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Chapter 1
INTRODUCTION
the messages. Language has different expressions like verbal language, gesture
language, body language, silent language, color language and action language
etc. Every language is used to convey the idiosyncratic of specific one. Verbal
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languages include native, non native or second and third languages are used by
people and every language is used by according to the need of people. Due to
social need language brought growth and popularity among the people. In the
world of different languages English brought its remarkable value among the
other live languages. It increases its value day by day and rapidly spread almost
all over the world. So, it is called lingua franca. It has national, international use
institutional use, business use etc. English, being a still under progress language
vocabulary has its primary importance. As we know English is taught and learned
in Pakistan as a second language. So, due to this reason Pakistan has less
increasing in all over the world it is being taught in Pakistan from Montessori to
to learn these languages. The need of vocabulary is not bounded with written
expression but necessary for other three skills like speaking, reading and
listening. For example, a person reads about a fashion article from the magazine
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and informs his/her friend by calling him/her for visiting there as soon as
another friend for the same purpose. They arrange a program by talking on
skype. They visit the proper market and communicate with each other on fashion
and do a lot of other gossips. So, the basic person used all four skills to inform
and join others. Whole process needs accurate and proper vocabulary words.
Words are the root of vocabulary when the plant of vocabulary grows
more than one word of vocabulary items also take growth on this plant in
the shape of two words like text book, black board, mid night and lunch
box etc. Learners can use vocabulary items in their daily communication
words always jump in it. Sometimes words are borrowed from other
about it. So, they blow the figure of about one million but could be more
than it.
The structure of words that are used in a specific language is called
vocabulary.
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VOCABULARY
absorb new coming words in it and new addition of words make the
memory.
VOCBAULARY:
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Both terms need clear explanation for showing their importance. The difference
differentiate both elements and then explain them according to rules. The words
which are heared, seen or received by ears of hearer are the part of receptive
vocabulary. It has very broader exposure foreign learner gets the bank of
vocabulary by reading, he havent experience like native one who got the words
from his surroundings and face less difficulty to use them as a productive
vocabulary. But foreign learner use only existing words of his knowledge and use
the words according to his/her use. For example, H.E Palmer tells a story of
small baby who has bilingual parent in Alsace. They spoke French language in
their home. After six months, they settled in Germany. When baby enter in
speaking words age he utters words that were none the less of French. Because
the receptive knowledge of French was existed in his/her mind already and how
acquire its words store its words in every movement of the life and then use the
knowledge when the need arises as a productive vocabulary. To teach the English
language to the native English speaking is not any harder thing because tackle the
difference between the receptive and productive vocabulary use is their routine
habit. In other hand a foreign learner face a lot of difficulty regarding fluency
language and then can use the words as a productive element. (McGregor)
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medium to convey the message. A person knows the words and then
mediums like essay writing, story writing, letters or article writing etc.
writing.
3 READING VOCABULARY
A persons reading habit shows the world of words during reading any
weather we wish to hear them or not. But both increase the knowledge.
VOCABULARY SIZE:
Vocabulary size about native language :
educated and non educated persons. Literate persons have wider and broader
that junior high students would be able to comprehend the vocabulary items more
than 10,000. They also recognize their meanings very well. Another way the
college students increase the number of vocabulary item almost above 16000
understandable way become the mind of the learners fits into a non-
and usage of words. This all process of recognition and usage of words
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are practiced for non native vocabulary learning and became the cause of
free encyclopedia).
1.6 KINDS OF VOCABULARY:
There are two kinds of vocabulary.
Active vocabulary
Passive vocabulary
1 ACTIVE VOCABULARY: The active vocabulary is production
use these words in his/her speech and writing became he/she has
of human beings life. Language plays a vital role in disclosing the emotions,
desires, happiness, sorrow, pleasure etc. there are varieties of languages that are
practiced in all over the world. Every language has its own beauty and rules and
regulation for using it. Languages are used in specific and fixed patterns of
vocabulary words and are being judged by the meaning of context. To take the
vocabulary learning. Vocabulary enhancement feeds with words and words can
help to create the meaning sentences or seeking the second language speaking
and writing can be improved by listening and reading of the foreign language
vocabulary.
