A Study on Problems of Vocabulary Teaching Techniques English Teachers Use in Holeta Primary Schools: Grade Seven in Focus

In this research, an effort was made to study problems of vocabulary teaching techniques English teachers use in Holeta Primary school. To carry out the study both quantitative and qualitative research designs were used. For choosing the representative sample of the students participating to the study, two stage sampling technique was used to manage the large population size in the schools under the study. Then the study participants were chosen through simple random sampling techniques. The instruments employed to gather data were questionnaire and classroom observation. Close ended questionnaires were prepared for both teachers and students. In addition to this tool, actual classroom observation was also used to gather data. To make an observation meaningful, manageable and avoid confusion, an observation check list was prepared. Thus, randomly chosen sections in each school were observed three times while the actual teaching/learning process of the target language skills was conducted. After the data gathered from questionnaire was tabulated and analyzed in percentage, it was triangulated with data gathered from classroom observation. Finally the following conclusions were made vocabulary teaching was given little emphasis (both learners and teachers awareness to classroom vocabulary teaching /learning was relatively poor), teaching techniques that teachers used to teach learners does not seem to be successful in enhancing students vocabulary use (less effective in encouraging them to do more on vocabulary activities in English classes), students were waiting for teachers translation of vocabulary in to their vernacular language (L1), students and teachers awareness on the importance of carrying out vocabulary activities in class through the contextual clue were low, teachers didnt help students to become empowered in the classroom and feel confident spontaneously to participate in different vocabulary activities and motivate them to feel confident and risk takers. The study also revealed that ineffective grouping of students during vocabulary learning influence learners vocabulary use and development because students feel less capable of participating in class when they were exposed to small groups, , teachers didnt develop awareness on eliciting some vocabularies which enhance learners motivation during vocabulary teaching learning in the class, teachers didnt make the instruction clear to initiate and avoid confusion of learners while they request them to work on vocabulary tasks. Generally, teachers lack of continuous professional training on teaching methodology has a great impact for problems observed in the class.