الفهرس 
Chapter one The problem of the studyOnly 14 pages are availabe for public view
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Abstract
The study aimed at improving vocabulary learning of the preparatory stage pupils through using Frayer Model and Contextual Redefinition strategy. The quasi-experimental design was adopted employing three groups (two experimental groups and a control group). Participants consisted of 75 pupils from second year preparatory school of Mahmoud Shehab Preparatory school, in Dakahlia Governorate, where 25 pupils represented the first experimental group, 25 pupils represented the second experimental group, and 25 pupils represented the control group. The Frayer Model was administered to the first experimental group and Contextual Redefinition strategy was administered to the second experimental group, whereas the control group studied through the regular method. A pre-post vocabulary learning test (VLT) was used to measure pupils’ vocabulary improvement. Results showed that the two experimental groups outperformed the control group in the VLT. However, the Contextual Redefinition strategy had a higher effect than that of the Frayer model. Finally, a number of recommendations related to the use of Frayer Model and Contextual Redefinition strategy, vocabulary learning and teaching, and course design were presented.