The Practice and Appropriateness of Communicative Teaching Vocabulary in Two Secondary Schools of Endamariam Qorar and its Environs: The Case of Teaching English in Grade Ten
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Date
2024-08
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Addis Ababa University
Abstract
The general objective of this study was to evaluate the practice and appropriateness of communicative teaching vocabulary used by EFL teachers at Endamariam Qorar and Raesi Alula secondary schools. The study was designed using descriptive study and to select the schools as well as the participants, convenience and comprehensive sampling techniques were respectively used. The specific objectives of the study were to identify the techniques used by EFL teachers to teach vocabulary, to find out if the techniques match with those suggested in the textbook and to evaluate the appropriateness of techniques applied by teachers while teaching vocabulary communicatively. Twenty two EFL secondary school teachers, who teach in grade ten in two government schools and two English department heads, one from each school were participants in this study. To collect the necessary data, a questionnaire was employed as the main data-collecting tool and it consisted of closed and open-ended items. Besides, interview, classroom observation, and document analysis (textbook analysis) were employed as supporting instruments. The data collected using these instruments were analyzed using frequency, percentage, and description of the qualitative data. The findings of the study indicated that teachers failed to use vocabulary for communicative and interactive purposes, teachers couldn’t teach vocabulary lessons independent of other lessons, teachers gave less consideration to vocabulary lessons, teachers couldn’t practice vocabulary techniques as was required by the syllabus, teachers hadn’t adequate training in practicing the teaching vocabularies and the appropriateness of techniques of teaching vocabulary couldn’t address to communicative teaching vocabulary. Therefore, teachers’ selection of techniques for vocabulary teaching couldn’t match with the suggested techniques of the textbook. Thus, the provision of short-term trainings, teaching vocabulary lessons independent of other lessons, preparing up-to-date and diverse techniques, and practicing vocabulary techniques as required by the syllabus overcome the gap in practicing techniques for communicative vocabulary teaching.