Rationale for the study
According to McCarthy (2001, cited in Fan, 2003), vocabulary is essential for understanding any language and poses significant challenges for learners He emphasizes that language is primarily driven by lexis, making vocabulary acquisition crucial for successful second language learning McCarthy advocates for learners to develop personalized techniques for mastering vocabulary Consequently, effective vocabulary instruction is a primary concern for language teachers, as it involves complex cognitive processes Educators must ensure that students grasp not only the meaning of words but also their forms—such as pronunciation, spelling, and derivations—and how to use them accurately and appropriately in context.
Various methods can be used to convey the meaning of a new word, including L2 definitions, demonstrations, images, real objects, context clues, and L1 translations (Nation, 2003) Research consistently shows that L1 translations are the most effective method for learning new vocabulary (Lado et al., 1967; Laufer and Shmueli, 1997) This effectiveness is likely due to the clarity, brevity, and familiarity of L1 translations, which are essential qualities for effective definitions (McKeown, 1993).
At Vung Cao Viet Bac High School, over 2,000 ethnic minority students from diverse groups face the challenge of learning English as a second foreign language, with Vietnamese serving as their national language Observations indicate that these students prefer using Vietnamese translations to enhance their understanding of English vocabulary This preference has inspired a study aimed at evaluating the effectiveness of incorporating Vietnamese translation in vocabulary instruction.
Hopefully, findings will reaffirm the use of mother tongue and translation as a strategic teaching method within the field of vocabulary acquisition
Furthermore, it is to partially help English foreign language teachers have a reflection on their teaching practice.
Objectives of the study
The research is aimed to investigate the effectiveness of using Vietnamese translation in teaching vocabulary to the 10 th form students at Vung cao Viet Bac High School
This study aims to examine the frequency of Vietnamese translation in teaching English vocabulary and identify activities that assist students in consolidating their vocabulary after using this method Additionally, it seeks to explore both teachers' and students' perceptions regarding the effectiveness of employing Vietnamese translation in the English vocabulary learning process.
Research Questions
To achieve the aims and objectives of the thesis, the following research questions were proposed:
1 What is the frequency of using Vietnamese translation in teaching English vocabulary to 10 th form students?
2 What are the common vocabulary activities the teachers use to help their students consolidate words after using Vietnamese translation?
3 What is the effectiveness of Vietnamese translation for learning vocabulary as perceived by the students?
4 What is the teachers‟ perceived effectiveness of Vietnamese translation used for presenting new vocabulary?
Scope of the study
This study focuses on the effectiveness of using Vietnamese translation in teaching English vocabulary, examining the perspectives of both students and teachers Conducted at Vung Cao Viet Bac High School in Thai Nguyen, the research specifically involves tenth-grade students and their English teachers.
This study emphasizes the effectiveness of utilizing Vietnamese translation techniques to convey the meanings of new vocabulary, prioritizing comprehension over form.
Methods of the study
Both qualitative and quantitative research methods are used in this study, including questionnaire, classroom observations and interviews
Both open-ended and close-ended questions were administered to 152 students to find out the students‟ perceived effectiveness of Vietnamese translation technique on vocabulary learning
In a study observing six classes, each lasting approximately 45 minutes and taught by three different educators, the focus was on the frequency of Vietnamese translation usage and the activities implemented to help students reinforce vocabulary following translation.
Teacher interviews were conducted to gain insights into their perceptions of the effectiveness of using Vietnamese translation in teaching English vocabulary The interviews were fully transcribed and analyzed qualitatively to draw meaningful conclusions.
Design of the study
The research includes three parts namely Part A, Part B, Part C
Part A is the introduction, which presents the rationale, the aims, the research questions, the scope, the methods, and the design of the study
Part B is the development which consists of three chapters
Chapter 1 presents a comprehensive literature review that explores key theoretical concepts surrounding vocabulary definitions and its significance in second language acquisition It examines various approaches to vocabulary teaching, highlights recent research findings on second language vocabulary instruction, and discusses effective techniques for presenting new vocabulary Additionally, the chapter addresses the role of the first language (L1) and translation in vocabulary education, along with insights from previous studies focused on L1 translation in teaching contexts.
