(SKKN 2022) how to improve classroom vocabulary learning activities at dao duy tu secondary school in thanh hoa

THANH HOA OF EDUCATION AND TRAINING DAO DUY TU HIGH SCHOOL EXPERIENCE INITIATIVE HOW TO IMPROVE CLASSROOM VOCABULARY LEARNING ACTIVITIES AT DAO DUY TU SECONDARY SCHOOL IN THANH HOA Implementer: Bui thi Thao Position : Teacher Subject: English THANH HOA, 2022 TABLE OF CONTENTS PART A: INTRODUCTION 1 Rationale Aims of the study Research questions Scope of the study .2 Method of the study Design of the study PART B: DEVELOPMENT .4 Chapter I: Literature review Definition of vocabulary Classroom vocabulary learning activities Chapter II: Research methodology Research questions The context of the study 2.1 The text book 2.2 The teachers of English 2.3 The 10th form students Instruments of data collection 3.1 Survey questionnaire 3.2 Interview 13 Data collection and analysis 13 Chapter III: Data analysis and discussion 14 Data analysis from students’ questionnaires .14 Data analysis from teachers’ questionnaires .15 PART C: CONCLUSION 18 Summary of findings 18 Implications 19 REFERENCE APPENDICES .I Appendix I Appendix II PART A INTRODUCTION Rationale Vocabulary plays an important role in learning a foreign language It is one element that links the four skills of speaking, listening, reading and writing all together In order to communicate well in a foreign language, students should acquire an adequate number of words and should know how to use them accurately Even though students realize the importance of vocabulary when learning a language, most Vietnamese students learn vocabulary passively due to several reasons First, they find the teacher's explanation for the new words’ meaning, pronunciation, spelling or grammatical functions boring In processing learning English in the class, language learners have nothing to in a vocabulary learning section but to listen to their teacher Second, students only think of vocabulary learning as learning the primary meaning of new words Therefore, they ignore all other functions of the words Third, students usually only learn new words in their textbooks or those given by teachers during classroom lessons As the result, the class is often quiet and inactive and the lessons appear to be uninteresting Students just seat in silence, the exercises, and wait for the correct answers from the teachers They seem to get bored of having the same ways of learning every day Therefore, classroom vocabulary learning activities help learners develop and use words in different contexts and make the lessons enjoyable It can not be denied that, classroom vocabulary learning activities are a well come break from the usual routine of the language class They help students to make and sustain the effort of learning; provide practice in the various skills, such as speaking, writing, listening and reading; encourage students to communicate Besides, vocabulary-learning activities bring real world context into the classroom, and stimulate students’ use of English in a flexible, meaningful and communicative way That is the reason why I carry out this research entitled, “How to improve classroom vocabulary learning activities at Dao Duy Tu secondary school in Thanh Hoa” Aims of the study The study was designed to achieve the following goals: To find out the English teachers and students’ perception and attitude towards vocabulary and the current situation of vocabulary learning and teaching To evaluate the effectiveness of the currently used classroom vocabulary learning activities at Dao Duy Tu high school To suggest how to use classroom vocabulary activities to improve vocabulary teaching and learning Research questions In order to achieve the above-stated goals, the study was to seek answers to the following questions: What are the English teachers and students’ perception and attitude towards vocabulary learning/teaching? How effective are the currently used classroom vocabulary learning activities at Dao Duy Tu High School? Scope of the study There are, of course, many ways to motivate the students to learn English effectively However, in this research action , I would focus my research on the effectiveness of classroom vocabulary learning activities at Dao Duy Tu secondary school in Thanh Hoa The reason is that my students are too passive to learn vocabulary They need to participate more actively in learning activities I hope that through some classroom vocabulary activities, I will find the most effective learning activities to improve students’ vocabulary learning My students have chance to use the words productively Methods of the study To gain the aims given in section 2, the study uses quantitative research approach In order to gain the most successful results, data will be collected through questionnaires (one questionnaire for students, and the other for teachers of English at high school) Collected data, then, will be processed and analyzed Besides, the study is also carried out through informal interview with some students and teachers at Dao Duy Tu secondary school Additionally, the writer’s own experience in designing classroom vocabulary learning activities and the analysis of current textbook and vocabulary teaching methods applied to teaching English