Exploring Teachers’ views on the Efficacy of Teaching Proficiency through Reading and Storytelling in the Vocabulary Acquisition within selected Middle Schools in Azazga
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Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mouloud Mammeri University OF Tizi-Ouzou
Abstract
The current study seeks to investigate teachers’ views on the efficacy of Teaching Proficiency
through Reading and Storytelling in vocabulary acquisition in three (3) different middle
schools in Azazga (Tizi-Ouzou, Algeria) namely: Boukersi Houcine, Ahmed Zaidat and
Aiche Fatma. Firstly, this dissertation aims to identify the attitudes of EFL teachers towards
the use of the TPRS method to teach vocabulary to young learners. Secondly, it explores how
TPRS can improve the vocabulary achievement of young learners. Thirdly, it examines
whether the use of TPRS in classrooms increases the interaction between the teachers and
their learners. In order to achieve the stated objectives, we have relied on Krashen’s (1980)
Input Hypothesis as a theory applied to our research work. In this dissertation, a qualitative
research design has been adopted for data collection and data analysis. Two research
instruments were used to collect data: classroom observation and a semi-structured interview
administered to six (6) EFL teachers in the designated middle schools. Qualitative Content
Analysis has been used to analyze and interpret the qualitative data obtained from these two
research tools. The findings of this study have revealed that the EFL teachers have a positive
attitude towards the use of TPRS to teach new lexis to their pupils and it affirmed its
effectiveness in developing the vocabulary acquisition of the young learners by exposing
them to language use in a contextualized manner. It has also concluded that the techniques of
the TPRS method enhances the interaction between the learners and their teachers in the
classroom
Description
67p. ; 30cm.+(cd)
Keywords
EFL, Input hypothesis, Interaction, Storytelling, Vocabulary acquisition.
Citation
Language and Communication