جۆری توێژینهوه : توێژینهوهی بنهڕهتی
نوسهر
بەشی سامانی ئاژەڵ، کۆلێژی زانستە ئەندازیارییە کشتوکاڵییەکان، زانکۆی سەلاحەدین، هەرێمی کوردستان - عێراق
پوخته
Abstract
This study investigates pedagogical approaches for teaching agricultural English for Specific Purposes (ESP) terminologies to first-year students at the College of Agricultural Engineering Sciences. Through classroom observations and quiz paper analysis across three departments (Animal Resources, Soil and Water, and Food Technology), the research examines the effectiveness of different teaching methods in promoting vocabulary acquisition and application. The findings indicate that a multi-modal approach, incorporating visual aids, contextualized sentences, and English definitions, yields the highest student success rates. In contrast, while incorporating learners’ native languages may aid initial comprehension, it appears insufficient for ensuring accurate and fluent English vocabulary use. Furthermore, a strictly English-only approach, particularly when combined with less engaging presentation methods, demonstrates limited effectiveness. These results emphasize the importance of diverse and engaging teaching strategies tailored to the specific needs of agricultural ESP learners. These results confirm to the theories of some researchers like Mayer (2009) who emphasizes that people learn more deeply from words and pictures, Krashen (1982) who explains his theories of language for second learners. By giving a deeper look, ESP educators and curriculum designer will be able to help students be better prepared and be more adapt at a world of rapidly changing agriculture.
وشه بنچینهییهكان
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