L2 vocabulary, the role of L1 translation in vocabulary acquisition as well as advantages and disadvantages of using L1 translation in teaching vocabulary
Chapter 2 outlines the methodology of the study, detailing both quantitative and qualitative approaches, participant demographics, data collection tools, and research procedures Chapter 3 focuses on the analysis and discussion of findings derived from questionnaires, classroom observations, and interviews Part C concludes the study by summarizing key findings in relation to the research questions, discussing the implications of using Vietnamese translation in teaching English vocabulary, acknowledging study limitations, and offering suggestions for future research.
THEORETICAL BACKGROUND
Introduction
This chapter offers a comprehensive overview of the theoretical foundations related to vocabulary and its significance in second language acquisition It discusses various approaches to vocabulary teaching, highlights recent research findings on the teaching and learning of second language vocabulary, and examines effective techniques for presenting new vocabulary Additionally, it explores the role of the first language (L1) and translation in vocabulary instruction, reviews previous studies on L1 translation in teaching L2 vocabulary, and evaluates the impact of L1 translation on vocabulary acquisition, including its advantages and disadvantages.
Vocabulary and Its Roles in Second Language Acquisition
Vocabulary has long been a focal point for linguists and language educators, with various scholars offering distinct definitions This article presents several relevant definitions of vocabulary that are pertinent to the current study.
In The American Heritage Dictionary, “vocabulary” is defined as:
2 The sum of words used by, understood by, or at the command of a particular person or a group
3 A list of words and often phrases, usually arranged alphabetically and defined or translated; a lexicon or glossary
Vocabulary is fundamentally defined as the collection of words within a language, highlighting the intrinsic relationship between vocabulary and words Understanding this connection is essential for grasping the nuances of language.
Vocabulary encompasses not just individual words but also phrases that convey a single idea To enhance effective communication in a foreign language, it is essential to consider these vocabulary "items" as integral components of language learning.
“word” which is made up of two or three words but express a single idea.’‟(p.60)
According to Penny Ur, vocabulary should be recognized as words we teach in a foreign language Ur argues a vocabulary item can be either a single word or a multi-word phrase
Similarly, Lewis, an advocate of the lexical approach to second language teaching views vocabulary either as individual words or as full sentences, which he terms as
“institutionalized utterances, that convey fixed social or pragmatic meaning within a given community” (Lewis, 1993:89)
1.2.2 Roles of Vocabulary in Second Language Acquisition
It is known that, in learning a foreign language in general, and English in particular, the knowledge and mastery of vocabulary play an extremely important role Mc Carthy (1990) stated that:
Effective communication in a second language (L2) relies not only on mastering grammar and pronunciation but also on having a rich vocabulary Without a diverse range of words to convey various meanings, meaningful interaction becomes impossible, regardless of one's grammatical skills or phonetic accuracy.
Pyles and Algeo (1970) noted that:
Language primarily revolves around words, which serve as the foundation of communication Vocabulary plays a crucial role as it connects sounds and meanings, enabling us to express ourselves Through the arrangement of words, we create sentences, engage in conversations, and participate in various forms of discourse.
Vocabulary serves as the essential connection between the four language skills: speaking, listening, reading, and writing To communicate effectively in a foreign language, students must not only build a sufficient vocabulary but also understand the precise usage of words David Wilkins highlighted the critical role of vocabulary acquisition in language learning.
"Without grammar very little can be conveyed; without vocabulary nothing can be conveyed."
Cook (1991) aligns with Wilkins in stating that grammar establishes overall patterns while vocabulary provides the essential elements to fill those patterns In contrast, Lewis (1993) argues for placing vocabulary at the core of language teaching, emphasizing that "language consists of grammaticalised lexis, not lexicalised grammar." Meare (1995) supports this view by highlighting that vocabulary and lexical units are crucial for effective communication in the target language Folse (2004) further asserts that without vocabulary, no amount of grammatical knowledge can facilitate communication or discourse.
“The lack of grammar knowledge can limit conversation; lack of vocabulary knowledge can stop conversation”
Learners often struggle to communicate effectively in a foreign language due to limited vocabulary and poor grammar This challenge makes it difficult to convey messages clearly, highlighting the constraints faced by individuals when trying to express themselves in a language they are not fully proficient in (Wallace, 1982).
The significance of vocabulary in language learning is undeniable, as it plays a crucial role in the process of acquiring a second language Mastering vocabulary is often regarded as the most vital component of language acquisition, highlighting its essential nature in effective communication and comprehension.
