Browsing by Subject "Teaching Vocabulary"
Now showing 1 - 15 of 15
Results Per Page
Sort Options
Item Aspects of Teaching Vocabulary Adopted by Secondary Level English Teachers(Central Department of English Education, 2010) Nepal, Kula ChandraThe present thesis entitled ‘Aspects of Teaching Vocabulary Adopted by Secondary Level English Teachers’ aimed to find out the aspects of vocabulary taught by secondary level English teachers and, to identify the techniques used while teaching those aspects. To achieve the objectives, a class observation form and a questionnaire were prepared as the tools for data collection. Ten secondary level English teachers were selected from ten schools of Kathmandu district. Four classes of each teacher, forty classes in total were observed and a questionnaire was distributed to each teacher. The data collected from the class observation and teachers’ views were analyzed and interpreted statistically. The findings showed that the teachers taught the various aspects and sub-aspects of vocabulary with various degrees of importance. Almost all the aspects of vocabulary teaching were taught in five degrees of importance i.e. always, frequently, occasionally, rarely and never by different number of teachers. Some aspects were always focused by more teachers, some were frequently focused, some occasionally focused, some rarely focused and some aspects never focused at all by most of the teachers. This thesis consists of four chapters: introduction, methodology, analysis and interpretation, and findings and recommendations. Chapter one presents the general background, aspects, techniques, skills, problems, objectives and principles of vocabulary teaching, review of related literature, objective of the study and significance of the study. Chapter two deals with the methodology applied to conduct the study. It consists of source of data, population of the study, sampling procedure, tools and process of data collection and limitations of study. Chapter three contains the analysis and interpretation of data collected from informants. The data were analyzed and interpreted using simple statistics and presented in terms of tables, charts and diagrams. The last chapter includes findings and recommendations drawn on the basis of analysis and interpretation of data which is followed by references and appendices.Item Developing Vocabulary Through Group Work Technique(Department of English Education, 2013) Karki, Sahadev SinghThe present study Developing Vocabulary Through Group Work aimed at using group work for teaching vocabulary and see the level of improvement. For that purpose, the researcher purposively selected one government-aided School of Dolakha district and 48 students from grade 8 of the selected school. Different tests viz., pre-test, progress-tests and post-test were administered to 48 students during school time. From the study, it was found that group work helps to develop students level of learning vocabulary. It was also found that this approach increases students' motivation and decrease monotony while learning in the classroom. This thesis has been organized into four chapters. The first chapter introduces the study in terms of general background, review of related literature, objectives and significance of the study. It provides theoretical input for group work and vocabulary teaching in Language Teaching and its practices. Chapter two deals with the methodology adopted for the study under which; the sources of data, sampling procedure, tools for data collection, process of data collection and limitations of the study are presented. The study is based on both primary and secondary sources of data. Chapter three presents the analysis and interpretation of the data based on the response of 48 students after the teaching by using group work in the classroom. In this section both statistical and descriptive approaches have been used. Chapter four discusses the findings and recommendations of this research. The references and appendices form the concluding part of the thesis.Item Effectiveness of Pictures in Teaching Vocabulary(Department of Education English, 2011) Sharma, PratigyaThe present study entitled “Effectiveness of Pictures in Teaching Vocabulary" aims to find out the effectiveness of pictures in teaching vocabulary in the language classroom. In order to achieve that objective, the researcher selected a school named Bal Jyoti Primary School, Tansen, Palpa. Through the help of the purposive sampling, the researcher selected thirty students of grade III to carry out this research work. The researcher prepared a set of pre/post test to collect required data. Primary data were achieved through the help of the set of the test items. Thirty students were divided into two groups; fifteen students in experimental group and fifteen students in control group. The experimental group was taught by using pictures and the control group was taught in traditional way. The researcher analyzed and interpreted the achieved data descriptively which includes the progressive aspect of the both of the groups in learning vocabulary. Various figures, bar graphs and tables are prepared to present the analyzed data. Experimental group increased its average score by 57 percent whereas the control group increased its average score