Dual-coding versus context-availability: Quantitive and qualitative dimensions of concreteness effect

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dc.contributor.authorSoylu, Buket Aslandag
dc.contributor.authorYelken, Tugba Yanpar
dc.contributor.editorLaborda, JC
dc.contributor.editorOzdamli, F
dc.contributor.editorMaasoglu, Y
dc.date.accessioned2019-08-01T13:38:39Z
dc.date.available2019-08-01T13:38:39Z
dc.date.issued2014
dc.departmentNiğde ÖHÜ
dc.description5th World Conference on Educational Sciences (WCES) -- FEB 05-08, 2013 -- Rome Sapienza Univ, Rome, ITALY
dc.description.abstractThis paper examines the effects of dual coding theory through multimedia and context-availability method on vocabulary learning in English. The study was conducted with 61 university students at Nigde University by means of experimental method. The groups were determined depending on the students' final exam grades. Whilst vocabulary teaching via dual coding theory was applied to one of the groups, context-availability method was used in the other group. The results of the research showed that no significant difference was found between two groups with respect to vocabulary learning in English on post-test scores. At the end of the study, the students were interviewed in order to get their ideas about the methods applied to them. (C) 2013 The Authors. Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Academic World Education and Research Center.
dc.description.sponsorshipNear E Univ, Ankara Univ, Bahcesehir Univ
dc.identifier.doi10.1016/j.sbspro.2014.01.1030
dc.identifier.endpage4818
dc.identifier.issn1877-0428
dc.identifier.startpage4814
dc.identifier.urihttps://dx.doi.org/10.1016/j.sbspro.2014.01.1030
dc.identifier.urihttps://hdl.handle.net/11480/4262
dc.identifier.volume116
dc.identifier.wosWOS:000335471204170
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.institutionauthor[0-Belirlenecek]
dc.language.isoen
dc.publisherELSEVIER SCIENCE BV
dc.relation.ispartof5TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES
dc.relation.ispartofseriesProcedia Social and Behavioral Sciences
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectDual-coding
dc.subjectContext-avalibility
dc.titleDual-coding versus context-availability: Quantitive and qualitative dimensions of concreteness effect
dc.typeConference Object

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