Theorized Vocabulary Teaching: An Analysis of the Teachers’ Views and Practices in Primary Schools in Tizi Ouzou
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Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Université Mouloud Mammeri
Abstract
The present research aims at exploring teachers’ views and practices while teaching vocabulary to children in primary schools in Tizi Ouzou, and determining whether these practices align with established vocabulary teaching theories. Moreover, it seeks to examine whether the inclusion of English in primary schools is favorable. In order to achieve these objectives, an analytical framework that incorporates three main approaches has been selected: Hunt and Beglar’s explicit instruction (2002), word wall approach (1993) by Joseph Green and the use of color (1998) by Anna Gnoinska all viewed from a social constructivist perspective. The study is conducted using a mixed-methods research combining qualitative and quantitative methods. That is, classroom observation is conducted and four (04) EFL teachers are interviewed in four (04) different public primary schools in Tizi Ouzou. As to data analysis, descriptive statistical analysis and qualitative content analysis are adopted. The results obtained show that teachers view vocabulary as a main component of any language learning. Thus, they employ various strategies to ensure its acquisition while adhering to particular pedagogical theories. Additionally, it can be concluded from the entire investigation that it is convenient to introduce English in primary schools as the teaching environment endorses this new reform.
Description
53 p. ; 30 cm. (+ CD-Rom)
Keywords
Elementary Education, Explicit Instruction, Social Constructivism, Using Colors, Vocabulary Instruction, Word Wall Approach
Citation
Foreign Language Didactics