Nghiên cứu về việc sử dụng bài hát nhằm hỗ trợ học sinh tiểu học ghi nhớ từ vựng

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ********************* ĐINH THỊ THÙY DUNG A STUDY OF USING SONGS TO SUPPORT ENGLISH VOCABULARY ACQUISITION FOR PRIMARY STUDENTS (Nghiên cứu việc sử dụng hát nhằm hỗ trợ học sinh tiểu học ghi nhớ từ vựng) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 HANOI - 2021 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ********************* ĐINH THỊ THÙY DUNG A STUDY OF USING SONGS TO SUPPORT ENGLISH VOCABULARY ACQUISITION FOR PRIMARY STUDENTS (Nghiên cứu việc sử dụng hát nhằm hỗ trợ học sinh tiểu học ghi nhớ từ vựng) Field : English Teaching Methodology Code : 8140231.01 Supervisor : Prof Dr Hoàng Văn Vân HANOI – 2021 DECLARATION I declare that this thesis has been generated by me as the result of my own original research I have provided fully documented references to others‟ work The material in this thesis has not been submitted to any other university or institution wholly or partially Hanoi, May 2021 Đinh Thị Thùy Dung i ACKNOWLEDGEMENTS I would like to express my profound gratitude towards my supervisor Prof Dr Hoàng Văn Vân who gave me a lot of valuable guidance, encouragements, criticisms and correction throughout my thesis writing He consistently allowed this paper to be my own work, but steered me in the right direction whenever he thought I needed it I would like to take this opportunity to express my gratitude to all lecturers in Faculty of Post-graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their interesting lectures which have inspired me to conduct this thesis I would also like to thank fifty-four 2nd grade students at Trần Đăng Ninh Primary School Without their passionate participation and input, the validation survey could not have been successfully conducted My sincere thanks go to my family, my colleagues and my friends for their encouragement and support that help me to complete my work ii ABSTRACT This study is conducted with the purpose of investigating the effectiveness of using songs as a mean to improve young learners‟ English vocabulary acquisition A group of 2nd graders participated in the study The instruments employed for data collection and analysis of the study included pre-test, post-test, a questionnaire and teacher‟s observation The results showed that songs have a positive influence on vocabulary retention of young learners Songs contributed to the increasing of students‟ achievement, interest and motivation The results also revealed that students have positive attitudes towards the use of songs in their classes Based on the findings, the study indicated that songs were effective tools that help children learn vocabulary better in an enjoyable and relaxed environment iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES viii LIST OF FIGURES vii CHAPTER 1: INTRODUCTION viii 1.1 Rationale of the study 1.2 Aim of the study 1.3 Scope of the study 1.4 Significance of the study 1.5 Methodology of the study 1.6 Structure of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Vocabulary in language teaching and learning 2.1.1 Definition of vocabulary 2.1.2 The role of vocabulary in language teaching and learning .7 2.2 Characteristics of young learners 2.3 Teaching vocabulary to young learners .9 2.4 Young learners‟ development through the use of songs in English lessons 11 2.4.1 Cognitive development 11 2.4.2 Physical development 11 2.4.3 Emotional development 12 2.4.4 Social development 12 2.5 Teaching vocabulary to primary children through songs 12 iv 2.6 Some difficulties of teaching a foreign language using songs 15 2.7 Procedure to using a song to present vocabulary .15 2.8 The activities in teaching vocabulary using songs .16 2.8.1 Gap-filling .16 2.8.2 Jumbled lines 17 2.8.3 Rewrite the lyrics 17 2.8.4 Draw the song 18 2.8.5 Spot the mistakes 18 2.9 Review of previous studies on the effectiveness of using songs for enhancement of learners‟ vocabulary retention 18 CHAPTER 3: METHODOLOGY 21 3.1 The current situation of teaching and learning English at the school 21 3.2 The participants 22 3.3 Design of the study 23 3.3.1 Action research 23 3.3.2 Procedures of the study 24 3.4 Data collection instruments 27 3.4.1 Pre- and post-test .28 3.4.2 Classroom observation 30 3.4.3 Questionnaire 33 3.5 Data analysis method 33 3.6 Summary 34 CHAPTER 4: FINDINGS AND DISCUSSION 35 4.1 Analysis of the tests 35 4.2 Analysis of class observation .38 v 4.3 Analysis of the survey questionnaire 39 4.4 Discussion 42 CHAPTER 5: CONCLUSION 44 5.1 Summary of the findings and discussion 44 5.2 Pedagogical implications 44 5.3 Recommendations of the study 45 5.3.1 The teachers 45 5.3.2 Textbook writers .45 5.4 Limitations of the study .46 REFERENCES 47 APPENDIXES I Appendix – Pre-test