by only 43 percent. It was also found that pictures are helpful and effective in teaching vocabulary and they are the good medium to break the monotony. This thesis is organized in four main chapters. Chapter one includes general introduction of the study. It also consists of review of related literature, objectives of the study and significance of the study. Chapter two deals with methodology, i.e. how the research was carried out. The study was based on primary sources of data obtained from pre-test and post-test. This chapter also deals with the population of the study, the sample population, the sampling procedure, the tools for data collection and the limitations of the study. Chapter three deals with the analysis and the interpretation of the collected data. Chapter four presents the findings and the recommendations. On the basis of the analyzed data the findings were listed and, in turn, on the basis of these findings some recommendations were made.Item Effectiveness of Synonym And Antonym for Teaching Vocabulary(Faculty of English Education, 2009) Lamsal, Jagan NathThis research work has been carried out on the title"Effectiveness of Synonym and antonym for Teaching Vocabulary".The objectives of this study were to find out secondary level students' effectiveness of synonym and antonym and compare the effectiveness of synonym and antonym on them. To carry out the research,thirty students of grade ten studying at Shree Panchadev Higher Secondary School, Manma, Kalikot were taken as sample population. A pre-test was given to determine their proficiency at entry point. Then they were divided into two group son the basis of the odd and even ranking of the individual scores of the pre-test as a controlled Group 'A' and experimental Group 'B'.After dividing them into two groups one group was taught with due focus on synonym and antonym and another group using the usual technique. After the completion of teaching of one month the post test was given. Then the results of both pre-test and post-test were compared to determine the effectiveness of the two techniques and their scores, items and groups.It is found that Group 'B' (Experimental Group)obtained 114.28% on the comprehension based items and Group 'A' (Controlled Group) obtained of 74.17%of the same question. In general comparison between Group‘B’ obtained higher marks i.e.51.77% and Group 'A' obtained only 28.59%. Average increasing marks of Group‘B’ by 8.66 or 23.18%than Group 'A'. The present work is divided into four chapters and again they are divided into sub-chapters. Chapter one encompasses general background,review of the related literature,objectives and significance of the study. Chapter two deals with the methodology which includes sources of data, tools for data collection, process of data collection and limitations of the study. Chapter three consists of analysis and interpretation of data; the data have been analyzed and interpreted on the basis of the average score of percentage group-wise from different angles to achieve the objectives of the study. The analysis has been carried out on the basis of General comparison,items based comparison and gender based comparison.Chapter four includes the findings and recommendations.Item The Effectiveness of Teaching Vocabulary through Context(Department of English Education, 2011) Alam, MumtajThis thesis is an attempt to find out the‘EffectivenessofTeaching VocabularyThrough Context’. It has been carried out practically and comparatively. In orderto carry out the research, forty students of grade eightfrom government school ofParsa district were selected as sample population. A test consisting of six differenttest itemswasthe main tool for data collection. A pre-test was administered beforereal teaching to determine the proficiency of the students. Thenthey were dividedinto two groups viz. experimental and controlled group on the basis of the odd-evenroll number according to the individual scoreobtained in the pre-test. Afterdividing them into two groups, both groups weretaughtthe same subject matterusing the same materials. The only difference between group 'A' and 'B' was thatvarious contexts were used to teach vocabulary for group 'A' and the usualtechniques were used to teach vocabulary for group 'B'. After the completion ofthe teaching for overamonth, a post-test (the same pre-test) was given. Then theresult of both pre-test and post-test were compared to determine the effectives oftwo techniques.It was found that as a whole, group 'A' performed better thangroup 'B'.Teaching vocabulary through context was more effective in comparisonto other techniques such as translation explanation, enumeration, etc. The thesis consists of four chapters. Each chapter is divided into different sub-sections. The first chapter deals with generalbackground of the study, review ofthe literature, objectives and significance of the study. The second chapter dealswith the methodology. It encompasses sources of data, population of study,sampling procedure, research tools, process of data collectionand limitations ofthe study. The third chapter deals withtheanalysis and interpretation of the data. Itcomprises analysis, interpretation and comparison of data on various approachessuch as holistic comparison,group wise comparison and itemwise comparison.The