they agree that through reading one can get new vocabulary item, structure of
of writings and variety of words and their usage. Constant reading causes the
judged in his mind has less fluent in vocabulary building. To express the idea one
very significant according to their use because they help to arrange and reshape
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the ideas or a technique to solve the mental problems of delivering the emotions
the social life. Both receptive and productive knowledge increase the economy of
area. (Putri)
VOCABULARY IN PAKISTAN:
where the teacher plays a major role during class times. Critical situation of
teaching is practiced in classrooms student get bored, standard less spelling drills,
formal way of grammar teaching and vocabulary is almost less focused which is
unfair for the growth of a childs memory. Such unjustified condition of English
as a primary tool for learning English. Ancient way of teaching make bored the
children and traditional lectures on grammar are practiced. Students feel anxiety
merely done at very low level. Only syntax is taught to the learners and phonetic,
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plan, vocabulary has given very little time; most of the lessons are bared for such
VOCABULARY:
solution for it. Vocabulary teaching techniques are being focused in it.
PROBLEM:
For these reasons researcher will compare the both government and
students in Rawalpindi.
The rationale of the study is to find out the difficulty faced by the
process. It will be evaluated that what type of efforts are designed for
better learning of the students. Researcher will find out the problems of
both teacher and students and try to overcome the problems and will
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by researcher and will find out that do teacher use the situation based
vocabulary.
3 To analyze the problems of the English language learner during
questions.
The researcher has studied the topic comparative study on English vocabulary
grade in Rawalpindi.
The population of the research is delimitation to the forty students and ten
observation method is used as tools of research to collect the data for analysis
Chapter 2
Literature Review
2.1 Vocabulary
of words. If learners want to use the words fluently like their mother
tongue, so they should need competence to join them and proper use
(Nunan)
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like vocabulary.
For example:
Brother-in-law
Book Bank
Bed Room
LEARNING VOCABULARY
what is new is not true and what is true is not new
The history of development of vocabulary teaching is not the old perception
shinning styles that grows the vocabulary and due to these ideologies the
Vocabulary is being taught from year to year to the language learners with
vocabulary was emphasized a lot and efforts were taken to improve the
learning by focusing on this specific item in language learners. There are also
a lot of other methods and under these methods a number of approaches are
for shinning learning even in beginner level learners. Its special construction
VOICABULARY
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and teaching aid that we can divide the vocabulary learning into two
foreign language learner who has participated in the class reading and
watching the educational movies they required almost 5-10 words per
believe that, listening and reading plays a vital role in acquiring the
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starts from even early age from 1*1/2 years to onwards, where
children may have almost 50 words in their mind and within two
i. Lemmas
ii. Word families
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iii. Types
iv. Tokens
v. High frequency words
1. LEMMAS:
Lemmas are more systematic and systematically organized words like word
words families to teach and learn the vocabulary at primary level (e.g.,
lemmas section (e.g. have not, havent, is not, isnt, are not, arent) etc.
second language that why we are interested in finding the token and types of
in second language that reason to take interest in lemmas and word families
are to understand that how to learn the broader bank of words. They said
that lemmas and word families help a lot to categorize the words and easy
Different words are made up with their head words e.g. legitimate and all
and like plausible, plausibility etc are the family of that head word and used
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vocabulary.
3. TOKENS:
It is the first category of word and it explains total number of words in any
literary text. It counts the words only. For example in my last sentence there
secondly that in some following words are called tokens or the running
4. TYPES:
Different words that are used in a text are called types. So, if some wanted
to access the vocabulary used in an article he/she would observe the number
of types that he/she used. In previous two sentences I used (35) tokens (total
number of words) but the word the is used two times. But if we want to
explore almost 2,000 word families and many words are functional words
which are used in language as a miner vocabulary item but they have
importance in meaning e.g. of, yet, and, or, an, what, which etc. These
words have clear semantic meanings and then frequently used words should
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be taught and learnt to the second language learners to develop the basic
vocabulary.
is easier was to teach the English language learner that when they have
basic building patterns of words to understand the other related words of its
specific word. This categorization of words also sets the idea of present,
past and future tense even, plural or possessive element too can be judged.
