Abstract:
The main aim of the study was to investigate the effects of task-based language teaching method training in improving English language teachers’ perceptions and practices of teaching vocabulary: The case of ten middle level schools in Ambo town. In order to conduct the study, descriptive and repeated measure design were utilized. For this purpose, 17 English language teachers were selected by means of purposive sampling technique. The researcher used mixed method to collect data. These were collected by means of interview, classroom observation, questionnaire and Teachers’ knowledge tests. The qualitative data were described and analyzed thematically, and the quantitative data were analyzed by using paired sample t-test. The results of the base line study indicate that before the intervention the participants’ perceived teaching vocabulary using TBLTM in various ways inappropriately. They also did not follow the principles and procedures of teaching this skill using the target method and practiced it ineffectively. That is the classroom situations were not set well to teach effectively. Newwords were not revised and introduced at the beginning of the lesson. Tasks were not provided for the students appropriately and learners’ vocabulary retentions were not assessed. In this context, they used lecture method and grammar translation method. In addition, they gave more attention on teaching grammar than vocabulary. Lack of training, shortage of authentic materials and motivation were found as challenges. After the intervention, they perceived the method well, followed the principles and practiced task-based language teaching method to teach the target skill. That is they set the classroom conditions, introduced key words of the day’s lesson, explored learners’ back ground knowledge, motivated the learners, gave vocabulary tasks and supervised them. In addition, they made the students to make sentences by new words they have learned. Further more, it was found that the grand mean of the statistical data was improved by 0.46 and 0.29 respectively. And the mean difference between pre- and post-intervention teachers’ knowledge test score was 18.12 and the SD difference was 4.214. The findings indicate that the intervention significantly affected the perceptions of the teachers and improved their practices in teaching vocabulary using the target method. The researcher recommended that continuing training should be provided for teachers on teaching vocabulary using task-based language teaching method and in staff training should be encouraged. Priority should be also given for vocabulary and authentic materials should be fulfilled by the concerned bodies