fourth chapter includes the findings and recommendations.Item The Effectiveness of Teaching Vocabulary through Context(Department of English Education, 2011) Alam, MumtajThis thesis is an attempt to find out the‘EffectivenessofTeaching VocabularyThrough Context’. It has been carried out practically and comparatively. In orderto carry out the research, forty students of grade eightfrom government school ofParsa district were selected as sample population. A test consisting of six differenttest itemswasthe main tool for data collection. A pre-test was administered beforereal teaching to determine the proficiency of the students. Thenthey were dividedinto two groups viz. experimental and controlled group on the basis of the odd-evenroll number according to the individual scoreobtained in the pre-test. Afterdividing them into two groups, both groups weretaughtthe same subject matterusing the same materials. The only difference between group 'A' and 'B' was thatvarious contexts were used to teach vocabulary for group 'A' and the usualtechniques were used to teach vocabulary for group 'B'. After the completion ofthe teaching for overamonth, a post-test (the same pre-test) was given. Then theresult of both pre-test and post-test were compared to determine the effectives oftwo techniques.It was found that as a whole, group 'A' performed better thangroup 'B'.Teaching vocabulary through context was more effective in comparisonto other techniques such as translation explanation, enumeration, etc. The thesis consists of four chapters. Each chapter is divided into different sub-sections. The first chapter deals with generalbackground of the study, review ofthe literature, objectives and significance of the study. The second chapter dealswith the methodology. It encompasses sources of data, population of study,sampling procedure, research tools, process of data collectionand limitations ofthe study. The third chapter deals withtheanalysis and interpretation of the data. Itcomprises analysis, interpretation and comparison of data on various approachessuch as holistic comparison,group wise comparison and itemwise comparison.The fourth chapter includes the findings and recommendations.Item Strategies Used in Teaching Vocabulary at Primary Level(Faculty of Education, 2011) Poudel, Lal PrasadVocabulary is one of the most important aspects of language. It is the total number of words that make up a language. So, vocabulary learning is an integral part of language learning process. The language users face problems in gaining command over a language unless they are able to understand and use the vocabulary of that language. So, a teacher should always be conscious to choose the appropriate strategies considering the level of the students while teaching vocabulary. The process of teaching remains incomplete if the learners are not able to grasp the contents presented by the teacher. Thus, this thesis attempts to discover the strategies of teaching vocabulary adopted by the primary teachers. The population of study consisted of 10 primary teachers of 10 government schools of Kaski district. A set of questionnaire and an observation form was used to collect the data. On the basis of the collected data, the strategies employed by the teachers were determined using simple statistical tools like: bar diagrams, pie-charts and tables. The study showed that only a few teachers tried to use different strategies while teaching vocabulary. This study consists of four chapters. Chapter one encompasses general background, review of the related literature, objectives of the study and significance of the study. Chapter two deals with methodology which includes sources of data, sampling population and procedures, tools for data collection, process of data collection and limitation of the study. Chapter three includes analysis and interpretation of the data. The data were analyzed on the basis of variables, that were specified in the objectives. The last chapter, i.e. chapter four consists of the major findings and recommendations of the study. It also suggests some pedagogical implications.Item A Study on Techniques of Teaching Vocabulary: A case of Secondary Level(Department of English Education, 2007) Thapaliya, Mukti Prakash; Thapaliya, Mukti PrakashThis thesis is an attempt topresent the study on Techniques ofteaching Vocabulary at secondary level. The main purpose of this studywas to find out the common procedure of teaching vocabulary and tocompare the common procedure of teaching vocabulary in terms of theaspects of vocabulary. This dissertation is divided into four different chapters. The firstchapters deals with general background of the study, review of the relatedliterature, objectives of the study and significance of the study. The second chapter includes the research methodology, datagathering procedures and limitations of the study. The population of thestudyincludedthe English language teachers of twenty secondary schoolsof Kathmandu district. The researcher observed the real classes ofEnglish language teachersand filled an observation forms. He observedfive classes of each teacher. He observed altogetherhundred classes. Theobtained data were tabulated and analysed using the simple statistical toolof percentage. The third chapter deals with analysis and interpretation