Strategies of teaching and learning English vocabulary used in writing composition by standard seven learners in public primary school in Thika sub county, Kenya

Abstract

The knowledge of vocabulary is the single most important component of any language course. The purpose of this research study is to investigate and document the strategies of teaching vocabulary, examine the extent to which learners use vocabulary in their composition writing. Also find out how teachers point out the learners vocabulary mistakes and how the learners respond to it. The research study will employ a descriptive research method and design, with a target population of twenty two public primary schools, pupils and English language teachers. Stratified and purposive sampling technique will be used. The sample size will be 10% of the target population of 2000 standard seven pupils and fifty teachers in public primary schools in Thika sub-county. The research instruments will be the teachers' questionnaires and checklist, an interview schedule and written composition for the learners. The data will be analyzed using the Statistical Package for Social Sciences (SPSS) where descriptive statistics will be generated qualitively and quantitatively. The researcher will eventually make recommendations which hopefully will guide curriculum developers, designers and implementers as well as future research studies.