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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/2885

Authors: MINDA, MAMO
Advisors: Dr. Abebe GebreTsadik
Keywords: Vocabulary learning, Comprehension
Information Processing
Copyright: Jul-2003
Date Added: 10-May-2012
Publisher: AAU
Abstract: This study is an attempt to investigate the extent to which the vocabulary teaching techniques used in grade seven English classes are effective in facilitating production. The study involved three government schools in Addis Ababa: Dill Betigil, Ethiopia Tikdem, and Kebena Junior Secondary Schools. In each school there were one control and one experimental group. Many of the vocabulary items for the study were selected from the reading texts in the students’ textbook from portions that were not yet covered. Some items were taken from other sources, principally from Oxford Advanced Learner’s Dictionary of Current English. A pre-test was a prepared on the selected vocabulary items and administered to subjects in both experimental and control groups to see if the items selected were already familiar to subjects, and to determine whether or not subjects had a similar standing. In addition to the test, subjects' classroom records were also consulted to further see if there was any significant difference in their language background. Then, item analysis of the pre-test was done to determine the level of difficulty of the items. Items that were answered by less than 30 percent of the subjects were considered difficult, and therefore were used for preparing the study material, The regular classroom teachers in the respective schools then taught the vocabulary items thus selected to students for a period of one month( for five days a week, for twenty minutes).The regular classroom teachers were made to teach both control and experimental groups in order to avoid the researcher's bias. The control group was taught through techniques of the textbook, and the experimental group through techniques selected for the study. Immediately after the experiment, i.e. two days later, subjects in both groups were made to sit for a post-test. The test was then scored and the results obtained were statistically analyzed to compare the performance of the groups. Analysis of the post-test scores showed that the experimental group students performed better than the control group students. In addition to the tests, a questionnaire was also administered to subjects in the experimental groups, after the end of the experiment. The purpose of the questionnaire was to elicit data that could not be obtained through the tests, in order to substantiate claims thereby increase the validity of the conclusion. The study concluded that the training has brought significant difference in the performance of students where the experimental groups have benefited.
URI: http://hdl.handle.net/123456789/2885
Appears in:Thesis - Literature

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