The Effectiveness Of Current Vocabulary Teaching Techniques In Facilitating Prroduction In Junior Secondary Schools Grade Seven In Focus.

This study is an attempt to investigate the extent to which the vocabulary teaching techniquesrnused in grade seven English classes are effective in facilitating production.rnThe study involved three government schools in Addis Ababa: Dill Betigil, Ethiopia Tikdem,rnand Kebena Junior Secondary Schools. In each school there were one control and onernexperimental group.rnMany of the vocabulary items for the study were selected from the reading texts in the students’rntextbook from portions that were not yet covered. Some items were taken from other sources,rnprincipally from Oxford Advanced Learner’s Dictionary of Current English. A pre-test was arnprepared on the selected vocabulary items and administered to subjects in both experimentalrnand control groups to see if the items selected were already familiar to subjects, and torndetermine whether or not subjects had a similar standing. In addition to the test, subjects'rnclassroom records were also consulted to further see if there was any significant difference inrntheir language background.rnThen, item analysis of the pre-test was done to determine the level of difficulty of the items.rnItems that were answered by less than 30 percent of the subjects were considered difficult, andrntherefore were used for preparing the study material,rnThe regular classroom teachers in the respective schools then taught the vocabulary items thusrnselected to students for a period of one month( for five days a week, for twenty minutes).Thernregular classroom teachers were made to teach both control and experimental groups in order tornavoid the researcher's bias. The control group was taught through techniques of the textbook,rnand the experimental group through techniques selected for the study. Immediately after thernexperiment, i.e. two days later, subjects in both groups were made to sit for a post-test. The testrnwas then scored and the results obtained were statistically analyzed to compare thernperformance of the groups. Analysis of the post-test scores showed that the experimental grouprnstudents performed better than the control group students.rnIn addition to the tests, a questionnaire was also administered to subjects in the experimentalrngroups, after the end of the experiment. The purpose of the questionnaire was to elicit data thatrncould not be obtained through the tests, in order to substantiate claims thereby increase thernvalidity of the conclusion.rnThe study concluded that the training has brought significant difference in the performance ofrnstudents where the experimental groups have benefited

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