Approaches to Vocabulary Teaching
Vocabulary teaching has evolved significantly, particularly in the early 20th century, when it gained attention from applied linguists and language educators Historically, bilingual teaching methods, such as the Grammar Translation Method, were prevalent, emphasizing translation and the use of the first language (L1) in the second language (L2) classroom This method focused on developing a comprehensive literary vocabulary through extensive lists of translated terms and bilingual dictionaries, primarily practicing through sentence translation, while offering limited opportunities for pronunciation practice.
The Direct Method is a key approach in foreign language teaching that emphasizes communication skills over analytical understanding Its primary objective is to enable students to effectively use the target language and achieve proper pronunciation Vocabulary is introduced through interactive techniques such as using classroom objects, mime, drawing, and detailed explanations (Rivers, 1981: 32-33).
The Reading approach prioritizes vocabulary acquisition over grammatical skills, emphasizing the importance of controlled vocabulary in beginner-level passages based on frequency and usefulness This method encourages rapid vocabulary expansion through both intensive and extensive reading, allowing for the translation of vocabulary items and sentences to enhance understanding.
The Audio-lingual Approach, which dominated foreign language teaching in the United States during the 1940s to 1960s, marked a significant shift in pedagogical methods (Larsen-Freeman, 2000) This approach emphasized a limited vocabulary, selected for its simplicity (Thornbury, 2002:14; Schmitt, 2000:13), and posited that grammatical fluency would naturally lead to vocabulary growth through exposure to the foreign language (Coady, 1993: 4).
The Communicative Language Teaching Approach, a prominent British method that emerged in the mid-1960s, emphasizes the significance of context, effective communication, and comprehensible pronunciation in language learning According to Senel (2002: 243), vocabulary is introduced not in isolation but within complete sentences and meaningful situations, allowing words to gain meaning through contextual use Additionally, Thornbury (2002:14) noted that course books began to include communicative activities aimed at vocabulary development, acknowledging the essential role of lexis in conveying meaning within this approach.
Recent Research about Teaching and Learning Second Language Vocabulary
Recent research has increasingly focused on vocabulary teaching and learning According to Hunt and Beglar, there are three primary approaches to vocabulary instruction: incidental learning, explicit instruction, and independent strategy development.
Incidental vocabulary learning is a crucial strategy for vocabulary acquisition, as highlighted by Nation (2001) This approach involves acquiring new words through various activities, such as engaging in conversations, listening to music or stories, watching movies and television, and particularly through extensive reading It emphasizes the importance of exposure to language in both classroom and real-world settings, allowing learners to understand words primarily in context.
1990) Therefore, Krashen (1989) suggests that incidental or uninstructed vocabulary learning takes place in both native and nonnative languages as well
Explicit instruction in vocabulary involves diagnosing essential words, presenting them for the first time, elaborating on their meanings, and developing fluency Intentional learning significantly enhances vocabulary development, with translation playing a crucial role in this process by accelerating learning Vocabulary lists can be effective for quick word-pair translation, but vocabulary cards are more beneficial as they allow learners to control their study order However, knowing translations alone does not ensure effective use in a second language context; understanding a word requires knowledge of its usage in various contexts Teachers should create opportunities for students to encounter recently learned words in new contexts, fostering new collocations and associations Fluency-building activities are vital as they recycle known words within familiar grammatical structures, enabling students to use words confidently Furthermore, developing fluency is closely linked to enhancing listening, speaking, reading, and writing skills, making it essential for learners to practice these skills regularly.
Effective independent strategy development in vocabulary learning involves teaching learners to guess meanings from context and use dictionaries Successful guessing requires knowledge of approximately 95% of a text, equating to familiarity with around 3,000 common words However, helpful contexts are often scarce, making it challenging to infer meanings in complex texts A robust vocabulary enables students to comprehend texts better and acquire new words, while a limited vocabulary hinders their ability to guess unfamiliar terms Therefore, utilizing dictionaries is essential for vocabulary development, particularly for learners struggling with context-based guessing According to Nation (2001), dictionaries enhance comprehension, but learners must understand how and when to use them effectively.
In conclusion, effectively teaching vocabulary involves a mix of incidental, intentional, and independent learning strategies, necessitating diverse activities and exercises tailored to the learners' levels and educational objectives According to Hunt and Beglar (2001), the choice of activities depends on both the students' proficiency and the teacher's goals Key methods such as extensive reading and listening, translation, elaboration, fluency exercises, context-based guessing, and dictionary use are essential for systematically enhancing learners' vocabulary knowledge.
