Exploring Teachers’ Views On The Efficacy Of Teaching Proficiency Through Reading And Storytelling In The Vocabulary Acquisition Within Selected Middle Schools In Azazga

Résumé: The current study seeks to investigate teachers’ views on the efficacy of Teaching Proficiency through Reading and Storytelling in vocabulary acquisition in three (3) different middle schools in Azazga (Tizi-Ouzou, Algeria) namely: Boukersi Houcine, Ahmed Zaidat and Aiche Fatma. Firstly, this dissertation aims to identify the attitudes of EFL teachers towards the use of the TPRS method to teach vocabulary to young learners. Secondly, it explores how TPRS can improve the vocabulary achievement of young learners. Thirdly, it examines whether the use of TPRS in classrooms increases the interaction between the teachers and their learners. In order to achieve the stated objectives, we have relied on Krashen’s (1980) Input Hypothesis as a theory applied to our research work. In this dissertation, a qualitative research design has been adopted for data collection and data analysis. Two research instruments were used to collect data: classroom observation and a semi-structured interview administered to six (6) EFL teachers in the designated middle schools. Qualitative Content Analysis has been used to analyze and interpret the qualitative data obtained from these two research tools. The findings of this study have revealed that the EFL teachers have a positive attitude towards the use of TPRS to teach new lexis to their pupils and it affirmed its effectiveness in developing the vocabulary acquisition of the young learners by exposing them to language use in a contextualized manner. It has also concluded that the techniques of the TPRS method enhances the interaction between the learners and their teachers in the classroom

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