for the 10 th form students at Dao Duy Tu secondary school in Thanh Hoa will contribute much to the evaluation of the effectiveness of these activities Design of the study The research action is composed of three parts Part A is the introduction, which presents the rationale, aims as well as the scope, method, and the design of the study Part B is the development of the study, divided into three chapters Chapter I is for literature review, which provides the theoretical background of the study The focus of this chapter is the definition, classification, the importance of vocabulary Chapter II includes the description of the participants and the data collection instruments and the methods employed to analyze these data Chapter III presents the detailed analyses of the data collected from the survey questionnaires for the teachers and the students and the discussion of the findings Lastly, part C is the conclusion of the study, recommendations for the teaching and learning activities at Dao Duy Tu secondary school in Thanh Hoa PART B DEVELOPMENT CHAPTER I: LITERATURE REVIEW Definition of vocabulary Vocabulary can be defined, roughly, as the words we teach in the foreign language According to Harmer, if language structures make up the skeleton of a language, then it is its vocabulary that provides the vital organs and the flesh A word is a unit of language that native speakers can identify, “words are the block from which sentences are made” Knowing a word means being able to thing with it: to recognize it in connected speech or in print, to access its meaning, to pronounce it and to be able to these things within a fraction of a second (Stahl and Fairbanks, 1986) From Wikipedia, the free encyclopedia, “vocabulary is a set of words known to a person or other entity, or that are part of the specific language” Meanwhile, Hoang simply defined vocabulary as “words of a specific language” (Hoang, et al., 2006: 262) In a more detailed definition, Lewis (1993: 89) states vocabulary “…may be individual words, or full sentences- institutionalized utterances- that convey fixed social or pragmatic meaning within a given community.” Classroom vocabulary learning activities Students need lots of vocabulary to increase their ability and confidence in communicating in English However, learning vocabulary is never easy for learners Teachers, who motivate the students learning English, need to make learning vocabulary a fun involving and active process In order to learn and retain new words, learners should participate in different task-based activities in their classroom whether it is a guessing task, a describing exercise or conversation making Such activities especially focus on helping learners develop and use words in different contexts by making the lesson enjoyable Vocabulary learning activities also lend themselves well to revision exercises helping learners recall material in a pleasant, entertaining way All authors referred to in this thesis agree that even if vocabulary learning activities resulted only in noise and entertained students, they are still worth paying attention to and implementing in the classroom since they motivate learners, promote communicative competence, and generate fluency In summary, vocabulary-learning activities are useful and effective tools that should be applied in vocabulary classes They make the lessons more interesting, enjoyable and effective CHAPTER II: RESEARCH METHODOLOGY Research questions For the purpose of this study which stated in Part A, my research questions are: What are the English teachers and students’ perception and attitude towards vocabulary learning/teaching? How effective are the currently used classroom vocabulary learning activities at Dao Duy Tu High School? The context of the study 2.1 The textbook The textbook used for the 10th form students is English 10 (published in 2006), which is a theme-based compilation The textbook has 16 units and review lessons Each unit focuses on a specific topic and consists of five main sections namely: reading, speaking, listening, writing and language focus The texts and the tasks were chosen from different sources of materials This, to some extent, stimulated students’ interests As I mentioned in chapter I, vocabulary is a language component that plays an important role in deciding learners’ language proficiency When saying about the importance of language, Pyles and Algeo said “When we first think about language, we first think about words It is words that we arrange together to make sentences, conversation and discourse of all kinds” Because of its’ importance, vocabulary exists in five main sections of English 10 (reading, speaking, listening, writing and language focus) It is arranged with various themes, such as, a days in life (Unit 1), school talks (Unit 2),etc It can not be denied that vocabulary is central of each unit To help students learn vocabulary more effectively, I think that teachers should give more activities, such as: playing vocabulary games, guessing the meanings, using visual aids…etc However, in order to achieve the most from vocabulary classroom activities, it is essential that suitable vocabulary classroom activities are chosen Therefore, I often consider that how to use