It is more rational to count the required words familiar than to count the
more understandable to learn the vocabulary item and also effective to teach
AND READING
meaning of the of vocabulary items. They proved that if 98% are running
words are exciting in a learners mind that could get one new vocabulary
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word with the combination of fifty running =which are already exciting in
the mind of the learner. David Nunan proves that in practically English
language teaching that this new vocabulary items can easily comprehend by
BEGGINERS
vocabulary, sentence formation and code and context and type of meaning
(Nunan)
WRITING
learning are productive skills and have a unique style to motivate the
mind for the vocabulary words which are somewhere existed in the min d of
during reading and listening. For example: when someone say to explain the
situations like Do Ali grip, hold or catch the mug, while listening and
reading learner will not focus on such verbs but during speaking and writing
he will have to think about the proper verb , which become the source of
the fluency and wide use of words in practice. Focusing on the other skills
can be adopted for the fluency development activities. Never try to use the
VOCABULARY WORDS
Connotational meanings
Appropriate meanings
Denotational meanings
CONNOTATIONAL MEANINGS:
even there are multi meanings of word and now people use it in social life.
dog will clarify the function of connotation the dog is considered the
to inferiority and dirt. So, these positive and negative connotations are also
the part of vocabulary teaching to aware the learner about the difference of
DENOTATIONAL MEANING
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well known plant which has orange, red and yellow root recognized as
APPROPRIATE MEANING
VOCABULARY IN PAST
reality to learn English the experts says that the basic element is learning
vocabulary how to use then words ,hoe to memorize there words is the
major case to take fluency in speaking English and written English. For
many years there are many progress were designed by language experts but
less attention were given towards vocabulary. There were some rules
organized in some language books to learn the all word that are needed to
Further, teacher argues that they could practice these words in language
classrooms until students are perfect in grammar and the sound system of
the language. In the past, vocabulary was not emphasized but most attention
that it is the habit of learners become all the previous years that they neglect
generalize that the less focus is given to the vocabulary learning section.
will justify the complain of Ronald carter that people find vocabulary as a
structure is related a lot of other rules that are difficult to create only a one
THE VOCABULARY:
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Virginia French Allen said that these are three reasons for neglecting the
focus the grammar not the vocabulary. Then break down occurs in speech
When Im not well, I can never find the things I need. The things I need
gave gone away from all the places where I look. That is one, of the fact I
Grammar isles focused in English class rooms. Student could not judge the
words usage in the sentences. Only general meanings are taught and
learned. It is very much right that student should learn the grammar by
EMPHASIZED:
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right words for communication. Grammar and vocabulary learning are the
grammar learning and teaching both are side by side important for acquiring
the second language. Teacher knows that hoe the production of words stops
when the learner has lack of reasonable words. They do not believe that
sentences. (Allen)
WORDS:
Harvey Wiener and Charles Bazermen said that a person when realizes that
he has learned and understand the new words but a lot of practice is needed
all the time for mastering it. A lot of vocabulary memorization techniques
by the dictionaries.
b. Index cards: cards could be use for vocabulary learning and
teaching as to put the word on card one side and another used for its
meaning.
c. Writing practice: writing practice for each vocabulary word on
paper with its proper definition just for memorization of the words.
d. Memorization at the first sight: one should try to learn the
property of language.
e. Ornamentation of a word according to ones own ideology: one
a man perfect. One can repeat the words meanings again and again
included in it. Many researchers raised a question that how a man can
memorize the things if he is engaged with short term memory. So, it shows
for learners because it has a vital influence on learning. Teachers have a lot
to recognize the words and develop the vocabulary in the school. Once
children familiar the sound of the lexical item he/she use it easily.
lexical item. Then, this information is safely stored in the box of mind
passed the years; memory grows day by day, years by years foe effective
VOCABULARY WORDS
Language teaching shares thousands of ideas and techniques to perform
according to their need and situation and language room for best learning.
proper step wise process can be truly helpful for understanding the new
understanding.
c. Related Examples: (hyponymy): Third strategy to teach
vocabulary.
d. Illustration of words: To teach the new vocabulary
like Pakistan, can also use these strategies in language classes for teaching
education. It can only be used in proper way with specific guidance to see
that are explained in it. It can be useful to understand the meaning of new
words. But every pupil should know the accurate use of dictionary. It
doesnt mean that students should not be taught vocabulary items in the
correlate their judges meaning with the dictionary meanings for correction
pupil teacher cannot get the required outcome. So, there are different types
of efforts that a teacher can do to teach and learn the new vocabulary items.
a. Force to guess the meaning form: a teacher should
pictures.
f. Meaning can be interpreted by pupils by making
many techniques can be effective to teach the words and their meaning at
beginner level.
