TEACHERS’ PERCEPTIONS ON TEACHING COMPOUNDS IN AN EFL CONTEXTMETHODOLOGICAL IMPLICATIONS
Research Article
TEACHERS’ PERCEPTIONS ON TEACHING COMPOUNDS IN AN EFL CONTEXTMETHODOLOGICAL IMPLICATIONS
ABSTRACT
Vocabulary has the central role in foreign language learning. As an area of research it has been
neglected until recently when many researchers focused their studies on investigating vocabulary
acquisition and different strategies that learners use to learn new words of English. One of the
most challenging word groups to be taught are compounds. Since there are so many compound
words in English, learners may not often recognise them as being compounds. Therefore, teachers
should offer variety of techniques and activities in teaching them to the students.
The paper aims at scrutinizing EFL teachers’ perception of teaching English compounds at tertiary
level. It uses Schmitt’s taxonomy (1997) of vocabulary learning which consists two parts:
strategies for discovering the meaning of new words and strategies for consolidating new words.
The teachers were asked to list VLS in terms of their frequency and effectiveness.
This study showed the parallel between the strategies used to learn compounds and their usefulness
as perceived by the teachers. The main methodological implication is that the choice of the
strategies has learning vocabulary. The strategies should be one of the most impotent components
of a course syllabus which will facilitate vocabulary acquisition.
HAMZAI, J.,
&
, B.,
(2021). TEACHERS’ PERCEPTIONS ON TEACHING COMPOUNDS IN AN EFL CONTEXTMETHODOLOGICAL IMPLICATIONS. International Journal of Education and Philology, 2(1), 11-27. Arrival Date Posted By:https://ijep.ibupress.com/articles/teachers-perceptions-on-teaching-compounds-in-an-efl-contextmethodological-implications
