Abstract:
he Major purpose of the study was to assess EFL teachers’ Practices and challenges
of vocabulary teaching through CLT. Descriptive case study research design was
chosen and both quantitative and qualitative approaches were used. Four English
language teachers’ and 58 students were selected using comprehensive and
systematic sampling techniques respectively at Agemsa Fincha secondary school.
Data were collected using class room observation, interview and questionnaire.
Descriptive statistics using frequency and percentage was employed to analyze
quantitative data. Classroom observation and interview were described qualitatively.
The study indicated that teacher’s classroom activities, with the exception of
form and meaning was not implemented to teach vocabulary through CLT. The
findings also revealed that EFL teachers had some understanding and positive ideas
on the importance of teaching vocabulary through CLT in EFL.
Regarding to establishing the real practices of vocabulary teaching through CLT in
teaching English classes were not allied with their understanding. As an obstacle, it
was found that teachers were highly depending on the lecture method and dictionary
definition of many words at a time for the sake of finalizing the portion. Finally,
based on the findings, the practices of vocabulary teaching activities using CLT
approach were affected by classroom activities. Thus, it is recommended that school
administers and concerned stake holders need to give attention and fulfill the
necessary CLT resources and teachers should try to implement at least some of the
CLT instructions and activities based on the students’ level of understanding to
maximize learning opportunities for students through CLT. In addition, department
heads and school administers should follow up teachers not only for the coverage of
portions but also how better each skill are taugh
