Journal of Tikrit University for Humanities

This study aims to investigate The Effectiveness of Using“Collecting and Processing Words” (CPW for short) Strategy in Teaching EFL Vocabulary to Intermediate School Students, as follows: 1- specify in detail the CPW strategy for teaching English vocabulary to EFL students .2- assess the average level of students’ achievement in the area of English vocabulary .3- find out whether there is any significant difference between the achievement of the experimental group and that of control group in the achievement posttest 4- find out whether there is any significant difference between the achievement of students at the recognition level and that at the production level, of the posttest . These aims have been achieved through verifying the following hypotheses :1. The average of EFL intermediate school students’ performance is within the theoretical mean scores of performance in the area of vocabulary .There is no significant difference between the mean scores of the experimental group’s achievement and that of the control group, in the posttest. 3. There is no significant between the mean scores of the experimental group’s achievement at the recognition level and that at the production level, of the posttest.
The sampling method is used to select randomly two sections of the second intermediate class at Koonuz Al-Mareefaa Private School for Boys in the city of Tikrit . One of the sections is the experimental group, and the other is the control one. Each group includes twenty-five students , who have been equalized in their age , parents’ academic attainment , and previous year performance in English . An achievement test of seven questions has been constructed, validated, its reliability is obtained, and its items are analyzed and then applied to the two groups of study. The collected data has been statistically analyzed and the obtained results are as follows:1. There is a significant difference between the mean scores of students’ general performance and the theoretical mean scores of performance , in the area of English vocabulary .2. There are no significant difference between the mean scores of the experimental group’s achievement and that of the control group, in the posttest .3. There is no significant between the mean scores of the experimental group’s achievement at the recognition level and that at the production level , of the posttest .

The existing study approves the results and findings of the previous studies Iraqi Arabic ESL learners show their production difficulties and problems in stress assignment and how they are impacted by their L1 stress patterns. The number of syllables and correct stress position on English lexical items has a great influence, as they show more emphasis and tendency when stressing the first syllable in a given word. The researcher has a main goal in investigating which stress position is considered more problematic and which one is easier in predicting stress placement in polysyllabic words of two and three syllables. To achieve this aim, one experiment is carried out: a production test to measure the number of errors and accuracy scores of Iraqi Arabic L2 learners. The production results reveal that Iraqi Arabic ESL learners commit more errors when stress is assigned on the second and third syllables than on the first syllable. This suggests that there is a strong connection between the previous word stress models predictions about predictable stress languages and their poor performance in the assignment of stress on lexical word based on their stress position. The study has arrived at the following conclusions: L1 transfer is considered as an important factor that affects the performance of L2 speech production and the stress assignment is also problematic and the increase in the number of syllables and stress position in the lexical words affect ESL learners' performance.