirezen, Mehmet
dc.date.accessioned2022-03-10T19:43:47Z
dc.date.available2022-03-10T19:43:47Z
dc.date.issued2018
dc.identifier.citationDemirezen, M. (2018). Developing a model for teaching the problematic vocabulary items by computer. International Online Journal of Education and Teaching (IOJET), 5(4), 976-990. http://iojet.org/index.php/IOJET/article/view/487/306
dc.identifier.issn2148-225X
dc.identifier.urihttps://app.trdizin.gov.tr/makale/TXpZeU16VTBOQT09
dc.identifier.urihttps://hdl.handle.net/20.500.14065/3794
dc.description.abstractThis study proposes a new design of computer-based vocabulary teaching learning and teaching activity so as to enhance opportunities for learners to expand their vocabulary knowledge. There are a lot of opportunities on the internet to compensate the hampering effect of learning vocabulary items and to improve their vocabulary by means of pronunciation, intonation, meaning of target language vocabulary items by using internet facilities with almost no expenses. In this research, a new vocabulary teaching model, called Morphological Pairing Model, is proposed using electronic dictionaries, audacity program, and text to speech labs. Some vocabulary items are really difficult to learn due to the shift of stress phonemes, internal vowel changes, intonation, and meaning variation. In this model, problem-causing words are diagnosed and then collected via diagnostic tests. Then, words are grouped in terms of morphological pairs regarding the psycholinguistic difficulties they inherit. Later, the pronunciation and transcription of them are put together in isolation for repetition by downloading them from electronic dictionaries. Finally, some sentences for each vocabulary item are written down, and while speaking robots from Text to Speech Labs read them out, they are downloaded by the Audacity program. After this, the foreign language teacher designs different types of exercises and practices them in native speaker-like pronunciation and intonation using a pre-prepared PowerPoint, which is handed over to the students at the end of the lesson after the classroom practices are over for further individual practice on their own.en_US
dc.language.isoengen_US
dc.relation.ispartofIOJETen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAudacity program
dc.subjectMorphological pair model
dc.subjectProblematic vocabulary items
dc.subjectText-to-speech labs
dc.titleDeveloping a model for teaching the problematic vocabulary items by computeren_US
dc.typearticleen_US
dc.authoridDemirezen, Mehmet / 0000-0002-4061-4715
dc.departmentEğitim Fakültesi, Yabancı Diller Eğitimi Bölümüen_US
dc.institutionauthorDemirezen, Mehmet
dc.identifier.volume5en_US
dc.identifier.issue4en_US
dc.identifier.startpage976en_US
dc.identifier.endpage990
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.trdizinidTXpZeU16VTBOQT09en_US


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