Abstract            Volume:7  Issue-5  Year-2019         Original Research Articles

Online ISSN : 2347 - 3215 Issues : 12 per year Publisher : Excellent Publishers Email : editorijcret@gmail.com

The main purpose of this study was to explore Strategies of Teaching Vocabulary using Communicative Language Teaching Approach at Hobicha Bada Secondary School. It is whispered that without adequate knowledge of vocabulary, one cannot express him/herself appropriately even if he/she master the grammar of the language and if it is implemented effectively when teaching vocabulary using communicative language teaching approach. Communicative language teaching approach was introduced as a main language teaching approach in our country (Ethiopia) two decades ago. However, the vocabulary skill of our high school students is not expected at their level. For example; sometimes students fail to use basic words for communication and even they cannot express themselves clearly. The researcher employed descriptive research design in order to gather the needed information to achieve the stated objective and answer the research question. All of eight teachers were selected for this study through convenience sampling technique. To collect valuable and relevant data, interview, focus group discussions and classroom observation were used. The semi-structured and focus group discussion data transcribed and transformed into textual data form. The observation checklist data were changed to frequency of the numbers. Data was analyzed through cross tabulation and its analysis focused on the thematic expression. The findings of the study divulged that the majority of English language teachers focus on translation, dictionary and guessing as a strategy of teaching vocabulary via the communicative language teaching approach rather than communicative ways. Teachers had gap in using vocabulary teaching strategies via CLT. Hence, the concerned bodies should capacitate teachers and students related gaps mitigate through well-built mobilization.

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