تدريس المفردات في السياق: مدخل الاستجابة القرائية لتنمية الحصيلة اللغوية

References

[1] Al-Salman, S. H., & Haider, H. A. (2020). Investigating the effect of contextual learning on Iraqi EFL learners’ vocabulary retention. International Journal of English Linguistics, 10(4), 220–228.

[2] Arnold, J., & Brown, H. D. (1999). Affect in language learning. Cambridge University Press.

[3] Collie, J., & Slater, S. (1987). Literature in the language classroom: A resource book of ideas and activities. Cambridge University Press.

[4] Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge University Press.

[5] Fish, S. (1980). Is there a text in this class? The authority of interpretive communities. Harvard University Press.

[6] Hişmanoğlu, M. (2005). Teaching English through literature. Journal of Language and Linguistic Studies, 1(1), 53–66

[7] Iser, W. (1978). The act of reading: A theory of aesthetic response. Johns Hopkins University Press.

[8] Kramsch, C. (2009). The multilingual subject: What foreign language learners say about their experience and why it matters. Oxford University Press.

[9] Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

[10] Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1–26. [https://doi.org/10.1093/applin/22.1.1]

[11] Mohsen Al-Yasiri, A., & Abdul-Kadhim Al-Qattan, M. (2022). The effect of the interaction between strategic orientation and knowledge management processes on improving the overall performance of the educational institution. Wasit Journal for Humanities Sciences, 16(1). https://doi.org/10.31185/.Vol16.Iss45.189

[12] Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press

[13] Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Prentice Hall.

[14] Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Southern Illinois University Press.

[15] Sadoski, M. (2004). Conceptual foundations of teaching reading. Guilford Press.

[16] Sadoski, M., & Paivio, A. (2001). Imagery and text: A dual coding theory of reading and writing. Lawrence Erlbaum Associates.

[17] Schmitt, N. (2010). Vocabulary in language teaching (2nd ed.). Cambridge University Press.

[18] Webb, S. (2012). Depth of vocabulary knowledge: The effects of reading and writing on word knowledge. Vocabulary Learning and Instruction, 1(1), 85–97. [https://doi.org/10.7820/vli.v01.1.webb] (https://doi.org/10.7820/vli.v01.1.webb)

[19] Widdowson, H. G. (1978). Teaching language as communication. Oxford University Press.

[20] Zarei, A. A., & Hashemipour, F. (2012). The effects of context on L2 vocabulary learning. Theory and Practice in Language Studies, 2(11), 2239–2244. [https://doi.org/10.4304/tpls.2.11.2239-2244](https://doi.org/10.4304/tpls.2.11.2239-2244)

[21] Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123(2), 162–185. [https://doi.org/10.1037/0033-2909.123.2.162](https://doi.org/10.1037/0033-2909.123.2.162)