Challenges in TeachingEnglish Vocabulary to Third-Year Primary School Pupils A Case Study of Arroudj Mohamed Primary School in Dirah-Bouira

Abstract

Teaching vocabulary is a crucial component of language learning, especially for young learners. Vocabulary knowledge significantly contributes to both comprehension and expression in the target language. However, many third-year primary school pupils struggle to build a rich vocabulary, which limits their ability to communicate and understand effectively. This dissertation investigates the challenges faced in teaching English vocabulary to third year pupils at Arrouj Mohamed Primary School located in Dirah, Bouira. It also explores how vocabulary instruction can be improved to enhance learning outcomes. The study involved 32 third-year pupils and 8 different primary school English teachers annexed to Dirah. Data were collected through two tools: structured questionnaires and classroom observations. Quantitative data were analysed using descriptive statistics, while classroom data were analysed thematically. The study underscores the importance of selecting engaging and levelappropriate materials such as picture books, songs, games, and multimedia resources that actively involve pupils in the learning process. The Findings suggest that the effective use of these resources can boost pupils’ motivation and vocabulary retention. A key challenge for teachers is to create a classroom environment where vocabulary learning is meaningful, enjoyable, and responsive to learners’ developmental and linguistic needs. The research highlights the vital role of teaching strategies in overcoming classroom constraints and emphasises the need for continuous exposure to vocabulary in varied and authentic contexts. The presented insights support the implementation of a more learner-centred and engaging approach to vocabulary teaching. By identifying instructional obstacles and proposing practical strategies, this study aims to help teachers foster stronger vocabulary development among third-year primary pupils, thus laying a solid foundation for their future success in English language learning