classroom vocabulary activities to improve students’ vocabularies at my school 2.2 Teachers of English Nine teachers who were teaching at Dao Duy Tu school are invited to join the study (100% are female aged from fourty to over fifty) They have been teaching English for at least nineteen years Most of them have to teach in a large class of over 45 students in each and each teacher has to teach four or five classes of this kind so that they are to be responsible for the learning results of around 180 students All the teachers at Dao Duy Tu school are experienced and enthusiastic in teaching 2.3 The 10th form students Nearly 180 of 10th form students at Dao Duy Tu secondary school in Thanh Hoa are the target subjects of the study They are both male and female students aged from sixteen to seventeen and have learnt English at junior high school for four years Their proficiency in English is more than elementary because many of them did not pay attention to studying English at lower classes They not know the best way to learn English, especially, vocabulary They find it difficult to learn and memorize vocabulary During vocabulary learning activities, it is the teachers who have to talk much and students have a very passive learning habit Data collection instruments This study attempts to investigate the current situation of vocabulary learning and teaching as well as the effectiveness of the vocabulary learning activities which have been used in 10 th form classes at Dao Duy Tu secondary school To achieve the aims mentioned above, two survey questionnaires are conducted to collect data for the study One is for students and one for teachers Teachers and students can evaluate how effective the currently used classroom vocabulary learning activities are Informal interviews with teachers and students also provide useful information for the study 3.1 Survey questionnaires There are varieties of methods that can be employed to collect data such as questionnaire, interview, observation and so on Each method has its own advantages and disadvantages The researcher chose questionnaire because it is one of the most popular instruments It is quite easy to prepare and it can be used with a large number of subjects They have opportunities to reflect on their experience of using classroom vocabulary activities to improve vocabulary learning and teaching The information, therefore, would be more detailed and more accurate There are two sets of questionnaire with both close-ended and open-ended questions used for both teachers and students Questionnaires are administered to eight teachers and 180 students • Questionnaire for students The questionnaire consists of questions (see Appendix 1) Question 1aims at gathering the general information about students’ own learning By answering question students comment on the classroom vocabulary learning activities that their English teachers often use and evaluate their effectiveness • Questionnaire for teachers The questionnaire designed for teachers also consists of questions (see Appendix 2) Question aims at finding teachers’ perception their students’ vocabulary learning and Question is for evaluating the effectiveness and frequency of use of the currently used classroom vocabulary learning activities The activities stated in the questionnaire 3(for all teachers and students) are currently used to teach vocabulary Below is the description of these activities: Classroom vocabulary learning activities Activity 1: Word matching This activity helps students revise vocabulary before listening or speaking This is an example when you teach speaking (Unit 9) Students are divided into many pairs and delivered handouts Students are asked to match the words in column A with their definitions in column B After minutes, the teacher receives the answer of the first five pairs The teacher reads the answer of pairs, comments and gives good marks to the pair which has the best answer Afterward, the teacher asks students to use these words to practice speaking about the actions which we should or should not to protect our oceans Procedure Select a paragraph or a short text at a level suitable for your class Delete lexical selected words from the text Number the blanks in the text Select words that can not be predicted too easily but allow prediction Divide the class into groups, and give each group a copy of the text Ask them to fill in each blank with a suitable word in the box Ask a member of each group to come to the board and write up their answer for each blank Ask students to compare their answers Are they all acceptable? Would they reject any? Why? Give the class feedback on their answers Use this phase of the activity to develop the students’ awareness of lexical choice, vocabulary restrictions, and collocation Below is an example for unit 12 (Music): E.g.: Complete the article by filling each blank with a word from the box Paul McCartney’s Space Station concert Channel versions traditionally canceled musician Sir Paul McCartney has become the first (1)…… to sing live to an audience in space The former Beatle woke up the crew of International Space Station with special (2) …… of two songs that were carefully chosen for the space concert The first was the Beatles classic