I Appendix – Post-test III Appendix – Questionnaire V Appendix – Observation sheet VI Appendix – Sample Lesson plan VII vi LIST OF FIGURES Figure 3.1: Action Research Model 22 Figure 3.2: The Revised Bloom's Taxonomy 26 Figure 4.1: The mean score of average mark of class 2A6 .36 Figure 4.2: The mean score of average mark of class 2A7 .38 Figure 4.3: Students‟ attitude towards learning English through songs 41 Figure 4.4: the student‟s preference activities during lessons using songs .42 vii LIST OF TABLES Table 4.1: The results of pre-test and post-test of class 2A6 35 Table 4.2: The results of pre-test and post-test class 2A7 37 Table 4.3: Students‟ responses to the questionnaire 40 viii 12 Halliwell, S (1992) Teaching English in The Primary classroom London: Longman Group UK 13 Hoang Van Van (2017) The 2016 National matriculation and General Certificate of Secondary Education English Test: A Challenge to the Goal of Foreign Languages Education in Vietnamese School VNU Journal of Education Research, 33(4), 1-16 14 Holden, C (1999) Music as Brain Builder Science 283(5410), 2007 15 Hurtado, C J (2002) Lexical Hierarchies as a Strategy of Teaching Vocabulary In W Gewehr (Ed.), Aspects of Modern Language Teaching in Europe (pp 176–189) New York, NY: Routledge 16 Johnson, A P (2012) A Short Guide to Action Research (4th ed.) New Jersey: Pearson Education 17 Koelsch S (2010) Towards a neural basis of music-evoked emotions Trends Cogn Sci 14, 131–137 10.1016 18 Laufer, B and Nation, P (1995) Vocabulary size and use lexical richness in L2 written production Applied Linguistics 16 307-2 19 Lewin, K (1946) Action research and minority problems Journal of Social Issues, 2, 4, 34–46 https://doi.org/10.1111/j.1540-4560.1946.tb02295.x 20 Lightbrown, P.M & Spada, N (2001) Factors Affecting Second Language Learning Oxon, UK: Routledge p.p 28-43 21 McCarthy, M (1994) English Vocabulary in Use Cambridge: Cambridge University Press 22 McCarthy, M (1996) Vocabulary Oxford, Oxford University Press 23 McKay, P (2006) Assessing Young Language Learners Cambridge: Cambridge University Press 48 24 McNiff, J (1992) Action Research: Principles and Practice London: Routledgefalmer 25 Morton, L L., Kershner, J R., & Siegel, L S (1990) The potential for therapeutic applications of music on problems related to memory and attention Journal of Music Therapy, 27, 195-208 26 Mustafa, B (2003) EFL for Young Learners Writing Team of CREST, Bandung 27 Murphey, T (1990) Song and Music in Language Learning New York: Peter Lang 28 Nathan, N (2013) Structuring Vocabulary for Tenderfoots Retrieved August 12, 2015 from: http://www.ijsrp.org/researchpaper-0313/ijrsp-p1536.pdf 29 Nation, P (2001) Learning Vocabulary In Another Language Cambridge: Cambridge University Press 30 Nihada Delibegović Džanić, Alisa Pejić, (2016) The Effect of Using Songs on Young Learners and their Motivation for Learning English Accessed January 2019 https://www.researchgate.net/publication/312054146_The_Effect_of_Using_So ngs_O n_Young_Learners_and_Their_Motivation_for_Learning_English 31 Nunan, D (1991) Language Teaching Methodology A Textbook for Teachers London: Prentice Hall 32 Orlova, N (1997) Developing Speech Habits with the Help of Songs English Teaching Forum, 35(3) 33 Penny, U (1996) A Course in Language Teaching: Practice and Theory Cambridge: Cambridge University Press 34 Pinter, A (2006) Teaching Young Language Learners Oxford: Oxford University Press 49 35 Scott, Y (1990) Teaching English to Children Pearson Education, Harlow 36 Suyanto, K.E (2007) English for Young Learners Jakarta: PT BumiAksara 37 Thornbury, Scott (2002) How to teach vocabulary Harlow: Longman 38 Valsa Koshy, (2005) Action Research for Improving Practice: A practical Guide London: Paul Chapman Publishing 39 Vũ Thị Xuân (2014) An Action Research on Using Music and Animated Cartoon to Teach English to Primary Students at Dong Hoa School M.A thesis Vietnam: Vietnam National University, Hanoi 40 Wei, M (2007) An Examination of Vocabulary Learning of College-level Learners of English in China The Asian EFL Journal, 9, 93-114 41 Weinberger, N M (1998) The Music in Our Minds Educational Leadership, 56(3), 36-40 42 Wikin, D.A (1972) Linguistics in Language Teaching London: Edward Arnold 43 Yoon, J N (2000) Music in the Classroom: Its Influence on Children's Brain Development, Academic performance, and Practical Life Skills Masters Abstracts international, 42, 1-42 50 SCORE APPENDIXES / 10 Appendix – Pre-test Student’s name:……………………… Class:……… I/ Find and circle the word (2.5 pts) There is one example donkey ants caterpillars ladybug goat chickens mtantsp dfgoathn fgcaterpillarsnp jbnladybugct ptdonkeyhn ebchickenstf I/ Complete the words (2.5 pts) There is one example 1) onions 4) c rr ts 2) pepp rs 3) b na as 5) pot to s 6) to