of datawhich has been tabulated on the basis of the simple statistical tool ofpercentage. The fourth chapter contains findings and recommendations. Theresearch shows that theEnglish Language teachers of secondary levelwere found using different techniques in teaching vocabulary. Most ofthem used real object, picture, synonym, antonym, definition, translation,black board sketch, facial expression, transcription, word analysis andgameas the techniques of teaching vocabulary. Mostof the teachers gaveemphasis on word-meaning and word-use.The researcher has reached thefollowing findings: It was found that the great number of teachers gave emphasis onword-meaning and word-use rather than other aspects of vocabulary. It was found that the great numbers of English language teachers used the following common procedures while teaching vocabulary:a. English language teachers pronounced the new word 2-3 times. Then he/she made the students repeat after his/her.b. The teachers wrote the words on the blackboard with its meaning and parts of speech.c. The teachers asked the students to read and copy the word. After that he/she asked the students to make their own sentences by usingabove words. It was found that most of the teachers used modeling, phonetictranscription, minimal pair, copying, word analysis, real object,picture, synonym, antonym, action, definition, translation,blackboard sketch and facial expression as the techniques ofteaching vocabulary. It was found that no teacher used cognate, audio-presentation,building on general knowledge, visual representation, gesture,phonic method, dramatization and self defining context as thetechniques of teaching vocabulary. It was found that no teacher used cognate, audio-presentation,building on general knowledge, visual representation, gesture,phonic method, dramatization and self defining context as thetechniques of teaching vocabulary.It was found that the teaching learning process was completelyteacher-centred.The teacher came in the class and explained thesubject-matter of the text in their own way. But there was nomotivation, encouragement and students participation in theclassroom. Many English language teachers read the passage loudly andexplained the meaning of the passage in their Nepali language. It was found that teachers were not competent in English languageteaching. They were very poor in performing different kinds ofstudent centered activities, such as, explaining word-meaning, word-use,word-formation and word-grammar.Item A Study on the Effectiveness of Context as Are source for Teaching Vocabulary(Department of English Education, 2012) Bhushal, GitaThis thesis entitled"Effectiveness of Context as a Resource for TeachingVocabulary"is an effort to find out the effectiveness of context as a resource forteaching vocabulary. Forty students studying in grade 11 from one of the highersecondaryschool of Baglung district were the sample for thisstudy. Before startingteaching using context, the students were pre-tested to determine their level andunderstanding of vocabulary. After analyzing the scores of pre-test, real teaching wasstarted. After teaching for four weeks, the post test was conducted. The test items ofboth tests were same. The result of pre-test and post-test were analyzed to determinethe effectiveness of context as a resource for teaching vocabulary. The findings of thisstudyshowed that using context as a resourcefor teaching vocabulary is found moreeffective. The pre test result of experimental group showed that the students scoredonly 547. The average score in the pre-test was 27.3. The students in the post testscored 763. The average score in the post test is 38.15 which is greater than that ofpre-test. Likewise the controlled group also increased average scores in the post test incomparison to the pre test.Butincreased percentage of experimental group is greaterthan controlled group. Thus it proves that teaching vocabulary using context as aresource is more effective. This thesis has four chapters. The first chapter deals with the general background ofthe study, review of related literature, objectives and significance of the study'. Thesecond chapter includes the research methodology, sources of data, samplingprocedure and limitation of the study. Chapter three deals with analysis andinterpretation of collected data andthechapter four presentsfindings andrecommendations of the study. This chapter is followed by the references and thenecessary appendices.Item A study on the strategies used in teaching vocabulary at pre-primary level(Department of English Education, 2009) Kandel, AnjanaVocabulary learning is an inevitable part of language learning process. The language users face problem in gaining command over a language unless they are able to understand and use the vocabulary of that language. So, a teacher should be always conscious to choose the appropriate strategies considering the level of the students while teaching vocabulary. The process of teaching remains incomplete if the learners are not able to grasp the contents presented by the teacher. Thus, this thesis attempts to discover the strategies of teaching vocabulary adopted by the pre-primary teachers. The population of study consisted of 20 pre-primary teachers of 10 private schools of Chitwan district. A set of