Good Day Sunshine The second tune was a track titled English Tea from his new (3) …… Chaos and Creation in the Backyard NASA’s own television (4) …… Showed the songs and live images of two-man space audience (5) …… to them This is the first time live music has woken up astronauts NASA (6) …… Uses recorded songs Answers: Musician Versions listening traditionally Album Channel Activity 5: Using visual aids It can’t be denied that visual aids are a very useful tool for vocabulary teaching and learning Teachers achieved more success from clines, diagrams and spidergrams as well as pictures in process of teaching vocabulary Below is one example of using visual aids: Guess the meaning The aim of this activity is getting learners to listen to a lot of repetitions of new vocabulary For example in unit 1, we can use this activity to review nouns of the traffic Procedures: Put 9-10 objects or pictures where all the class can see them Call a learner to come to the front Repeatedly say the name of one of the objects while the learner guesses which object has that name by pointing at each object in turn If the learner points to the wrong object, keep repeating the words When the learner points to the correct, say “Yes!” and repeat the name of the object Say the name of another objects, while the learner points When the learner eventually points to the correct one, quickly revise the previous items by saying their name and getting the learner to point Continue until all the objects have been named Answer: bus motorbike horse lorry/ truck bicycle train plane ship cyclo Activity 6: Playing vocabulary games From my own observation and experience, most of the teachers in my school often use some vocabulary games when teaching vocabulary, such as lucky numbers, bingo and naught and crosses Lucky numbers This game is played with the class divided into two groups The teacher draws on the board a table like this: *1 *5 *10 11 12 13 14 *15 Then teacher tells his/her students they are going to play a game For each of the number, they have one question If they have answered the question, they will get two points If they could not answer the questions after two times guessing, they lost their chance and if the other group could make a correct answer, they would get three points However, numbers 1, 5, 10, and 15 are lucky numbers because for each of these numbers, they have a special question and if they could answer the question, they could get points At the end of the game, the group with the higher score is the winner So they take turn to choose a number and answered the questions Most of the questions are like this: “This word is a noun and it means “an act of showing or explaining how to something” What is this?” The teacher added the rule that if students could not pronounce the words correctly, they lost 0.5 points So they try their best to avoid pronunciation mistakes The game is really fascinating and motivating Activity 7: Asking students to repeat in chorus and then individually This is the commonly used activity to present new words In the first place, a teacher writes new words on the board Students note them down on theirs notebooks Next, the teacher read aloud and taught Ss how to pronounce new words; Ss listen to him/her Afterward, T asks Ss to read in chorus and then individually 3.2 Interview Interviewing is a very primary research tool in social science Interviewing may be used as checking mechanism to triangulate data gathered from other sources (McDonough& McDonough 1997) Interviews, of course, are just another way of asking questions, this time in face-to-face interaction, rather than the questionnaire format discussed above Before giving questionnaires to teachers and students, I have given some informal interviews at random to students and teachers The aim is to see the current situation of vocabulary learning and teaching at Dao Duy Tu school Relying on the result from the informal interviews, I design some questionnaires for teachers and students After having the result from the research questionnaires, I continue to design informal interviews to ask teachers and students randomly The aim is to clear up students and teachers’ currently classroom vocabulary learning/teaching at Dao Duy Tu secondary school in Thanh Hoa Data collection and analysis Both of the teachers and students filled out the questionnaire The participants were asked to complete the questionnaire seriously in their classroom Four classes (with about 180 students) were selected by chance The researcher asked the teachers for permission to have personal contacts with the study population in order to explain the purpose, relevance and the importance of the study, as well as to clarify any questions that the students might have The data collected from the survey were read through to obtain a sense of the overall data They were then categorized and analyzed The results were then displayed in forms of table of figures; charts or pie charts while qualitative data from the open – ended questionnaire items were presented by quoting relevant responses from the respondents CHAPTER III: DATA ANALYSIS AND DISCUSSION Data analysis from students’ questionnaire Question 1: How you often learn vocabulary? (More than one choice is