Use of Elicitation in Developing Vocabulary
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Central department of English Education
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.