ASSESSMENT OF THE IMPLEMENTATION OF CONTEXTUAL VOCABULARY TEACHING: THE CASE OF GRADE TWELVE ENGLISH TEACHERS IN ADAMA HAWAS PREPARATORY SCHOOL

Abstract

The purpose of this study was to assess the implementation of contextual
vocabulary teaching in EFL (English as a Foreign Language) class. Grade
twelve English teachers and students in Adama Hawas Preparatory School
were the participants of the study. Qualitative method was employed to conduct
the study and such instruments as classroom observation, textbook analysis,
interviews and focus group discussions were used to collect the data.
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interview; textbook analysis was used to assess whether the text had enough
instruction which enables teachers help students learn the vocabulary from the
classroom observation. Added to this, focus group discussion was used to
ed to
develop from contextual vocabulary instruction. Thus, the findings indicate that
teachers include contextual vocabulary instruction in EFL classes to teach
vocabulary. However, context-based vocabulary instruction has not been given
the attention it deserves in grade twelve English textbook; the activities which
are presented in matching formats also lack adequate depth.Therefore
chance of learning new words from context is limited both in quantity and
quality. What students want to implement in the actual classroom teaching
background knowledge and mother tongue influence (students tend to directly
translate the meaning of the word into their mother tongue) were also factors
that impede contextual vocabulary teaching practice. The vocabulary
instructions should be presented to help students understand the meaning of
new words in multiple contexts. Therefore, students should be exposed for
contextual vocabulary instruction in order to develop their word power that
enables them comprehends the concept of any text