An Assessment Of The Practice Of Vocabulary Teaching Strategies In Grade Nine English Classes In Kenate Secondary School

Abstract

The main objective of this study was to find out vocabulary teaching strategies in Kenate secondary school particularly grade 9 students in EFL classes. To conduct this study, a descriptive research design was employed. A total of 110 respondents (3 EFL teachers, and 107 grade 9 students) were selected as respondents of the study. Data were gathered through questionnaire, interview, and class room observation. Data collected for the study was analyzed qualitatively and quantitatively. Data gathered through close ended questionnaire were analyzed quantitatively. Data obtained through interview and observation was qualitatively analyzed merging them with questionnaire results. The finding of the study disclosed that EFL teachers reported that the implementation of various VTSs use in EFL classes while presenting vocabulary lessons was better for students’ vocabulary development. The study also identified that EFL teachers highly practice some VTSs such as; memory strategies, translation VTSs, contextual guessing/inferring from the contexts, using more vocabulary example sentences, teaching vocabulary through interaction and extensive and multiple L1 use while teaching vocabulary lessons and letting students learn vocabulary by their own methods. The study further identified that task based VTSs, the use multiple VTSs and focusing on vocabulary areas from students’ textbook were infrequently practiced as VTSs. Based on this, the researcher recommended that EFL teachers need to focus on vocabulary areas from the students’ textbook and they need to practice various VTSs when they teach vocabulary in EFL classes