acceptable) How students learn vocabulary Try to guess its meaning from the context Look it up in the dictionary Ask\wait for the teacher to explain it Ignore it Write the words in English many times Write the words in English and their Vietnamese equivalence Make sentences with new words Read them aloud Learning the words with pictures Other Percentage 25% 80% 60% 20% 20% 50% 18% 40% 15% 10% The table indicates that the most popular way used by students is to write words many times in English (20%); 60% of the students say that they often learn English by asking/waiting for their teachers’ explanation; write the words in English and their Vietnamese equivalence (50%) Nearly 40% of students read aloud when they learn new words These figures reveal that the students often concentrate more on the spelling and the pronunciation of words than its usage They learn new words in passive ways and not put words into practice They have the bad habit of always expecting the help from their teachers 80% of the students state that they look new words up in the dictionaries before going to class 20% ignore it when they meet the new words 25% try to guess the meanings from the context while 15% learn the words with the pictures We can deduce that many students fail to guess the meaning of new words for some reasons Firstly, they get used to traditional ways of learning Secondly, their vocabulary is not good The reason why only 15% learn the new words with the pictures may be that vocabulary’s pictures can only be used to learn certain concrete words In addition, only 18% learn by making sentences with the new words they have learned It may be because they find it unimportant to make sentences with the words whose meaning they know or it may be also that their limited knowledge of English prevents them from producing the sentences containing the new words 10% of the students learn vocabulary in other ways such as learning words in their collocation … Question 2: How you evaluate teachers’ vocabulary teaching activities in classroom? Ordinal number Activities Word matching Guessing the word Word to sentence Missing word Using visual aids Playing vocabulary games Asking students to Effectiveness Not effective Effective 25% 33% 27% 23% 42% 21% 75% 67% 73% 77% 58% 79% 80% 20% repeat in chorus and then individually From students’ point of view, the least effective activities are asking students to repeat in chorus and then individually (80%); and rearrange letters to form new words (68%) According to students’ evaluation, activities of high effectiveness are playing vocabulary games (79%); missing words (77%); word matching (75%) and word to sentence (73%); guessing the words (67%) Data analysis from teachers’ questionnaire Question 1: What you think are the reasons why your students not have a good vocabulary? Reasons They are lazy learning new words They not know how to learn and memorize new words They have bad memory of words They are not interested in vocabulary lessons They not read anything in English other than the text book Others Percentage 33% 70% 11% 65% 40% 22% It can be clearly seen in the table that 70% teachers think that their students not know how to learn and memorize new words For many learners of English, whenever they think of vocabulary, they think of learning a list of new words with meanings in their native language without any real context practice A number of learners may look up words in a bilingual dictionary to find their meanings or definitions They may even write down lines of new words without learning how to use them in context Working this way, after a short period of time, they forget these words easily This is not a very effective way to study 65% teachers find that their students are not interested in vocabulary lessons Students feel bored with the common methods used by teachers Most of the teachers of English at Dao Duy Tu school in Thanh Hoa are still applying the traditional ways of teaching “Teacher talks- students listen” These traditional approaches encourage students to recite facts and figures, not stimulate their thinking and their analytical skills Consequently, the students are not able to apply what they‘ve learned, not able to make connections of what they‘ve just learned and what they had learned in the past These traditional methods not promote active engagement and participation As a result, students become passive They don’t have opportunity to participate in learning vocabulary activities They consider the teachers’ explanation for meaning, definition, pronunciation, spelling and grammatical functions boring This leads to the problem that language learners have nothing to in vocabulary learning section but to listen to their teacher 40% of the students said that they did not read anything in English other than the textbook The first reason is that they have not enough time to learn English They have to spend time on other subjects The second reason, they are lazy in learning English Therefore, they had bad background knowledge as well as limited vocabulary Students not want to read anything because they meet many new words 37% of teacher assured that their students were lazy learning new words Students are often lazy in thinking and have difficulties