TEACHING ENGLISH IN THE FOURTH GRADE STUDENTS

Abstract

This study aims to identify the most effective strategies for facilitating English vocabulary acquisition among fourth-grade students. By examining the nuances of their learning process, the research seeks to understand the specific obstacles these students face. Additionally, the study explores the crucial role teachers play in shaping learning outcomes through their guidance and instructional methods, impacting vocabulary retention and comprehension. Employing a multifaceted approach, the research utilizes classroom observations, interviews with teachers and students, and questionnaires to gather quantitative data on the perceived efficacy of different instructional techniques. The findings indicate that engaging teaching methods, such as interactive activities and practical applications in everyday contexts, are highly effective in facilitating vocabulary acquisition. However, students encounter challenges such as contextual comprehension difficulties and unfamiliarity with the language, necessitating targeted support and reinforcement. Teachers significantly influence vocabulary learning through innovative teaching strategies, positive classroom environments, and interactive learning approaches. Observation, questioning, and dialogue with students are essential tools for assessing learning progress. While fourth-graders generally enjoy singing ABC songs as a fun and interactive learning method, further empirical research is needed to evaluate its effectiveness. Overall, the study underscores the importance of employing diverse and student-centered approaches to enhance English vocabulary instruction for fourth-grade students.