Assessing Vocabulary Teaching Techniques Used By English Language Teachers In English Classroom: The Case Of Kiltu Kara Preparatory School

Abstract

The purpose of this study was to assess vocabulary teaching techniques used by English language teachers to improve students’ vocabulary knowledge. To this end, qualitative and quantitative methods were used to conduct the study. The subjects of the study were 100 Grade 11 students and three English language teachers of the same class. Simple random sampling technique was used for students to select the subjects of the study; whereas, nonprobability sampling technique, particularly availability sampling was employed for teachers since their number was manageable. Four data collection tools were used: namely observation, questionnaire, interview and textbook analysis. Observation was used to see the classroom teaching-learning process. Questionnaire was prepared for hundred students and three English language teachers to gather information regarding some basic concepts of vocabulary teaching, learning and other related issues. Textbook analysis was made to see vocabulary teaching techniques incorporated in the student’s textbook. The result indicated that teachers give less emphasis on the teaching of vocabulary compared with other language skills. They employ very few techniques repeatedly. This repetition of limited techniques on the one hand minimizes the students’ motivation to learn vocabulary, on the other hand, it hinders the teachers themselves to address the diversified needs of the learners; and as a result, the students might be unable to succeed in their academic endeavor. The researcher’s observation result also seemed to reveal that students were less supported by their teachers regarding their word knowledge. EFL textbook of grade eleven incorporates different vocabulary teaching techniques such as: definition, word forms, synonyms, context clues and pronunciation. However, the attention given to Vocabulary teaching techniques such as vocabulary network, collocation, spelling, hyponym, picture interpretation and vocabulary self collection strategies were not sufficient. Thus, it is suggested that teachers should give proper emphasis on the teaching of vocabulary through various techniques.