For example,
Careful or thorough reading
Learn the categorization of words
Listen the stories
Fluent reading
Writing paradigm
Reading the essays
Speaking activities
Written expression
Through reading on can improve the understanding with new words and
Teacher can guide them to read their own class related essays and stories
that are according to their level of learning. Teacher can motivate the
Dialogue practice will increase the existing knowledge about words and
their usage. Vocabulary teaching has another tool to build it high by putting
the ideas with words on the paper. One should have use the accurate shades
of words in the shape of creative essays. So, all these multiple strategies are
helpful to motivate the learners mind for learning the vocabulary. There are
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(Nunan)
VOCABULARY:
CLASS ROOM:
It is not sure that the words which are taught in a classroom are really
practice cannot fullfil need of learner for long lasting. Learners need a lot of
such type of planned activities will grace the vocabulary in position way in
For example:
picture.
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No one can forget the words that are practiced in such an interesting
way.
d. Competition writing could be arranged according to the age of
level, beginners can put the sentence according to their interest. They
can choose the topic freely and wrote as much as they want in
specific time.
e. Exercise on prefixes and suffixes to make the new words. It will help
in modification in vocabulary.
f. Exercise of making a new word by showing them words on cards
and they should have to make a new word. They see the spelling and
with those alphabets they will make a new word like part, rat, rap, art
etc. it will create interest in the learner and make up the vocabulary
learning.
g. Classification of vocabulary will also useful for learning
house, hospital, kitchen, country etc. children will learn new items
Horse, bell, lion etc to guess its name. Another way to judge the
having in mind that that are learner weather they are beginners or
form and can be put in required place. Such activities can be useful
included.
i. Revision of vocabulary activities is also very important. It could be
activities at the spot learning, judging the games etc are included to
Chapter 3
METHODOLOLGY
Methodology deals with data collection and it is done under a specific process.
This process needs tools or instruments to find out the highlighted hypothesis
under some principles and rules. Selection of tools is a primary effort to conclude
any problem. Research is an organized sequenced and systematic way to find out
the problems that are raised by researcher. In this research researcher has used a
qualitative paradigm. In general term, a paradigm deals with whole frame work
of a topic, belief, related values and method etc. Researcher has connected it with
whole work.
social, human problem and their understandings that could be complex overview
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of the problem, emotion with words, detailed information and the way of how it
is that its conduction is difficult for wider population in a limited time period
percentage data.
In this research researcher use descriptive research method, the primary purpose
numbers, statistical data, numerical data, test scores, hours of the instructions etc.
The setting of this research is two government and two private schools are taken
by the researcher.
3.4 POPULATION
The population of this research is the students of primary level (5 th) grade. It is
really hard for researcher to collect and find out the data about all primary
schools of schools and teachers of Rawalpindi. So, researcher has used sampling
the selected schools. The following schools are observed in this research.
The size of sample is forty students and ten teachers from primary level (5 th
grade).
For reliable research, researcher has used two tools to analyze the data.
i. Questionnaire
ii. Observation
3.7.1 QUESTIONNAIRE
Questionnaires are designed to collect the accurate statistical data from the
selected population. They are in written form usually to gather the information in
order to provide the better solution for problems. In order to collect the data
i. For Teachers
ii. For Students
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technique and what type of versatility or modification and how they enhanced the
identify the problems of students that they face in the class, how they learn
questionnaire and checked it by the superior and subject teacher the next step for
further research was adopted to visit the concerned schools and here permission
was granted from the head of institutes for applying the questionnaire on the
selected students and teachers. The whole process is organized to attain the clear
getting data from the students and teachers and got back the questionnaire with
required data. Researcher has dealt with a great effort to collect the about
vocabulary for finding its true validity in the teaching and learning process.