questionnaire and an observation form was used to collect the data. On the basis of the collected data, the strategies employed by the teachers were determined using simple statistical tools like bar diagrams, pie chart and table. The findings of the study showed that only a few teachers tried to use different strategies while teaching vocabulary. The study consists of four chapters. Chapter one encompasses general background, review of related literature, objectives of the study and significance of the study. Chapter two deals with methodology which includes sources of data, sampling population and procedure, tools for data collection, process of data collection and limitations of the study. Chapter three includes analysis and interpretation of the data. The data were analysed on the basis of variables that were specified in the objectives. The last chapter, i.e. chapter four consists of the major findings and recommendations of the study. It also suggests some pedagogical implications.Item Techniques of Teaching Vocabulary to Hearing Impaired Children(Department of English Education, 2011) Banjara, AmbikaThe main purpose ofthis thesis entitled, ‘Techniques to Teach Vocabulary toHearing Impaired Children’ is to find out the techniques used by the Englishteacher to teach vocabulary tohearing impaired learners and to findout the mostfrequently used techniquesby the teacher.To complete this task, the researcherprepared pre-structured questionnaire, observation form and a daily diary.Theprimary source of this research was the students of grade six and the Englishteacher of Kavre Deaf School, Banepa. The researcher selected the school and thestudents purposively.The observation of the activities of boththe teacher and thestudents weredonefor 20 days to list and find out the frequently used techniquesadopted by the teacher to teach vocabulary for hearing impaired learners of gradesix.Besides this, the researcher also had conversation with the concerned teacherto find out other related facts about teaching such children.Thisresearch foundthat the teacher centered techniques like-explanation; translation; mime, actionand gesture; the use of realia, pictures, blackboard drawings etc. and the studentcentered techniques like-individual work, pair work, group work, role play,etc.were used by the teacher in her classroom activities. Among these techniques, theteacher centered techniques like-explanation; translation; and mime, action andgesture were used every day i.e. most frequently in the classroom which wasobserved bythe researcher for 20 days. This research comprises of four chapters. The first chapter consists of generalbackground of the study, review of the related literature, objectives of the studyand significance of the study.The second chapterdeals with themethodologyapplied to conduct the study. It consists of source of data , sampling procedure ,tools of data collection , process of data collection and limitations of the study.The third chapter deals with analysis and interpretation of data which havebeendone on the basis of daily observation of both the activities of the students as wellas the teacher.The fourth chapter includes the findings and recommendationsdrawn on the basis of analysis and interpretation of datawhereas the last part ofthe thesis contains references and appendices.Item Techniques of Teaching Vocabulary Used by the Teachers of Khotang District(Faculty of English Education, 2010) Sapkota, Bhupa RajThis thesis is an attempt to find techniques of teaching vocabulary used by the teachers of Khotang district. The main purpose of this study was to find out the techniques of teaching vocabulary in terms of aspects of vocabulary. The researcher used primary and secondary sources of data. He used 25 English teachers of Khotang district as sample population. He used two sets of questionnaire to collect data. The major findings of the study were: 88% teachers used spelling game as the technique of teaching spelling. Similarly, 92% teachers used modeling as the technique of teaching pronunciation. 96% teachers also used synonym, 80% teachers used collocations and 80% teachers used drawings as the techniques of teaching word meaning, word use and word grammar respectively. The study has four different chapters. The first chapter deals with the introduction. It consists of general background, aspects of teaching English language, aspects of vocabulary, different techniques of teaching vocabulary, review of the related literature, objectives of the study and significance of the study. The second chapter includes the research methodology. It encompasses sources of data, sampling procedure, tool and processes of data collection and limitations of the study. The third chapter consists of analysis and interpretation of data which has been tabulated on the basis of the simple statistical tool of percentage. The fourth chapter presents the findings and recommendations.Item Techniques of Teaching Vocabularyadoptedbylower Secondary Level English Teachers(Faculty of Education, 2013) Chaudhary, Ram PratikThe present thesis entitled‘Techniques of Teaching VocabularyAdoptedby Lower Secondary Level English Teachers’aimed to find out the techniquesof vocabulary taught bylowersecondary level English teachers. Toachieve the objectives, achecklistand a