Techniques in Presenting New Vocabulary
There are various techniques for presenting vocabulary, with some being more commonly used than others Ultimately, the choice of techniques rests with the teacher, who must prioritize the effectiveness of their teaching According to Paul Nation (2005), educators can adopt several strategies to enhance vocabulary instruction in English language teaching.
Teachers effectively convey the meaning of words through various strategies: they may use L1 translations, provide known L2 synonyms or simple definitions, display objects or pictures, demonstrate concepts quickly, draw simple diagrams, break words into parts to explain their meanings, offer multiple example sentences in context, and discuss the underlying meanings and related references of the words.
Teachers can effectively highlight the structure of a word by demonstrating its spelling similarities to familiar words, providing its stress pattern and pronunciation, and breaking down its components such as the prefix, stem, and suffix Additionally, encouraging students to repeat the word aloud, writing it on the board, and identifying any spelling irregularities can further enhance their understanding and retention of the word.
The explanation of the word's usage can be structured by first identifying its grammatical pattern, such as whether it is countable or uncountable, and whether it is transitive or intransitive Additionally, providing a few similar collocates can enhance understanding It's also important to note any restrictions on the word's usage, including whether it is considered formal or colloquial, impolite, or specific to certain regions or contexts, such as being old-fashioned or technical Lastly, mentioning a well-known opposite or a term that describes its lexical set can further clarify its meaning.
L1 and Translation in Vocabulary Teaching and Learning
Translation involves replacing a text in one language with an equivalent text in another, as defined by Cartford (1965) Newmark (1995) further clarifies that translation is the process of rendering a written text into a different language while preserving the author's intended meaning.
Translation is a technique that explains new vocabulary using the learner's first language, often seen as the simplest and clearest method for conveying meaning This approach is favored by teachers for its time-saving benefits However, some experts argue that the first language is not crucial in foreign language instruction (Tang, 2002), leading many educators to view translation with skepticism Consequently, numerous language teachers discourage its use, believing that translation may hinder the acquisition of a second language (L2).
Experts in second language acquisition, including Nation (2001) and Atkinson (1987), emphasize the importance of using the mother tongue with students who lack proficiency in the target language Schmitt and McCarthy (1997) highlight that a learner's first language is crucial for acquiring L2 vocabulary Nation (1982) also points out that vocabulary learning practices reveal the significance of using the mother tongue, particularly for non-advanced learners Translation of new vocabulary is recognized as an effective teaching method for conveying meaning, especially for low-proficiency learners such as ethnic minority students at Vung cao Viet Bac High School.
Previous studies on L1 Translation in Teaching L2 Vocabulary…
The researcher examined various studies from around the globe and across different time periods to explore the use of L1 translation in vocabulary teaching.
Laufer and Shmueli (1997) conducted a study comparing four methods of presenting new vocabulary: in isolation, within meaningful sentences, in a text context, and in an elaborated text context Each method included half of the target words translated into the students' first language (L1) and the other half explained in English (L2) The findings revealed that vocabulary presented with L1 translations was retained more effectively than those explained in L2.
Ramachandran and Rahim (2004) conducted a study to evaluate the effectiveness of the translation method in enhancing vocabulary retention and recall among elementary level ESL learners Their findings revealed that using the translation method with the learners' first language (L1) significantly improved vocabulary learning compared to non-translation methods, demonstrating its effectiveness in helping students recall the meanings of newly learned words.
In her research on the translation method for teaching vocabulary, Abdul Rahim highlights its effectiveness among elementary level EFL learners in Malaysia By utilizing learners' L1 as the medium of instruction, the study found that the translation method significantly enhances students' recall and retention of vocabulary meanings.
A case study by Bouangeune (2009) at the National University of Laos highlights the significant role of L1 in EFL vocabulary teaching for lower proficiency students The research demonstrates that incorporating translation exercises and dictation effectively enhances vocabulary acquisition Results show that the experimental group outperformed peers in both direct translation and contextual vocabulary tasks This study provides empirical support for using L1 in foreign language classrooms, emphasizing that teachers should offer clear and concise explanations in students' first language to avoid misunderstandings of new vocabulary (Bouangeune, 2009:189).
The Role of L1 Translation in Vocabulary Acquisition…
In today's language learning landscape, vocabulary acquisition is a critical focus for students They emphasize the importance of learning new words through diverse methods such as reading, repetition, contextual usage, conversations, and translations.
