THE EFFECTS OF TRAINING AT THE USE OF VOCABULARY LEARNING STRATEGIES: THE CASE OF GRADE 11 STUDENTS AT DANEMA SECONDARY AND PREPARATORY SCHOOL OF HADIYA ZONE, SOUTHERN ETHIOPIA

Abstract

The aim of this study was to assess the effects of training at the use of vocabulary learning strategies of grade 11 in Danema Secondary and Preparatory School. The research design for the study was action research design. For this, the researcher used Patrick’s 2007 Balanced Model. The model states the steps as follow: identification of the problem, sensitizing, strategizing, implementing, validating and reporting. By using this model the researcher provided vocabulary tutor classes to implement different vocabulary activities. To perform this, the researcher used one section of grade 11 students. The instruments used to generate data were interviews, classroom observation, researcher’s diary and tests. The interviews were conducted with four English teachers before training and with fifteen students after training. During the training, the researcher maintained a diary and classroom observation on the challenges and constraints that face and the technique to solve it. After collection of data, the researcher summarized, described and extracted the required information as accurate as possible. The findings of this study showed that the training at the use of vocabulary learning strategies has a positive impact on developing students’ vocabulary knowledge. Based on the findings, a recommendations has been made that vocabulary learning strategies should be introduced in the context of training in the learning strategies of vocabulary. As a result, students could improve their vocabulary knowledge by using the strategies appropriately and by taking on more responsibility for their own learning of vocabulary.