3.7.2 OBSERVATION
Observation is another research tool which is used during the research process
through this specific tool researcher was able to observe the present situation of
The researcher also got special permission to sit in the primary level 5 th grade
class to observe the students and teaching of the English teacher during the
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Analysis of English teaching vocabulary data along with graphs and percentage
Chapter 4
DATA ANALYSIS
In this chapter the researcher has analyzed the concerned students and teachers
responses that are collected through questionnaire and keen observation in their
classrooms. Data is presented here in the form of graph charts and percentage.
The purpose of data analysis is to depict a clear picture about teaching and
Figure 1
The result of this figure shows that 83% of Grammar translation method is in the
use of government sector at primary level (5th grade) in Rawalpindi. They dont
use the direct method in English class. While the combination of these both
methods are used in the private sector for teaching the English language at
primary level.
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Figure 2
This figure clearly shows that 100% encouragement is given by private sector to
the learners to check not only the meanings of the word even the sound pattern
too by the dictionary. On other hand, government sector do not take much
interest in it.
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Figure 3
This figure deals with teaching of vocabulary with the help of A.V aids at
primary level. Data represents that in private sector 80%
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Figure 4
The result of this question shows that the teachers of private sector were sure that
their method of teaching is very interesting and understandable. So, their learners
get the vocabulary understanding most of the time very quickly during the
lecture. But as compared to private sector government sector only 50% sure
about the rest of the figure they believe they could not get the meaning of the
vocabulary.
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Figure 5
The result of this question shows that both sectors are agreed that their learners
can understand the vocabulary item even in isolation due to their method of
Figure 6
Research proves that 60% of private and government sector respectively respond
classroom.
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Figure 7
It is observed in this figure of result that private sector mostly practice the
Figure 8
The result of this question shows that private sector teach the English vocabulary
items using almost all angels of the learning with different ratio. Rather
government practices it only during the lesson. So, their learners couldnt get the
Figure 9
100% appreciation is given to the learners of private sector which push them to
solve the riddles regarding vocabulary during the lesson. While teachers of
government sector only sometimes appreciate them for questioning during the
class.
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Figure 10
Figure 11
the homework of learners, government sector agreed 66%. While private sector
Figure 12
sector totally disagree to learn the vocabulary with the element of punishment
even they know that practice can improve them but the word punishment itself
create the lower feeling in the learners while it is 83% widely practiced in the
government sector.
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Figure 13
This figure shows that government sector believes that sufficient time is given to
the teachers to teach the vocabulary, they 66% neglect the time issue regarding
teaching of vocabulary in the classroom. While private sector agreed 50% and
Figure 14
Research observed that private sector shows its English teaching 66% with the
help of realia, flash cards, movies, charts. While the result of government sector
shows that they sometimes 83% use the above A.V aids to teach the learners.
They do not practice the English vocabulary in their classrooms with such
ornaments.
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Figure 15
The graph clearly shows that private sector 83% agreed that quizzes for
sector only 50% sure that such activities can bring the improvement in the
learners.
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Figure 1
The figure shows that the learner of private sector 100% knows about the
vocabulary and students of government sector 95% had idea about vocabulary.
64
Figure 2
in their English course book and got result which shows that government sector
100% agrees that it is the major and important part of their study. While private
sector 85% admits the vocabulary learning is an important portion in their study.
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Figure 3
Observation of research which is drawn in this figure is that 65% and 45% the
memorization of the vocabulary has been done easily at school by private and
and 35% is noted due to the result of private sector learners for learning the
vocabulary at their homes. Research proves that private sectors learners mostly
Figure 4
Both sectors agreed 85% that vocabulary learning is not boring or time wasting
observation sheet.
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Figure 5
The graph shows that 100% acceptance is figured out from the private sector
while the data about government sector also related with vocabulary learning
through games. Both sectors of learners want such change on weekly bases.
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Figure 6
The values of graph clearly depict a picture in the eyes of readers that private
sector learners only 20% took help from English to Urdu dictionary. While the
Figure 7
The result of this figure shows that school learners of primary 5 th grade 95% get
the meanings of vocabulary through dictionary while the result of private sector
is that they 85% get the vocabulary understanding by consulting their teachers in
Figure 8
Result proves that because private sectors mostly use monolingual method of
60% in their use while government sectors student replied that 80% they have to
Figure 9
The result of this graph is the witness of 80% problems that are faced by the
government students during the lecture. While 95% of private sectors students
Figure 10
The result of this question shows that the students of private sector mostly
emphasized on, before the lesson and side by side vocabulary teaching
should be included in the daily lesson plan of the English teacher. While the
Figure 11
Research asked another question through questionnaire that learners can learn the
vocabulary by their own or not. Private sectors learners replied 55% sometimes
and 45% about not they cannot learn without teacher while 60% yes approved
was adopted by government sector. They believe that they can learn vocabulary
by their own.
