Reconnoitering Teachers’ Vocabulary Teaching Strategies: The Case of Grade Nine Teachers’ in Kokebe Tsibah Secondary and Preparatory School, Addis Ababa

Abstract

The main objective of this study was to investigate vocabulary teaching strategies used by grade nine teachers in Kokebe Tsibah Secondary and Preparatory School in Addis Ababa. The study used a descriptive survey method that involves quantitative and qualitative methods. Questionnaire, classroom observation and interview were used to gather the necessary data for the study. Thirteen English teachers from both grade nine and ten were selected through availability sampling for the questionnaire. Four of the teachers who were only teaching grade nine students were observed four times in their actual classroom and interviewed. And data were collected from 96 randomly chosen grade nine students through questionnaire. Eight students were interviewed. Thus, descriptive statistics such as frequencies, percentages and mean were employed in analyzing the quantitative data. The qualitative data were analyzed and reported. The overall findings of the study showed that teachers did not use the various vocabulary teaching strategies in the English classes. Teachers most frequently used definition, antonym and synonym; contextualization was occasionally used. Based on the findings, it is recommended that creating meaningful vocabulary teaching opportunities through various vocabulary teaching strategies are supposed to be practiced widely. Further studies were recommended.

Keywords: Reconnoitering, Vocabulary, Strategy, Teaching, Investigate, Technique

DOI: 10.7176/JAAS/60-04

Publication date: January 31^st 2020