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.
| Published in | International Journal of European Studies (Volume 3, Issue 1) |
| DOI | 10.11648/j.ijes.20190301.17 |
| Page(s) | 39-45 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2019. Published by Science Publishing Group |
Task Based Instructions, CLT, Challenges, Vocabulary
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APA Style
Tesfaye Buche Bosha, Ayele Eyob Kenta. (2019). An Exploration into Challenges of Teaching Vocabulary Using Task Based Instruction: The Case of Bodit Secondary and Preparatory School. International Journal of European Studies, 3(1), 39-45. https://doi.org/10.11648/j.ijes.20190301.17
ACS Style
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. Int. J. Eur. Stud. 2019, 3(1), 39-45. doi: 10.11648/j.ijes.20190301.17
AMA Style
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. Int J Eur Stud. 2019;3(1):39-45. doi: 10.11648/j.ijes.20190301.17
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Download@article{10.11648/j.ijes.20190301.17,
author = {Tesfaye Buche Bosha and Ayele Eyob Kenta},
title = {An Exploration into Challenges of Teaching Vocabulary Using Task Based Instruction: The Case of Bodit Secondary and Preparatory School},
journal = {International Journal of European Studies},
volume = {3},
number = {1},
pages = {39-45},
doi = {10.11648/j.ijes.20190301.17},
url = {https://doi.org/10.11648/j.ijes.20190301.17},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijes.20190301.17},
abstract = {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.},
year = {2019}
}
TY - JOUR T1 - An Exploration into Challenges of Teaching Vocabulary Using Task Based Instruction: The Case of Bodit Secondary and Preparatory School AU - Tesfaye Buche Bosha AU - Ayele Eyob Kenta Y1 - 2019/05/20 PY - 2019 N1 - https://doi.org/10.11648/j.ijes.20190301.17 DO - 10.11648/j.ijes.20190301.17 T2 - International Journal of European Studies JF - International Journal of European Studies JO - International Journal of European Studies SP - 39 EP - 45 PB - Science Publishing Group SN - 2578-9562 UR - https://doi.org/10.11648/j.ijes.20190301.17 AB - 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. VL - 3 IS - 1 ER -
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