Use of Elicitation in Developing Vocabulary

Abstract

This 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.