Teaching Content Vocabulary to Students of Diploma in Agriculture through Activity-Based Learning

Abstract

The significance of teaching content vocabulary and its profound implications on students’ comprehensive understanding and improved academic performance, particularly among ESL learners, is widely acknowledged. This quantitative research was conducted at an Institute of Diploma in Agriculture to impart subject-related vocabulary to students through a pedagogical approach rooted in activity-based learning. To this purpose, a list of vocabulary from their syllabus was compiled with the assistance of the professors, and the same was then taught to the students using various techniques. Of notable significance was the incorporation of phonetic instruction, a pivotal component that ensured improved pronunciation, and eventually noticeable improvement in spelling proficiencies. Pre- and post-assessments showcased significant improvements in the experimental group. Proper and systematic teaching of content vocabulary will aid the students in comprehending the courses and enhancing their academic performance. In the background of diverse linguistic contexts and educational challenges and requirements, this short study emphasizes the importance of content vocabulary instruction, which in in the long run, would ensure better academic performance and language acquisition.