Contribution/ Originality: This study contributes in the existing literature of English teaching. The present study is one of very few studies which have investigated synonym teaching strategies in the light of social constructivism

3.2. Group-Work
Social constructivism holds that interaction plays an important role in classroom teaching. The interaction exists not only between the teacher and the students, but also among the students themselves. In classroom teaching the teacher is the organizer and director. In practical teaching, the teacher should divide the students into different groups. Since the students are at different levels, they should be divided according to their scores or abilities and the teacher should pay special attention to those who lag behind. The teacher should try to find or provide every possible chance for students to practice differentiating synonyms. The teacher needs leave the easier ones for those academically underdeveloped students to do.
When doing group-work, students can communicate and cooperate with others and they can also get new knowledge and learning strategies from others. So after some time of practice every student will have their own gains, which in turn creates greater interest and self-confidence in them.
Consultants use this strategy to obtain information for their reports. For e.g. when working on a project, they might convene a series of workshops and consultations with relevant stakeholders where participants will be placed in groups and assigned to work on separate aspects of a project, document or other material with the aim of producing feedback and recommendations which will then be reviewed by the consultant and used in the compilation of his report.
Facilitators at training sessions and workshops frequently use group breakouts as a complement to their power point presentations for they are well aware that there is usually a fair amount of varied knowledge and proficiency to be found among participants. In is a fact that more learning is achieved through group discussion and sharing which follow presentations than through the actual presentation.
Teachers at all levels – primary, secondary, tertiary- employ this method widely for it has been tested and proven. Collaboratively, students can achieve more as well as undertake more difficult tasks than would be expected if they were to work individually. Group activity which is well designed and managed is usually much anticipated and well enjoyed by students. Group break outs can take place in informal settings – from sprawling on the classroom floor to sitting in comfortable spots outdoors. Students like the idea of being in charge of their own learning and look forward to the opportunity to learn in the relaxed atmosphere which group work allows. Students will shy away from group work only when it has not been well organized; for e.g. when it places the burden on the shoulders of one or a few students.

1.