The objectives of the study were: (1) To define some methods of vocabulary teaching. (2) To prepare vocabulary explanations, exercises, vocabulary games and communicative task to teach vocabulary from five units from class IX textbook of English (lower level). (3) To try out the selected techniques with the students of class IX. (4) To measure the effects of strategies on the retention and use of vocabulary. (5) To find out the effect of the treatment in relation to sex, IQ and achievement in the previous examination. (6) To compare the degree of retention and use of vocabulary among boys and girls; high IQ and low IQ students; and among high achievers and low achievers. (7) To study the feedback of the teachers who observe the experimental group undergoing the treatment. (8) To arrive at some recommendations for the teachers of English for vocabulary teaching.
The hypothesis of the study included: (1) There will be no significant difference in the mean scores of posttest, delayed test and the control group. (2) There will be no significant difference in the mean scores on the test of retention and use of vocabulary taught through all the four strategies between the experimental and the control group. (3) There will be significant difference in the mean scores on the test of retention and use of vocabulary in relation to the sex of the students. (4) There will be no significant difference in the mean scores on the test of retention and use in relation to the IQ of the students. (5) There will be no significant difference on the test of retention and use in relation to the achievement scores of the students.
Sample consisted of 200 students studying English lower level textbook prescribed by Gujarat Text Book Board studying in standard IX. Purposive sampling method was used.
Groups were equalized on the basis of IQ test and Achievement Scores in the English subject at the last year annual examination. For the treatment four strategies were planned: explanation translation, vocabulary exercises, vocabulary games, and communicative tasks.
The study was experimental and the post-test only control group design was employed. Total 36 hours were allotted for the execution of the treatment.
For measuring variables test of retention and test of use were constructed by the investigator. t’-test was used for data analysis.
The findings of the study included: (1) The performance of experimental group is better in all the tests as compared to the control group. (2) The treatment has equal effect on boys and girls in terms of retention. (3) The treatment shows no special effect on boys or girls in terms of retention. (4) The treatment shows significant effect on boys on the test of use-I and use-2. They have performed better than girls. (5) The experimental group scored significantly higher on the test of retention and use as compared to the control group. (6) All the four strategies of vocabulary teaching i.e. explanation translation, vocabulary exercises, vocabulary games and communicative tasks proved effective. (7) There is no observable sex difference in relation of vocabulary taught through any of the strategies. (8) Sex differences are active in the use of vocabulary. Boys have scored significantly higher as compared to their counterparts on the tests of use-I and use-2. The IQ of the students plays a positive role in retention and use of the vocabulary. (10) The achievement of the students at the previous examination also shows a positive effect of the retention and use of the vocabulary. High achievers are better of as compared to low achievers. (11) The amount of the loss of vocabulary is higher in the students having high IQ and high achievement scores in the control group as compared to their counterpart in the experimental group. (12) The experimental group was found very much motivated, interested, active and thrilled while learning new words through various strategies.
Keyword(s): Teaching Strategies , Effectiveness of Vocabulary, Language Education