Investigating Students Vocabulary Learning Strategies Use: The Case Of Grade 10 Students Of Olonkomi Secondary School

Abstract

The present study was undertaken to examine the Vocabulary learning Strategies of Grade 10 Students. The research was conducted at Olonkomi Secondary School at Ejersa Lafo Woreda, West Shoa Zone, and Oromia Regional State. Primary data were obtained through questionnaire, interview and classroom observations. Secondary data were obtained from published papers in scientific journals, books, project reports, and unpublished materials. A total of 102 sample respondents were identified using stratified sampling technique from seven sections of grade 10 and all English teachers. Data were coded and entered into SPSS version 20 and Microsoft Excel was analyzed accordingly. The study found that majority of the students sometimes used the vocabulary learning strategies like taking down notes, repeating words in speaking or writing, Meta cognitive and synonym/antonym. Teachers also implement frequently limited vocabulary teaching strategies. Among a wide range of vocabulary teaching strategies employed in the school were; context definition of word, synonym /antonym and translation were the most commonly used in Olonkomi Secondary School. It was observed that using vocabulary learning strategies for the weak performance of the students in English words communication. Furthermore, determination strategies(using dictionaries) were used as second options among students, in which they use dictionaries to find out the meanings of collocation patterns, followed by cognitive, and memory strategies, whereas the meta cognitive strategy was the least frequently used among students in Olonkomi Secondary School. Based on the findings, researcher recommended that combination of different vocabulary learning strategies should be used to improve students’ communicative skills. More importantly, teachers should amend and adapt materials that best fit their students’ need of vocabulary and focus on both implicit and explicit vocabulary instruction rather than focusing on implicit /explicit vocabulary instruction.