Education
Volume: 137 , Issue: 1 , November Published Date: 16 November 2023
Publisher Name: IJRP
Views: 123 , Download: 107 , Pages: 1 - 36
DOI: 10.47119/IJRP10013711120235669
Publisher Name: IJRP
Views: 123 , Download: 107 , Pages: 1 - 36
DOI: 10.47119/IJRP10013711120235669
Authors
| # | Author Name |
|---|---|
| 1 | ROSELLE C. ENRIQUEZ |
Abstract
A strong vocabulary has been linked with success in multiple areas, especially reading. Students need strong receptive comprehension and expressive production vocabulary knowledge to become strong readers. Reading, specifically reading comprehension, impacts almost all areas of education. Vocabulary knowledge plays an important role in the ability to understand both spoken and written sentences and it is likely that students who have low oral vocabulary knowledge will also have poor reading comprehension skills. Vocabulary has been defined as the collection of words in which an individual can recognize and derive meanings from either written or spoken language. This study aimed to compare the primary grades English teachers strategies in teaching vocabulary and their students vocabulary skills based on the assessments of the teachers themselves and the students, the results of which served as a basis for the proposed training for an enriched vocabulary instruction. With the use of descriptive quantitative research, the study was carried out to 103 primary grades English teachers from the public elementary schools in Malvar District. The salient findings are the English teachers used the vocabulary teaching strategies to a moderate extent in terms of using context, structural analysis, and words in sentences, students have a very satisfactory vocabulary performance in terms of context clues, word analysis, and dictionary skills, there is no significant difference between the assessments of the teachers and students on the utilization of teaching strategies of teacher, there is no significant difference between the assessments of the teachers and students on the students vocabulary skills, and the crafted proposed vocabulary enhancement training program for teachers is based on the findings of the study. Recommendations included that of the English teachers may enhance their utilization of the teaching strategies in developing the vocabulary skills of the students, and for the future researchers may find gaps in the present study to replicate in their own study.