A COMPARATIVE STUDY OF VOCABULARY TEACHING METHODS FOR MONGOLIAN STUDENTS

Uuriintuya Enkhtaivan¹, Byambasuren Batsaikhan², Timothy Naivaluwaga^3*

* Corresponding Author: Timothy Naivaluwaga

¹Institute of Foreign Languages, UFE, Mongolia
²Institute of Foreign Languages, UFE, Mongolia
^3*Institute of Foreign Languages, UFE, Mongolia

Digital Object Identifier: 

https://doi.org/10.53468/mifyr.2023.03.01.23

Abstract- Since Mongolia transitioned to a capitalist economy market 30 years ago, the education sector has been in constant transition, trying to move away from the central-planning curriculums used during the period of subsidies under the Soviet Union to more effective, student-centered teaching methodologies. While the private education sector has made great strides in this regard, and progressed towards meeting international standards in teaching English, the same cannot be said for public or state owned educational institutions. In 2011, the Government of Mongolia adopted the Cambridge International teaching methods and assessment standards with the aim of training a globally competitive, skilled labor force [1]. The situation in public high schools was then thrust under the spotlight when Government mandated that in order to enter universities, graduating students had to possess B1 Levels on the Common European Framework of Reference (CEFR) in English vocabulary and language skills. This research was conducted to explore the various vocabulary teaching methods used by teachers and identify the most effective or preferable strategies to assist students attain and maintain the appropriate skill levels in English to succeed in tertiary education. Teachers and students of various levels were surveyed to explore the different forms of vocabulary pedagogy used in classrooms to prepare students for, as well as get them through tertiary education in Mongolia.

Keywords- Pedagogy, Vocabulary Teaching Methodology, CEFR Level, Imagination, Constructivist Theory

Article History: Received 01 December 2022, Received in revised form 21 December 2022, Accepted 21 December 2023