Investigating the Techniques English Teachers Use to Enhance Vocabulary Acquisition in Primary School Pupils in Tizi-Ouzou
| dc.contributor.author | LAIDANI Hanane | |
| dc.contributor.author | LAIDAOUI Imane | |
| dc.date.accessioned | 2024-02-07T12:19:10Z | |
| dc.date.available | 2024-02-07T12:19:10Z | |
| dc.date.issued | 2023 | |
| dc.description | 50 p. ; 30 cm. (+ CD-Rom) | |
| dc.description.abstract | The current study aims at investigating the techniques used by English primary school teachers to enhance vocabulary acquisition in first-grade pupils in Tizi-Ouzou. This study relies on three (03) main objectives. The first objective is to describe the tools that English elementary school educators employ to present new vocabulary to young learners. The second one is to explore how teachers provide oral feedback to primary school pupils on their use of the new vocabulary. The third one is to determine the challenges that these instructors encounter throughout the process of teaching new lexical terms to children. The theoretical framework is based on Mayer’s (2009) ‘‘The Cognitive Theory of Multimedia Learning’’. To achieve this work, twelve (12) classroom observations have been conducted in three (03) different primary schools situated in Tizi-Ouzou town, and three (03) primary school English teachers have been interviewed. This work adopts the mixed-method approach, which incorporates both quantitative and qualitative methods for data collection and analysis. The data obtained from classroom observations are analyzed using Descriptive Statistical Analysis, whereas the data gathered from teachers’ interviews are interpreted relying on Qualitative Content Analysis (QCA). The results reveal that primary school English teachers rely mainly on flashcards, images, diagrams, videos, songs, games, realia, conversations and stories to present new lexis to young pupils. Additionally, they show that teachers do always provide positive oral feedback to their learners when they use the new vocabulary they have already acquired. In conclusion, it is found that primary school English instructors face many difficulties while teaching lexis mainly the lack of motivation among pupils and the lack of teaching materials. | |
| dc.identifier.citation | Language and Communication | |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/22803 | |
| dc.language.iso | en | |
| dc.publisher | Université Mouloud Mammeri | |
| dc.subject | Challenges | |
| dc.subject | Oral feedback | |
| dc.subject | Teachers | |
| dc.subject | Pupils | |
| dc.subject | Techniques | |
| dc.subject | Vocabulary teaching and learning | |
| dc.title | Investigating the Techniques English Teachers Use to Enhance Vocabulary Acquisition in Primary School Pupils in Tizi-Ouzou | |
| dc.type | Thesis |