a oes I II/ Write the words (5 pts) There is one example I have a mouse I have a I have a I have a I have a I have an THE END! II SCORE _/10 Appendix – Post-test Student’s name:……………………… Class:…… I/ Look, read and write the number (2.5 pts) II/ Look, write then number There is one example (2.5 pts) p i n e a p p l e b n n p r a l e o r a g w t r m e l n III III/ Rearrange the letter to make a complete word (5 pts) THE END! IV Appendix – Questionnaire QUESTIONNAIRE FOR STUDENTS Question 1: What you think about the lessons using songs? Choose ONE option that best describe your choice a Very interesting  b Quite interesting  c Neutral  d Boring  Question 2: Do you think the lessons using songs have made English easier for you to learn? Choose ONE option that best describe your choice a Yes  b No  c I don‟t know  Question 3: What activities you like after learning the lessons using songs? Put a tick (√) in any options that suits you a gap - filling  b jumbled lines  c rewrite the lyrics  d draw the song  e spot the mistakes  - The end - Thank you very much for your collaboration! V Appendix – Observation sheet Unit:……………………… Lesson:…………… Students’ attitude after each lesson Topic (body parts) Stages and activities Students’ attitude Pre-stage While-stage Post-stage Outcome Name of the Pronounce the Spell the word Use the word in a students word correctly correctly certain context Student Student Comments and suggestion for improvements …………………………………………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… VI Appendix – Sample Lesson plan LESSON PLAN – NEXT MOVE Teacher: Đinh Thị Thùy Dung Class: 2A6 Date: January 12th 2020 Time allowed: 60 mins Unit – Lesson 1: Vocabulary  Aims: By the end of the lesson, students will be able to remember the pronunciation and the meaning of new vocabulary about fruits  Language focus: pineapple, banana, watermelon, pear, apple, orange  Material Teacher: Lesson plan, projector, slides, flashcards and handouts Students: Student‟s book, pens, pencils  Procedure VII STAGES AIMS ACTIVITIES WORK ARRANGEMENT I WARM-UP AND PRESTAGE To let students have a good - mood for being Teacher divides class into teams and show them a hidden picture (a GIF picture of teacher dancing at a supermarket) ready to learn and lead students in (5-7‟) Set the scene: the lesson - Students answer questions about fruits to uncover the picture - When the picture appears, teacher asks students some eliciting questions: +What can you see in the picture? + Who is it? What is it? + Is Ms.Dung happy? + Can you guess where am I going? What am I doing? ( teacher is singing at the supermarket)  Teacher leads in new lessons: “As you can see, Ms Dung is at the supermarket to buy a lot of fruits Look! I am very happy VIII Team work and I‟m singing fruit song” II WHILESTAGE To help stud remember the Elicit vocabulary - pronunciation Teacher asks students to look at the picture and guess what kinds of Individual fruits does teacher want to buy? and the meaning (25- 35‟) of new - vocabulary Teacher models new words * Gap-filling activity - Teacher divides class into groups and gives each group a song lyrics that have certain words omitted team work - Teacher gives each group a set of different pictures about fruits IX - Teacher asks students to guess what word is missing and stick the fruit picture into the blanks Introduce fruit songs (Due to the monotonous melody of the songs in the textbook, teacher replaces it with the song from external resources) - Teacher plays the song for students to listen for the first time Students listen to check prediction - Teacher plays the song for the 2nd time: Students listen and stick correct picture into the gaps - pair work rd Teacher plays the song for the time and ask students to work in pair to check the answer X Practice new words through singing the songs - Teacher reads the lyrics sentence by sentence for students to The whole class remember the pronunciation of the words - Teacher checks student‟s pronunciation randomly - Teacher asks students to practice reading the sing in group The best group gets 10 stars XI Group work III To check POST STAGE students’ work Activity: Draw the song - and summarize Teacher asks students to picture the song in mind and draw different Individual kind of fruits that presented in the song the main (10’) information of the lesson IV SUM UP & HOMEWORK - Teacher invites some volunteers to come in front and talk about their drawing To sum up the Sum up: What have you learnt today? lesson Homework: Share with your family about your picture of different kind of fruits (3’) XII Individual ... SUPPORT ENGLISH VOCABULARY ACQUISITION FOR PRIMARY STUDENTS (Nghiên cứu việc sử dụng hát nhằm hỗ trợ học sinh tiểu học ghi nhớ từ vựng) Field : English Teaching Methodology Code : 8140231.01