A 4 20% S7. Students have N 0 0. % difficulty with multi R 1 5% word senses in short 100 ST 6 30% 3.75 .78 stories. O 10 50% A 3 15% S10. Students have N 0 0% problems with culture R 1 5% differences in 100 ST 9 45% 3.55 .75 vocabulary usage. O 8 40% A 2 10% In terms of how interest in the title of the short story affects vocabulary students’ acquisition, the teachers supported this item (St 9, M= 3.85, SD= .93). This indicates that teachers should focus on age, level and needs, when they choose the title of short students’ stories which might enhance vocabulary acquisition consequently (Cameron, 2001). Responding to the statement six, teachers stated that students have difficulty with synonyms in short stories (M= 3.80, SD= .76). Teachers claimed that students have serious problems in identifying synonyms to describe words in short stories. Relative to the difficulty of multi word senses in short stories, teachers stated that students have difficulty in recognizing and using multi-word senses (St 7, M= 3.75, SD= .78). This finding is almost the same with the one about learning synonyms. Therefore, it can be expected that students’ synonyms and multi word senses of words have affected vocabulary acquisition students’ accordingly. On the other hand 30% of the responses stated multi-word senses ‘sometimes’ represent challenges to the students in short stories. This may be true particularly when students concentrate on the summary of events that they get from the internet rather than the original texts that they have to deal with for their daily assignments.
A 4 20% S7. Students have difficulty with multi word senses in short stories. 100 N R ST O A 0 1 6 10 3 0. % 5% 30% 50% 15% 3.75 .78 S10. Students have problems with culture differences in vocabulary usage. 100 N R ST O A 0 1 9 8 2 0% 5% 45% 40% 10% 3.55 .75 In terms of how students’ interest in the title of the short story affects vocabulary acquisition, the teachers supported this item (St 9, M= 3.85, SD= .93). This indicates that teachers should focus on students’ age, level and needs, when they choose the title of short stories which might enhance vocabulary acquisition consequently (Cameron, 2001). Responding to the statement six, teachers stated that students have difficulty with synonyms in short stories (M= 3.80, SD= .76). Teachers claimed that students have serious problems in identifying synonyms to describe words in short stories. Relative to the difficulty of multi word senses in short stories, teachers stated that students have difficulty in recognizing and using multi-word senses (St 7, M= 3.75, SD= .78). This finding is almost the same with the one about students’ learning synonyms. Therefore, it can be expected that synonyms and multi word senses of words have affected students’ vocabulary acquisition accordingly. On the other hand 30% of the responses stated ‘sometimes’ multi-word senses represent challenges to the students in short stories. This may be true particularly when students concentrate on the summary of events that they get from the internet rather than the original texts that they have to deal with for their daily assignments.
3-nov,%2030%20All%20chapters-Pop.docx