Includes CD

Includes appendix (71-80 p.)

Includes bibliography (63-70 p.)

'ABSTRACT Irrespective of the social, cultural, and pragmatic competences that learning a foreign language requires, the development of learners' communicative and linguistic competences is quite demanding. Foreign language learners development of the last two types of competences akes textbook designers look for the effective means to implicate certain activities in the textbook in their attempt to develop learners' linguistic skills, namely listening, speaking, reading and writing. Such a procedure is adopted by textbook designers to develop such skills through the tackling of the activities subsumed in the textbook, and on teachers of foreign language. Also in terms of the techniques, styles and strategies they will adopt to bring about a set of objectives, i.e. learners effective learning of the new language. The present research aims at investigating the techniques and strategies used by teachers of English at 11th grade (preparatory level), in particular, in the Duhok Governorate, Iraq, in their teaching of book 11 of Sunrise series. It further aims at highlighting the differences between the teachers in question in the use of such techniques according to the years they have spent in service, i.e., teaching English, and place of graduation. To bring about these aims, the research hypothesizes the following: 1. There are no differences between teachers of the long period in service, i.e. in teaching English and their counterparts of short periods in terms of the techniques they use in teaching the activities in book 11, Sunrise series. 2. There are no dıfferences between teachers, graduates of the colleges of educatıon and theır counterparts graduates of the Colleges of Arts ın terms of the technıques they use ın teachıng the Actıvıtıes ın Book 11, Sunrıse Serıes. To verıfy the precedıng hypothesıs a questıonnaıre, whose ıtems have been drawn from prevıous studıes and relevant lıterature, has been desıgned. The questıonnaıre has been fırst presented to a panel of jurıes to prove ıts valıdıty. It was then admınısterd ın a pılot study to prove ıts relıabılıty and later ın a maın study to a sample of (50) teachers of Book 11of Sunrıse Serıes at the preparatory level, Duhok Iraq.the results show that (a) Teacher of Englısh Sunrıse Serıes, Book 11 for 11th Grade, preparatory level uses almost all the technıques and strategıes for teachıng vocabulary though to varyıng degrees, (b) There are no dıfferences between teachers of Englısh Sunrıse Serıes, Book 11 for 11th Grade, preparatory level ın terms of years ın servıce, ı.e. a short or a long perıod ın servıce, (c) There are no dıfferences between teachers of Englısh Sunrıse Serıes, Book 11 of 11th Grade, preparatory level as far as theır places of graduatıon, ı.e. Colleges of Arts or Colleges of educatıon, are concrened, and (d) out of the (24) technıques and strategıes for teachıng vocabulary, presented to the sample of teachers, only 2 technıques namely "I draw pıctures" and "ı use cards wıth new words wrıtten on them" are rarely used. These 2 technıques are the only ones whıch requıre some physıcal and manual work on the part of teachers compared to other teacher-centered technıques whıch are done verbally (by syaıng thıngs) or non-verbally (by poıntıng to thıngs or demonstratıng), except the technıque of wrıtıng the meanıng of the words to be learned on the board. '

1 CHAPTER ONE

1 Introduction

2 Statement of the Problem

2 Aims of the Aims of the Research

3 Research Questions

3 The Hypotheses

3 The Scope of the Study

3 The Procedure

4 Significance of the Study

4 Organization of the Thesis

6 CHAPTER TWO

6 LITERATURE REVIEW

6 Preliminary

6 Vocabulary: Definition

6 Types of Vocalbualry

7 Receptive and Productive Vocabulary

7 Active and Passive Vocalbulary

8 Oral and Written Vocalbualary

8 Speaking,Reading and Writting Vocalbulary

8 Content and Function Vocalbulary

9 Vocalbulary Learning and Teaching

9 Introduction

9 The Role of Vocabulary Knowlegde in Foreign Language Learning

12 The Status of Vocabulary in the Methods and Approaches of Teaching Foreign Languages

16 Aspects of Vocalbulary Knowlegde

17 Form: Pronunciation and Spelling

17 Meaning: Denotation

18 Grammer

18 Collocation

18 Connotation

18 Appropriateness

18 Strategies and Techniques of Vocalbulary Teaching

20 Teacher-Centered Strategies

20 Strategy of Presentation and Consolidation

21 Presentation of New Words

22 Review and Consolidation of New Words

22 Deliberate Vocabulary Teaching

23 Using Demostration or Pictures(Optimizing Impact)

23 Developing Fluency with Vocalbualry

24 Constructing Definitions of Words

24 Conducting Languages-Focused Instruction

25 Translating Items into Learner's Native Languages

25 Using Synoyms and Antonyms

25 Using Mnemonics

25 The Keyword Method

26 Pictuers and Visualization(Visual Mnemonics)

26 Grouping

26 Elaborating

27 The Narrative Chain

27 Semantic Mapping

27 Introducing the Word Parts

29 Learner-Centered Strategies

29 Incidental Learning of Vocalbualry

30 Strategy of Learning Vocabulary from Meaning -focused Input

30 Strategy of Learning Vocalbulary from Meaning-Focused Output

30 (Including Both Written and Spoken Form, Both Receptive and Productive)

31 Using Vocalbulary Notebooks

32 Inferences from Context (Guessing from Context)

33 Using Bilingual Dictionaries

34 Review and Spaced Practice

34 Making Associations

34 Analyzing Associations

35 Points to be Considered in Teaching and Learning Vocalbulary

36 Previous Studies and Related Studies

41 Methodology

41 CHAPTER THREE

41 Methodology

41 The Procedure and Data Collection

41 The Population and the Sample of the Research

42 The Research Instrument

42 Validity of the Questionnaire

42 Reliability of the Questionnaire

43 Validity of the Questionnaire

42 Reliability of the Questionniare

42 Statistical Means

43 Weighted mean Formula

44 T-Test

44 Analysis of Book 11, Sunrise Series

44 Aims of Sunrise 11

45 The Material in Sunrise 11

45 Components of Sunrise 11

45 Student's Book

46 Activity Book

47 Teacher's Book

47 The CD

47 Lnaguage Focus in Sunrise 11

47 Role Plays in Sunrise 11

48 The Literary Reader in Sunrise 11

48 Reference Section in Sunrise 11

49 Grammer in Sunrise 11

50 Vocalbulary in Sunrise 11

50 Reading in Sunrise 11

50 Phonetics in Sunrise 11

51 CHAPTER FOUR

51 Data Analysis and Discussion of Results

51 Criterion 1: (The Main Aim of the Study)

54 Criterion 2:(Hypothesis no. 1 and Hypothesis no. 2)

56 Discussion

58 CHAPTER FIVE

58 Conclusion, Recommendation, Pedagogical Implications and Suggestions for Further Research

58 General Conclusions

58 Research Conclusions

59 Recommendations

61 Pedagogical Implications

62 Suggestions for Further Research

63 BIBLIOGRAPHY