An Exploration into Challenges of Teaching Vocabulary Using Task Based Instruction: The Case of Bodit Secondary and Preparatory School
International Journal of European Studies
Volume 3, Issue 1, June 2019, Pages: 39-45
Received: Mar. 4, 2019;
Accepted: Apr. 10, 2019;
Published: May 20, 2019
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Tesfaye Buche Bosha, Faculty of Social Science and Humanities, Department of English Language and Literature, Wolayita Sodo University, Sodo, Ethiopia
Ayele Eyob Kenta, Faculty of Social Science and Humanities, Department of English Language and Literature, Wolayita Sodo University, Sodo, Ethiopia
The main purpose of this study was to explore Challenges of teaching vocabulary using task based instruction at Bodit Secondary and Preparatory School. It is believed that without adequate knowledge of vocabulary, one cannot express him/herself appropriately even if he/she master the grammar of the language and if it is implemented effectively when teaching vocabulary using task based instructions. Communicative language teaching approach was introduced as a main language teaching approach in our country (Ethiopia) two decades ago. However, the vocabulary skill of our high school students is not expected at their level. For example; sometimes students fail to use basic words for communication and even cannot express themselves clearly. The researchers employed descriptive research design in order to gather the needed information to achieve the stated objective and answer the research question. All of eight teachers were selected for this study through convenience sampling technique. To collect valuable and relevant data, interview and classroom observation were used. The semi-structured data transcribed and transformed into textual data form. The observation checklist data were changed to frequency of the numbers. Data was analyzed through cross tabulation and its analysis focused on the thematic expression. The study divulged that majority of English language teachers’ they face problem in teaching vocabulary via the task based instruction. The enlisted factors can be grouped into related themes: teacher related, student and facility related factors. Finlay, bearing in mind that divulged in the findings, the respondents listed different factors that affect teaching vocabulary through the task based instruction. Hence, the concerned bodies should fulfill he facility related factors that can affect the teaching of vocabulary via task based instruction, and the student and teacher related factors should mitigate through well-built mobilization.
Tesfaye Buche Bosha,
Ayele Eyob Kenta,
An Exploration into Challenges of Teaching Vocabulary Using Task Based Instruction: The Case of Bodit Secondary and Preparatory School, International Journal of European Studies.
Vol. 3, No. 1,
2019, pp. 39-45.
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