The efficiency of secondary school teachers in contextualizing English vocabulary and structures

Abstract EN

This study is an attempt to measure the efficiency of secondary school teachers (SSTs) in teaching vocabulary items and structures in context.

Contextualization concerns mainly with vocabulary and structures, i.e., how to teach vocabulary in context to clarify the meaning by using context clues to make the students able to use a certain word in many different situations.

Also, teaching structures in context is very beneficial and active way to clarify the actual use of a certain structure by putting it in a meaningful situation to establish a base for the learners to use tenses correctly.

9- Finding out whether there are any significant differences in SSTs' efficiency in contextualizing structures, in terms of their teaching experience.

These aims are supposed to be achieved through testing the following hypotheses: 1- SSTs are within the average level in their efficiency in contextualizing vocabulary items.

2- SSTs are within the average level in their efficiency in contextualizing structures.

3- There are no significant differences between SSTs' efficiency in contextualizing vocabulary items, on one hand and their efficiency in contextualizing structures, on the other hand.

4- There are no significant differences between the efficiency of male teachers and that of female teachers in contextualizing vocabulary.

5- There are no significant differences between the efficiency of male teachers and that of female teachers in contextualizing structures.

6- There are no significant differences between the efficiency of SSTs in contextualizing vocabulary items, in terms of their teaching experience, i.e.

between teachers who have (5-10, 11-15) years and those who have ( 16-20, 21-25) years in teaching EFL.

7- There are no significant differences between the efficiency of SSTs in contextualizing structures, in terms of their teaching experience, i.e.

between teachers who have (5-10, 11-15) years and those who have (16-20, 21-25) years in teaching EFL.

Results show that SSTs face real difficulties in contextualizing vocabulary items and structures.

Results also show that SSTs are more efficient in contextualizing vocabulary items than in contextualizing structures.

Based on the results, all the hypotheses have been rejected except the fourth and fifth ones.

This study aims at: 1- Identifying the various techniques needed to contextualize English vocabulary items.

2- Identifying the various techniques needed to contextualize English grammatical structures.

3- Finding out the efficiency of SSTs in contextualizing vocabulary items.

4- Finding out the efficiency of SSTs in contextualizing structures.

5- Finding out whether there are any significant differences in SSTs' performance between the two areas of contextualization, i.e.

vocabulary items and structures.

6- Finding out whether there are any significant differences between the performance of male teachers and that of female teachers in contextualizing vocabulary items.

7- Finding out whether there are any significant differences between the performance of male teachers and that of female teachers in contextualizing structures.

8- Finding out whether there are any significant differences in SSTs' efficiency in contextualizing vocabulary items, in terms of their teaching experience