Exploring vocabulary teaching competencies Grade 10 English First Additional Language teachers of Thohoyandou Cluster in Vhembe East District

Abstract

Teachers of English First Additional Language are critically important in the learners’ vocabulary learning trajectories. Learners need a significant vocabulary repertoire for their academic commitments, comprehension of content and articulate expression of their responses, especially in tests and examinations. Despite these imperatives, Grade 12 learners’ vocabulary level remains unsatisfactory, and this paucity explains their low performance in the English FAL. This study explored the vocabulary teaching strategies, resources, and vocabulary teaching activities used by teachers in the Thohoyandou cluster of Vhembe East District. A parallel-convergent research methodology using pragmatism paradigm and mixed-methods approach was conducted to explore vocabulary teaching competencies of forty-six Grade 10 English FAL teachers in the Thohoyandou cluster of Vhembe East District, Limpopo Province. As part of the quantitative research methodology, all 46 teachers responded to a questionnaire while 10 of these teachers constituted a purposive sample observed teaching vocabulary in class. Data were captured using an observation checklist. The same 10 teachers who were observed were further engaged in structured interviews which were recorded as part of the qualitative data. The research findings established that the majority of the participants were aware of the CAPS’ expectations regarding the teaching of vocabulary. Participants were competent in using English as a medium of instruction throughout their lessons. Even though almost all the participants knew the effective vocabulary teaching strategies, had the resources and designed valid activities, only a few of these could translate their knowledge into practice. Most teachers preferred teaching vocabulary using synonyms and antonyms; they relied heavily on reading texts as teaching resources, and they engaged learners selectively in very short responses to predictable questions. Teachers did not exhibit dynamic teaching strategies for vocabulary development and extension, and it emerged that there were significant challenges in their intervention strategies. The study’s conclusion was that Grade 10 English FAL teachers’ vocabulary teaching competencies were not convincing. The teachers’ limitations in teaching vocabulary effectively may be attributed to a lack of capacity regarding vocabulary teaching and in-service training sessions for teachers that could bridge the gap between knowledge gained from teacher training institutions and the latest trending practices. This study proposes that there should be regular intensive in-service training sessions for teachers designed to keep teachers abreast with trending teaching practices.