in guessing new words because of limited vocabulary Generally, they learn English in passive ways: they are dependent on their teachers’ explanations and dictionaries Only 11% of the teachers thought that their students had a bad memory of words Some students don’t have ability to memorize all new words although they try to learn them in many ways Noticeably, 22% teachers say that their students not have a good vocabulary for some other objective reasons, such as: English unfriendly environment, ineffective teaching methodology…etc Question 2: Which of the following vocabulary learning activities you teach vocabulary and how effective are they? Ordinal Activities Effectiveness Not effective Effective number Word matching Guessing the word Word to sentence Rearrange letters to form new 0% 43% 33% 67% 100% 57% 67% 33% words Missing word Using visual aids Playing vocabulary games Asking students to repeat in 67% 0% 0% 10% 33% 100% 100% 90% chorus and then individually It can be seen from the table, the activities that the teachers evaluate as the most effective are word matching (100%); using visual aids (100%); playing vocabulary games (100%); asking students to repeat in chorus and then individually (90%); word to sentence (68%) and guessing the word (57%) The least effective activity teachers consider is missing words(33%) PART C: CONCLUSION Summary of findings Research question 1: What are the English teachers and students’ perception and attitude towards vocabulary learning/teach? From the data analysis above, we can deduce that almost all of the students agree that vocabulary is important but they don’t have a good vocabulary There are many reasons for this: Firstly, they don’t know how to learn and memorize new words 80% of the students write new words in English many times, 60% of the students ask/wait for the teacher to explain it Only few students are active in learning new words, such as making sentences with given words or trying to guess its meaning from the context Secondly, they are not interested in vocabulary lessons Perhaps, students feel bored with the common methods used by teachers Consequently, the students are not able to practice what they‘ve learned, not able to make connections of what they‘ve just learned and what they had learned in the past These traditional methods not promote active participation As a result, students become passive This does not encourage teachers to organize vocabulary learning activities in classroom These passive learning habits affect greatly to teachers’ using vocabulary activities in classroom 90% of the teachers assure that they feel difficult to change their students’ passive learning habits, such as waiting for teachers’ explanations They don’t know how to use a word properly in different contexts or pronounce it correctly These lead the result that most of students lack of knowledge to take part in learning activities The other feels not confident to join the learning activities because they not know the way to express their ideas in English So, during class time vocabulary activities, it is the teachers who have to talk much; nevertheless, students are passive in participating in the activities Research question 2: How effective are the currently used classroom vocabulary learning activities at Dao Duy Tu high school? Activities Students’ evaluation Effectiveness Not effective Effective Teachers’ evaluation Effectiveness Not effective Effective Word 25% 75% 0% 100% matching Guessing 33% 67% 43% 57% the word Word to 27% 73% 33% 67% sentence Using visual 42% 58% 0% 100% aids Playing 21% 79% 0% 100% vocabulary games Basically, almost all teachers and students at Dao Duy Tu school have the same evaluation of the effectiveness of classroom vocabulary activities To improve current learning and teaching vocabulary of teachers and students at Dong Son I school, I would like to offer some suggestions in the next part Implications Based on the findings of the study, I would like to give some recommendations for teaching and learning vocabulary of teachers and students at Dao Duy Tu school Investment should be given to education and its’ innovation to the upgrading of infrastructures and teaching equipments at Dao Duy Tu school Classes must be better furnished with more modern equipments Teachers are looking forwards to having a set of practical visual aids designed particularly for the teaching English vocabulary at 10 grade and more language laboratories with more tapes, cassettes, disks, etc Teachers should change teaching methodology Teachers should be introduced to new skills and classroom techniques in various professional development activities, not just few day in-service workshops Teachers’ changing in teaching methodology leads students’ changing in learning methodology If students take part in the vocabulary leaning activities voluntarily, they will become more active and hardworking, thus their vocabulary acquisition will be improved Moreover, through such activities, the interaction among students in the class can be promoted Students are brought closer to each other That creates a better studying environment, and results in better learning From the research, I also see that students tend to be fond of vocabulary learning