Abstract:
Numerous researchers have indicated the importance of explicit vocabulary teaching for developing
reading, (Fisher & Frey, 2008; Schmitt, 2000; Stahl, 1999). The objective of this action research was
to find out the instructional techniques used in class to teach vocabulary items that are encountered in
reading passages.
The researcher initially made a list of the direct instructional techniques used in class to explain
vocabulary items and later incorporated additional vocabulary building techniques into the teaching
approaches. As a participant observer, the teacher analyzed her teaching with an objective of adding
variety, improving the style of teaching and helping the students to expand their vocabulary learning
effectively.
A combination of both quantitative and a qualitative data collection methods was used. Primary data
was collected through self-observation and attentive classroom observation supported by record
keeping in the form of note taking. A checklist of techniques was used for recording direct
vocabulary instructions. The checklist was based on the sample checklist of ‘Techniques for Direct
Vocabulary Instruction’ published in Teaching and Researching Reading (Grabe & Stoller, 2002).
Other teachers in similar teaching environments were consulted to find out how they teach vocabulary
to their students and those approaches were added to the checklist. The vocabulary items encountered
in the reading passages using the explicit instructional approaches were discussed in class, followed
by tests which evaluated students’ acquisition of vocabulary items.
The data was analyzed to find out the trends in the use of certain vocabulary –teaching techniques and
to understand why certain approaches had been preferred over certain others by the teacher.
Moreover, this study will reveal which explicit approaches had been effective for the students.