questionnaire were prepared as thetools for data collection. Tenlowersecondary level English teachers wereselected from ten schools ofSindhupalchokdistrict. Four classes of eachteacher, forty classes in total were observed and a questionnairewas distributedto each teacher. The data collected from the class observation and teachers’views were analyzed and interpreted statistically. The findings showed that theteachers taught the various aspects and sub-aspects of vocabularyusing varioustechniques such as use of context,demonstration, mime, sense relation, wordanalysis, rule giving, modeling and drill, dictation and spelling competition andso on. This thesis consists of four chapters: introduction, methodology, analysis andinterpretation, and findings and recommendations. Chapter one presents thegeneral background, aspects, techniques, skills, problems, objectives andprinciples of vocabulary teaching, review of related literature, objectivesandsignificance of the study. Chapter two deals with the methodology applied toconduct the study. It consists of source of data, population of the study,sampling procedure, tools and process of data collection anddelimitations ofstudy. Chapter three contains the analysis and interpretation of data collectedfrom informants. The data were analyzed and interpreted using simplestatistical tools. The last chapter includes findings and recommendations drawnon the basis of analysis and interpretation of data which is followed byreferencesand appendices.Item Use of Elicitation in Developing Vocabulary(Central department of English Education, 2010) Paneru, Lila KumariThis study attempts to find out the use of elicitation in teaching vocabulary. Main focus of this study was directed to how effectively vocabulary can be taught by using elicitation techniques. It is an action research. To carry out this research both primary and secondary sources of data were used. For primary data, forty students of grade seven were selected as sample population. Then, the English vocabulary items were taught using elicitation techniques, by the researcher in direct involvement and their problems, actions and solutions were recorded. The test items like pre- test, time- on – task test, progressive tests and post- test were the tools for data collection. The pre-test and post- test consisted of the same items whereas progressive tests consisted of the test items related to evaluate the progress. Similarly, time-on- task tests were designed in relation to the respective lessons. Though the teaching vocabulary is taken as stressful job on the part of teachers and students, this study bears the better results of use of elicitation for teaching vocabulary. Only a few students showed problems in sentence- making. The main finding of this study is that use of elicitation in developing vocabulary is effective at grade seven. The study is divided into four main chapters and their sub- chapters. The first chapter deals with general background of the study, review of the related literature, objectives of the study and significance of the study. The second chapter deals with the methodology, data collection procedure and limitations of the study. The third chapter presents data through analysis and interpretation. The fourth chapter consists of the findings and recommendations based on the analysis and interpretation of data. References and appendices are attached at the end.Item Vocabulary as an Affecting Factor in Developing Reading Comprehension(Central department of English Education, 2012) Jnawali, ShusilThe present thesis entitled 'Vocabulary as an Affecting Factor in Developing Reading Comprehension' is an attempt to find out development of reading comprehension of class XII students through teaching vocabulary. The main objective of this research was to find out the role of vocabulary in developing reading comprehension. In order to achieve this objective of the research, 12th grade students of Bardiya, district were purposively sampled, where 20 students were selected randomly. Pre-test items were administered for them to find out their initial proficiency level in English vocabulary and reading comprehension. Then, they were taught English vocabulary and reading comprehension according to daily lesson plan . Four progress tests were conducted before post-test was administered within the period of teaching. Then, finally, post-test was also administered and recorded the students' result of performance. Then, their score were also recorded, interpreted, compared and contrasted to reach the findings of the objectives. The result of this objective was achieved enthusiastically. And some pedagogical implications of this findings have also been recommended. The present thesis has been divided into four chapters. The first chapter deals with the general background, literature review, objectives and significance of the study. The second chapter contains the methodology, which is sub-chaptered as the source of data, sampling procedure, tools for data collection, process of data collection and the limitations of the study. The third chapter includes the analysis and interpretation of the data obtained from the field. The last, fourth chapter has the findings and recommendations of the study in which some pedagogical implications have been recommended.