presents the percentages of listening, reading, speaking and writing techniques which stated by the teachers. Strategies of Teaching Short Stories to Improve Vocabulary Figure 5. Attitudes towards Improving Vocabulary in Short Stories Teachers’ Students’ As table 16 demonstrates the attitude toward improving vocabulary teachers’ students’ reported a variety of opinions based on their experience. The statements were designed to figure out the attitude in improving vocabulary, while they are studying short stories. students’ Among the ten statements reported by twenty teachers, four difficulties were claimed most frequently: synonyms, multiword senses, paraphrasing texts and culture differences in vocabulary usage. Additionally, acquiring vocabulary through writing short stories, and listening to short stories were identified as the next most common difficulties. Students’ interests in the title of the short stories were considered conductive to acquiring vocabulary.
presents the percentages of listening, reading, speaking and writing techniques which stated by the teachers. Figure 5. Strategies of Teaching Short Stories to Improve Vocabulary Teachers’ Attitudes towards Improving Students’ Vocabulary in Short Stories As table 16 demonstrates the teachers’ attitude toward students’ improving vocabulary reported a variety of opinions based on their experience. The statements were designed to figure out the students’ attitude in improving vocabulary, while they are studying short stories. Among the ten statements reported by twenty teachers, four difficulties were claimed most frequently: synonyms, multiword senses, paraphrasing texts and culture differences in vocabulary usage. Additionally, acquiring vocabulary through writing short stories, and listening to short stories were identified as the next most common difficulties. Students’ interests in the title of the short stories were considered conductive to acquiring vocabulary.