All lllvesligalioll oflhe Vocabulary Teachillg Techlliques Used by EFL Teachers 10 improve Iheir Siudellis Vocabulary Maslery: HaIVassa Tabor Secolldary alld Preparalory School ill Focus
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Date
2011-05
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AAU
Abstract
The major purpose of this study was to investigate the vocabulary teaching techniques
used by the English language teachers of Hawassa secondary and Preparatory school in
order to improve their student 's vocabulary mastery. This is because the students '
effective word learning highly depends on the effectiveness of the teachers ' way of
teaching.
To this end, the researcher adapted the questionnaire from previously conducted studies
by making the necesswy modifications and administered it for J 00 randomly selected
Grade J 0 students and all of the English teachers of the schoo!. Moreover, the researcher
also conducted twenty observation classes of the jive teachers (four classes in each case).
In analyzing the data, the researcher used both quantitative and qualitative methods for
the closed-ended and open-ended questions respectively. The data gathered through the
classroom observation checklist was also analyzed together with the data obtained from
the questionnaire. This is because the contents of the tools are similar.
The result of the study indicated that the teachers less emphasized the teaching of
vocabulary compared to other language skills. They employ few vocabulary teaching
techniques repeatedly. In spite of this fact, the teachers believe they leach vocabulary
effectively. On the contrwy, the sample students are hardly satisjied with the vocabulary
teaching techniques used by the teachers. The researchers' observation result also
revealed students receive limited help from their teachers in order to improve their word
knowledge.
At last, based on the results of the study the researcher recommended the teachers give
the proper emphasis for the teaching of vocabulwy by differentiating their instruction to
address the diversified needs of the learners. Moreover, they are also recommended to
equip the students with independent word learning strategies to promote their
independent word learning ability.
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order to be able to use the language productively, students must know certain amount of
vocabulary, not only for communicating orall y, but also written.
Learning a language means learning its vocabulary. We use words in communication
either in spoken form or written form. We try to send messages, share information and
ideas by using the language. In general, no language acquisition is possible without
understanding the vocabulary, either in the first or the second language (Kweldju,
2004: 18).
The process and the way that we go through in learning and using the target language
usually take. hard effort especially in learning a foreign language. This is because a
foreign language is different from a mother language. The differences can be in the rules
of the sounds system (phonology), the word formation (morphology), the word structures
(syntax), the words' meaning (semantic), and the social context (sociolinguistic). These
can cause problems in learning a foreign language.
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'. However, teachers of a foreign language should always motivate their students to keep
practicing using the language. They should use many methods that can interest their
students in using the target language in classroom communication since there are several
general principles for successful teaching, which are valid for different methods.
Similarly, teachers that are found in the present research setting i.e. Hawassa Tabor
Secondary and Preparatory School which is located in Southern Nations, Nationalities
and Peoples' Regional State Sidama Zone Hawassa Town are expected to use these
effective teclmiques and principles to enable the learners use the English language
effectively.
According to Wallace (1988), the principles include: aim - what is to be taught, which
words, how many, need - target vocabulary should respond students' real needs and
interests, - fj'equent exposure and repetition, meaningful presentation, clear and
unambiguous denotation or reference should be assured.
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Keywords
students ' effective word learning highly depends on the effectiveness of the teachers ' way of teaching.