The core of any language is the vocabulary part, it is the foundation of any existing language .Vocabulary is one of the most important aspect in teaching a second language and also it is as much essential as teaching listening, reading and writing. As it known that many students face difficulties learning new words in the second language and this could be a real obstacle that prevents students to dig deep in the English language and acquire the language (Gehris et al.,2014). Hands- on learners face a lot of difficulties in memorizing lists. In the field of education it is a common knowledge that the problem of reading is an important obstacle towards education. It has been often stated that it is because of the inferior method of teaching that many of the learners are unable to learn new words as they see them or unable to comprehend them if they recognize them or they cannot express the words fluently when they give any oral presentation or reports. The sources of the information of the words available in the student dictionaries can be difficult to use for the students. The word can have complex meanings that can be difficult to understand for the students (Saigh & Schmitt, 2012).
This study is important because further research would increase the reliability of the hand-on activity in increasing the vocabulary in students. It will be able to prove that tactile learners can have the opportunity to learn through the different hands on activities.
Statement of Research Problem
In my teaching journey I have noticed that most of the students face a notable problem in remembering the new words during their learning in the classroom or at home. This indicates that something is wrong or is not working well during teaching the vocabulary part, maybe it is due to the technique that is not suitable for a particular learner or the learning is suffering from any cognitive deficit, although in that case special learning needs of the child has to be addressed (Mokhtar et al., 2012). It is just a conjecture whether the present methods of teaching are suitable or not, but there are ample evidences to show that as the students advances through school his difficulties becomes greater (Gehris et al.,2014). The level of teaching reading is mainly considered to be the elementary school. Hence very few students get a direct and concerted curriculum reading after this level. Other factors include the excessive size of the task. Furthermore the vocabulary of the written English differs greatly from conversational English. Hence, the learner can have limited exposure to literate exposure to literate English (Graves, 2016). Hands on activities on the other side encourage the students to be creative and think out of the box. It helps the students mind to grow and learn based on the experience and the exposed environment.
The purpose of this study is to examine and better understand the effects of implementing hands on activity on teaching vocabulary for second grade ESL learners.
Research questions: -
Does hands on activity impacts on student’s achievement? Is there any relationship between student’s performance and hands on activity? I which way hands on activity affect the student’s achievement on vocabulary skills?
Gehris, J. S., Gooze, R. A., & Whitaker, R. C. (2015). Teachers' perceptions about children's movement and learning in early childhood education programmes. Child: care, health and development, 41(1), 122-131.
Graves, M. F. (2016). The vocabulary book: Learning and instruction. Teachers College Press.
Mokhtar, A. A., Rawian, R. M., Yahaya, M. F., Abdullah, A., & Mohamed, A. R. (2017). Vocabulary learning strategies of adult ESL learners. The English Teacher, 12.
Saigh, K., & Schmitt, N. (2012). Difficulties with vocabulary word form: The case of Arabic ESL learners. System, 40(1), 24-36.