Case study on Teaching English Vocabulary

In this study, the focus of the researcher was to analyze the teaching of English vocabulary. It is essential to understand that when teaching or learning any language such as English, it is critical to have a clear grip on vocabulary so that the teaching process is made easy, and learners can also learn the new vocabulary more conveniently. That’s why this study was conducted to get a view of teaching vocabulary from the perspective of international language educators. It was essential to get their viewpoint on this subject. It is vital to mention here that there are seven principles motivate this study given by Hunt and Beglar (2002) regarding the teaching vocabulary. There is a detailed questionnaire made by the researcher with a purpose to keep these seven principles in context.

               The Likert scale was used in this study to get the perspective through 24 questions given in the questionnaire. This study selected the method of an online survey sent through SurveyMonkey.com and the chosen participants from different parts of the world that are associated with the field of teaching vocabulary. The English educators have taken from various countries so that a diverse viewpoint is assumed to come up with viable conclusions, which can help for future research studies. Participation in this study was voluntary. After getting the responses from English educators, when collected the analysis data, there are an appearance that the vocabulary patterns followed by these educators were quite different as compared to the seven principles of vocabulary.

               In addition to this, some critical issues for the educators in teaching vocabulary assume that there is a requirement for academic innovations, with a purpose to increase both motivation and the retention of vocabulary, which might derive from the learners.

               The educators also came up with various issues that they faced in teaching vocabulary, and two issues were more common, one was motivation, and the other was retention. So, the author has suggested that more innovative approaches are needed to motivate learners to learn vocabulary otherwise without any interest, they cannot learn vocabulary. There are few limitations associated with this study as well, but those limitations can be handled in future studies so that there should be a more detailed and comprehensive view of educators with regards to teaching vocabulary in a variety of settings and contexts. However, the overall study has been great to get a global perspective on teaching vocabulary and challenges faced by the vocabulary educators (Gusti, 2014).

Reference of 

Gusti, A. (2014). Teaching English Vocabulary: What International Language Educators Tell Us. Conference: The 12th Asia TEFL and 23rd MELTA International Conference 28 – 30 August 2014, At Kuching, Malaysia.