activities They evaluate that almost activities are effective to learning new words Hence, teachers should continue to use activities which are seen as effective by both teachers and students And we should use more word games and group work more frequently in class, especially during the consolidation stage Ineffective activities should not be in use any more Or we should consider again the way to design these activities to be suitable for our students, such as time allowance, steps and purpose Furthermore, vocabulary learning activities should be varied to avoid the boredom and encourage students’ participation It could be explained that as teenagers, high school students are usually eager to explore new things rather than carry out the repeated activities Games in vocabulary learning activities should be more relevant to the content of the lessons in the text-book Furthermore, one important factor we need to pay attention to when using vocabulary learning activities is vocabulary learning activities used for grade 10 learners should be carefully chosen and organized The tasks should not be too difficult or too easy Also, it must be related to the lessons so that learners can both play and study at the same time The instructions should be clear so that students could understand what to immediately XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 25 tháng năm 2022 Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác (Ký ghi rõ họ tên) Bùi Thị Thảo REFERENCES Vietnamese references Chu Quang Bình (2006) Thiết kế giảng tiếng Anh 10 NXB Hà Nội Đỗ Thị Bích Hà- Nguyễn Hà Đoan Phương (2007) Hoạt đông luyện tập Tiếng Anh 10 NXB Giáo Dục Nguyễn Thủy Minh- Lương Quỳnh Trang (2008) Thiết kế giảng Tiếng Anh 10 NXB Hà Nội Hoàng Văn Vân, Hoàng Thị Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn (2006), Tiếng Anh 10, NXB Giáo Dục, Hà Nội Hoàng Văn Vân , Hoàng Thị Xuân Hoa, Vũ Thị Lợi, Đào Ngọc Lộc, Đỗ Tuấn Minh, Nguyễn Quốc Tuấn (2006), Tài liệu bồi dưỡng Giáo viên Tiếng Anh, GD&ĐT, Hà Nội English references Gairns, R Redman S (1986) Working with words Cambridge University Press John Morgan, Vocabulary, Oxford University Press (1986) Huyen Nguyen Thi Thanh and Nga, Khuat Thi Thu 2003 The Effectiveness of Learning Vocabulary through Games Asian EFL –Journal Com/dec_03_ind Php Lee S.K (1995), “Creative Games for the language class”, Forum, 33 (1), pp35 Michael McCarthy (1990) Vocabulary Oxford University Press Pettigrew, j (2005), Teaching Vocabulary: Two Dozen Tips and Techniques APPENDIX QUESTIONNAIRE FOR STUDENTS (VIETNAMESE VERSION) PHIẾU ĐIỀU TRA DÀNH CHO HỌC SINH Bản câu hỏi liên quan đến đề tài nghiên cứu “Làm để nâng cao hiệu hoạt động học từ vựng lớp trường THPT Đào Duy Từ, Thanh Hóa.” Đây khơng phải kiểm tra, khơng có câu trả lời “đúng” hay “sai” Hãy bày tỏ quan điểm riêng em vấn đề hỏi Rất mong em trả lời với điều suy nghĩ, đảm bảo cho thành công vấn đề nghiên cứu Chân thành cảm ơn em! Em thường học từ vựng theo cách cách đây? (Em đánh dấu nhiều lần)  a Cố gắng đoán nghĩa từ qua ngữ cảnh  b Tra từ điển  c Yêu cầu giáo viên giải thích  d Lờ  e Viết từ tiếng Anh nhiều lần  f Viết từ tiếng Anh nghĩa tiếng Việt tương đương  g Đặt câu với từ  h Đọc to từ  i Kết hợp việc học từ với tranh  k Những cách học khác (hãy cho biết cụ thể)…… Em đánh hoạt động dạy từ vựng lớp giáo viên? STT Các hoạt động học Ghép từ Đoán từ Đặt câu với từ cho sẵn Điền vào chỗ trống Sử dụng phương tiện trực quan Chơi trò chơi từ vựng Yêu cầu lớp nhắc lại đồng sau gọi cá nhân nhắc lại Hiệu Không hiệu Hiệu APPENDIX QUESTIONNAIRE FOR TEACHERS The reason behind questionnaire is to collect data from teachers’ attitude and experience about teaching classroom vocabulary activities The information obtained from it will serve as a background survey for the Resach Action We are interested in your personal opinions So please respond to each statement or questions and complete all of them as frankly and accurately as possible Thank you very much for your he What you think are the reasons why your students not have a good vocabulary? a They are lazy learning new words b They don’t know how to learn and memorize new words c They have bad memory of words d They are not interested in vocabulary lessons e They don’t read any thing in English other than the textbook f Others (please specify) Which of the following vocabulary learning activities you use to teach vocabulary and how effective are they? Ordinal number Activities Word matching Guessing the word Word to sentence Missing word Using visual aids Playing vocabulary games Asking students to repeat in chorus and then individually Effectiveness Not effective Effective ... entitled, ? ?How to improve classroom vocabulary learning activities at Dao Duy Tu secondary school in Thanh Hoa? ?? Aims of the study The study was designed to achieve the following goals: To find out... learning activities at Dao Duy Tu high school To suggest how to use classroom vocabulary activities to improve vocabulary teaching and learning Research questions In order to achieve the above-stated... effectiveness of classroom vocabulary learning activities at Dao Duy Tu secondary school in Thanh Hoa The reason is that my students are too passive to learn vocabulary They need to participate more