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Figure 12
This figure shows that private sectors learners confidently admit with 95% that
vocabulary learning is not a headache for them even they learn it easily while
Figure 13
SUGGESTIONS/RECOMMENDATIONS
This chapter is designed to conclude the whole thesis. Research collected a lot of
the light of their results findings and recommendations are given in this chapter
5.1 CONCLUSION
wantsto get command over language he/she must know the appropriate
knowledge about the vocabulary words, correct use of the language. There are
Productive id about these words which one produce by the use writing skills and
productive efforts to manipulate the words in new form writing and speaking,
whereas the receptive vocabulary deals with listening and reading. One can get
language learning. Mostly second language learners could not get approach on
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the productive skills. They can shine it by utilizing their time on the reading and
observed that primary level learners at private sector are comparatively good in
develop the vocabulary level in the primary level students. Researcher has used a
planned way to find out the problems that depends on questionnaire and personal
observation. These tools were used to collect the data and analysis of data was
collected in the form of percentage that was presented in the shape of graphs
Percentage method has helped the data for description of clear picture of reality
5.2 FINDINGS
It was the aim of the researcher to find out the problems and to collect the data
related to the topic of the research. Concerned data further polished with some
They dont use the direct method, due to this reason their students could
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not get command on English with in short time, while private sector
teach with both methods and their learners are competent in English
private sector. So, their learners learn the vocabulary with the help of
modern and novel concepts and became sharp in their studies while
Researcher has observed that they feel dull during the English class.
and fear in questioning in their nature during the lecture for asking any
question to the teachers. Researcher has noticed in the class that some
learners asked the questions even the students could not get complete
meaning of the word, learner further do not argue for the complete
and till the students get sufficient answer both efforts for completion of
it.
d. The result of data also shows that there is not any arrangement separately
that teacher are unable to teach the lengthy syllabus with in very short
time period.
e. Research proves that element of punishment is widely given to the
government students for not memorizing the lesson even a whole day,
may be punishment depends on the three or four period, but the basic
concept of the students were corrected y the teachers, while the element
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observation was opposite I private sector that they write the meanings of
the half of the lesson has been completed, teacher repeats all previous
the learners could not get the appropriate understanding of the words
vocabulary side by side or sentence wise learning they complete the one
sentence and talk about the difference words and this whole concept
related to the story. So, it clarifies the complete ups and downs in the
mind of learner.
h. It was the wish of the government learners that they should be taught the
want to learn but facilities are not provided to them. While private
learners are facilitated with such ornaments of luxury for learning the
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only from the brilliant students in the class while other weak students
remain weak they are not being motivated by any force, they become
silent in the class due to this reason they lose their interest in the class.
j. It has been observed that private students get meanings of difficult
words mostly by consulting their homes they consult with in other hand.
the English vocabulary. Students face difficulties while using these words in
sentences, they translate them in Urdu and want to make its English which is
building.
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appreciation for teachers should be arranged for not only vocabulary building
Problem 3: weak students are not the priority of the teacher during the
lecture.
Solution: Teachers should give special attention during the lecture to the
weak students. They must sit on front seats with brilliant students. There
written work whether learners noted every point related the lesson on their
learning. Firstly, they can start by weekly programs for vocabulary building
in their learners.
which arises that there is not nay vocabulary building portion in the regular
time table even not in the course books of the students. It should be included
charts, board, cards, flash cards etc regularly for better teaching and
learning the English. Institutes should facilitate the teachers with such
authorities programs.
Weak students be promoted and appreciated by the teachers.
New vocabulary items need practice and repetition I the class.
Vocabulary should never be taught to the students hurriedly.
Difficult words of vocabulary should be presented in the class in action
him/her.
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Work Cited
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Works Cited
Allen, Virginia French. Techniques in teaching vocabulary. Ed.
Russel N champbell and William E. Rutherford. n.d.