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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/1921

Title: A Study on the Effectiveness of Teaching-Learning Vocabulary in Three Second Cycle Elementary Schools in Addis Ababa Grade Eight In Focus
Authors: Gashaw, Nigussie
Advisors: Ato Tibebe Alemayehu
Copyright: 2008
Date Added: 20-Jan-2009
Publisher: Addis Ababa University
Abstract: The objective of this study was to investigate the effectiveness of teaching and learning vocabulary in three second cycle elementary schools of Addis Ababa (grade eight in focus). .This is because the present day high school students’ poor language proficiency is assumed to result particularly from the absence of effective vocabulary teaching techniques and learning strategies at second cycle elementary school level. Hence, the writer decided to examine how effectively vocabulary was taught and learned just before learners started their high school English course. Before the actual process of data collection began, preliminary survey was conducted on some of the common vocabulary teaching techniques prescribed by linguists and language experts. A brief review was also made on the complex nature of vocabulary knowledge. Because teaching alone doesn’t guarantee successful learning, there aroused a need to explore the type of learning strategies learners employ to acquire sufficient English vocabulary. Then data were collected from 90 systematically chosen students and 6 teachers through questionnaire, interview and observation. The textbook was also analyzed to see the extent it encourages to implement a range of vocabulary teaching techniques and learning strategies. Consequently, the results seemed to indicate that teachers, unlike students, believe vocabulary is not such a prominent component of language learning to be given more considerable emphasis during teaching English compared to other aspects. It was also obtained that among a wide rage of techniques of vocabulary instruction, teaching vocabulary through reading texts, synonymy, translation and definition were the most commonly used techniques. However, a close inspection of the actual application of these techniques did not imply effective vocabulary instruction in the subject schools. Although students appeared to be relatively interested in learning vocabulary, practically they were less effective in their effort as they were not able to use a variety of vocabulary learning strategies. Among the major strategies of learning vocabulary, determination strategies (guessing from context and using dictionary) seemed to be used better than social strategies (asking people). However, strategies that promote memory of the previously learned words (memory, cognitive and metacognitive strategies) were not used efficiently. Hence, it was unlikely that students had successfully acquired most of the 512 vocabulary items designed in their textbook.
Description: A Thesis Submitted to the Department of Foreign Languages and Literature in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching English as a Foreign Language (TEFL)
URI: http://hdl.handle.net/123456789/1921
Appears in:Thesis - Teaching English as a Foreign Language

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