Utilizing L1 translation significantly enhances students' L2 acquisition by facilitating quicker vocabulary learning Research indicates that L1 translation is the most effective method for language learning, as noted by Laufer and Shmueli (as quoted in Nation, 2001) By understanding the similarities and differences between their first language (L1) and the second language (L2), students can effectively minimize errors that may arise from L1 transfer.
Rana Raddawi (2005) emphasizes that translation significantly enhances vocabulary acquisition, particularly due to the time factor involved He suggests that instead of relying solely on various contexts or visual aids, instructors can effectively teach abstract concepts like happiness, sadness, and success through translation Providing equivalent words in the first language (L1) is more efficient for both instructors and students, facilitating better comprehension Additionally, research by Prince (1996) and Grace (1998) indicates that learning words through translation is more effective than inferring meanings from second language (L2) contexts, leading to improved recall and quantity in vocabulary acquisition.
In their 2006 study, Saggara and Alba evaluated the effectiveness of translation in teaching vocabulary to elementary-level learners, focusing on 788 second language learners They compared three vocabulary learning methods: rote memorization, semantic mapping, and the keyword method The findings indicated that utilizing the keyword method alongside L1 translation significantly enhances L2 vocabulary acquisition during the initial stages of learning.
Research indicates that using L1 translations can enhance vocabulary learning Grace's study, referenced in Folse (2004), explored the impact of L1 translation in computer-assisted language learning (CALL) and found that students with access to L1 translations outperformed those without Her findings suggest that L1 translations help students understand correct meanings and lead to higher retention rates.
In a study by Sze (1998) on vocabulary retention among tertiary students, three presentation methods were compared: using Chinese (L1) equivalents, contextual learning, and association techniques The findings revealed that students who learned vocabulary through L1 translations recalled significantly more words than those in the other two groups Sze concluded that the preference for L1 translations stems from students' ability to more easily conceptualize meanings and draw connections to their existing knowledge of the language and concepts.
Advantages and Disadvantages of Using L1 Translation in Teaching Vocabulary
“Translating a new word is in itself a useful technique- it is often the simplest and clearest way of showing what a word means’’
Liu (2009) highlights the benefits of using L1 in L2 vocabulary acquisition, noting that providing translation equivalents simplifies the understanding of a word's core meaning This approach fosters certainty in learners about word meanings, which is crucial for establishing the form-meaning connection and enhancing long-term retention Grabe and Stoller (1997) emphasize the importance of accurate comprehension for adult learners Additionally, employing L1 translations connects L2 words to established semantic and linguistic structures, facilitating better retention, as L1 serves as a reliable cognitive anchor for new vocabulary (Fraser, 1999).
Translation has also advantage of being the most direct route to a word‟s meaning
Utilizing an economical approach to address incidental vocabulary during lessons proves highly effective for teachers This method is particularly beneficial when introducing complex terms that are challenging to explain in English For instance, when explaining the word "patriotism," a teacher might say, "patriotism means: love for one's country."
One significant advantage of using translation in language lessons is its efficiency, allowing educators to save time for exploring other essential aspects of the language Translating new vocabulary into Vietnamese is a practical and cost-effective method for conveying meanings, often eliminating the need for lengthy explanations in English This approach not only streamlines the learning process but also enhances comprehension by providing clear and immediate translations of vocabulary items.
This approach is not deemed creative, as it hinders students from developing an independent L2 vocabulary Consequently, they tend to rely on their L1 equivalents to access L2 words, rather than engaging with them directly.
Summary
This chapter provides a theoretical overview of vocabulary's role in second language acquisition, explores various approaches to teaching vocabulary, and reviews recent research on vocabulary learning techniques It discusses the impact of first language (L1) translation in teaching second language (L2) vocabulary, highlighting both the advantages and disadvantages of this method Despite its significance, the use of L1 translation in vocabulary instruction remains under-researched, particularly in boarding high schools in mountainous provinces This study aims to address this gap and will be detailed in the following chapter.
THE STUDY
A quantitative and qualitative study
Qualitative research, as defined by Strauss and Corbin (1990), encompasses any research that yields findings independent of statistical methods or quantification This approach is particularly valuable for exploring phenomena that are not well understood, as well as for providing fresh insights into well-established topics Additionally, qualitative methods facilitate the acquisition of in-depth information that may be challenging to express through quantitative measures.
