An Assessment Of English Language Teachers‟Vocabulary Teaching Strategies Vis À Vis A Student‟ Preference Of Vocabulary Learning Strategies:In Focus Of Awash Melka Secondary School.

Abstract

The purpose of this research is to assess English language vocabulary teaching strategies in relation to students the preference of students‟ vocabulary learning strategies at Awash melka secondary and preparatory school. The study particularly, tried to find out teachers‟ knowledge on the theoretical perspective of vocabulary teaching strategies, examine to what extent teachers practically apply vocabulary teaching strategies in EFL classes and identify the vocabulary learning strategies which students prefer more and vocabulary learning strategies the students did not prefer but the teacher redundantly apply in the EFL class. To this end, the study employed descriptive survey method, which involves both quantitative and qualitative methods. Accordingly, Awash Melka Secondary and preparatory School was selected through availability Sampling. Then, 6 English teachers from both high school and preparatory were selected for the interview, for the questionnaire and for classroom observation. In addition, data were collected from 37 randomly chosen students through questionnaire Thus, descriptive statistics using frequencies and percentages were employed in analyzing the quantitative data and the qualitative data were analyzed Qualitatively Finally, based on the findings, the researcher recommended that creating meaningful vocabulary teaching opportunities‟ s through different. Vocabulary teaching strategies should be considering the preference of students in vocabulary learning strategies. The results of the study reveal that although English language teachers have the theoretical knowledge of vocabulary teaching strategies, there is lack skill in applying vocabulary teaching strategies in the EFL class.