Abstract
Acquiring an extensive vocabulary is one of the major challenges of foreign language learners. In many cases, learners struggle with the language because of their lack of vocabulary. This article explored vocabulary teaching and testing techniques among Tunisian EFL secondary school teachers. It also aimed to obtain a better understanding of the teachers’ perceptions of what techniques are effective in presenting and testing unknown vocabulary and consolidating word knowledge in memory as well as the reasons for their beliefs. Analysis and discussions were based on the data collected from three research instruments: Questionnaires (n = 200), observation and interviews (n = 12). The findings showed that using reading passage (4.07) (SD = 1.18), Example sentences (4.06) (SD = 1.14), situation examples (4.03) (SD = 1.27), and semantic relations (3.71) (SD = 1.11) are the most frequent and effective techniques in presenting new words. However, for consolidating newly taught words, teachers resorted to text book vocabulary exercises (4.04) (SD = 1.01), writing task (3.98) (SD = 1.25) and classroom interaction (3.73) (SD = 0.87). Besides, for assessing students’ vocabulary knowledge EFL teachers tied to traditional techniques such as reading comprehension tasks (3.85) (SD = 1.27), writing tasks (3.64) (SD = 1.37), gap filling (3.60) (SD = 3.05) and multiple choice (3.55) (SD = 1.28). This study also addressed a need to examine and improve current vocabulary teaching and testing techniques of EFL teachers and suggested improvements accordingly.
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Riahi, I. (2018). Techniques in Teaching and Testing Vocabulary for Learners of English in an EFL Context. In: Hidri, S. (eds) Revisiting the Assessment of Second Language Abilities: From Theory to Practice. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-62884-4_14
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