A Study on Techniques of Teaching Vocabulary: A case of Secondary Level

Abstract

This 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.