Abate, Haregewoin (PhD)Kebede, Anteneh2020-11-052023-11-092020-11-052023-11-092011-05http://etd.aau.edu.et/handle/123456789/23031The 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. II 1 I II 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. ; '. 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. 2en-USstudents ' effective word learning highly depends on the effectiveness of the teachers ' way of teaching.Thesis