The quantitative approach emphasizes objectivity by uncovering facts and testing pre-established hypotheses through data collection and measurement (Burnes, 1999) According to Creswell (2003), this research method utilizes strategies like experiments and surveys, gathering data via predetermined instruments to produce statistical outcomes Consequently, the results of quantitative research can serve predictive, explanatory, and confirmatory purposes.
This study employed a mixed-methods approach, integrating both qualitative and quantitative data collection techniques such as classroom observation, interviews, and questionnaires By combining these methods, the research aimed to enhance reliability and validity, addressing the limitations of individual measuring instruments (Johnson and Onwuegbuzie, 2004) The quantitative aspect, through questionnaires, provided measurable data, while qualitative interviews offered in-depth descriptive insights into the issues at hand Classroom observations were conducted to capture actual behaviors in real-time, allowing for the collection of significant event data The triangulation of these diverse data sources contributed to more accurate, reliable, and valid results, as triangulation is recognized as an effective method for validating research findings (Wallace, 1998:163).
Participants
The research involved 152 students from grades 10A1, 10A2, and 10A3 at Vung Cao Viet Bac High School in Thai Nguyen, where the researcher serves as an English teacher This boarding school caters to over 2,000 ethnic minority students, primarily from farming families in remote mountainous villages of northern provinces Most students are pure ethnic minorities, communicating in their native languages at home and using Vietnamese in school and public settings, effectively giving them exposure to two languages At the age of 16, the participants consist of nearly half males and slightly more than half females, representing various ethnic groups, including Tày, Thái, Mường, Dao, Hmong, Nùng, Sán Dìu, La Hủ, La Chí, Cao Lan, and Hoa Despite four years of English education in junior school, their vocabulary knowledge remains at a low level.
The study focused on three English teachers, all of whom graduated from universities specializing in foreign language education Their teaching experience in English ranges from 6 to 17 years, highlighting a diverse background in language instruction.
Data collection instruments
Both qualitative and quantitative research methods were used, including class observations, interviews and a student questionnaire to collect relevant information for the study
A questionnaire consisting of nine items, both closed and open-ended, was administered to students in Vietnamese to ensure comprehension (see appendix 1) This method was chosen over interviews to minimize potential anxiety among ethnic minority students.
The questionnaire focuses on students' preferences and perceptions regarding the use of Vietnamese translation in teaching English vocabulary, as well as the effectiveness of this technique for enhancing vocabulary learning A key advantage of the questionnaire is its capacity to gather data from a diverse group of participants, ensuring a fairly reliable outcome (Mackey and Gass, 2005: 29).
In a study involving six classes taught by three teachers, the use of Vietnamese translation for introducing new vocabulary was examined, along with the activities implemented to reinforce students' understanding of these words Instead of video recording the lessons, the researcher conducted observations and documented instances where teachers employed specific techniques and activities According to Mackey and Gass (2005), observations offer valuable insights by allowing researchers to gather extensive data on participants' behaviors in context This method, alongside others, was effectively utilized in the research to enhance data collection.
Interviews serve as a vital research tool where researchers pose questions to participants, often recording them for transcription and analysis They can take various forms, including open-ended, focused, structured, and unstructured interviews Open-ended interviews allow informants to share their opinions on events or facts, while focused interviews are brief and aligned with a case study protocol Structured interviews are particularly beneficial for formal surveys in neighborhood studies However, unstructured interviews are favored for their ability to provide interviewees with greater freedom to express their views and beliefs, which is why the researcher opted for this method to gather data for her study.
Unstructured interviews were conducted with three different teachers following their observed classes to gather insights on their perceptions regarding the advantages of using Vietnamese translation for introducing new vocabulary The aim was to enhance understanding of how these teachers view the effectiveness of translation in vocabulary acquisition.
Data collection procedure
Data collection for the study took place during the second term of the 2011-2012 school year Initially, a questionnaire was administered to students, followed by observations of six classes taught by three different teachers After teaching two classes, each teacher participated in a brief interview lasting approximately 15 minutes, guided by key questions related to the study's objectives.
1 Do you use Vietnamese translation technique to present new vocabulary to your students? Why?
2 What activities do you often use to help your students to consolidate and remember the taught words after using Vietnamese translation?
3 What effects does Vietnamese translation have on your vocabulary teaching?
4 How motivated do you think your class is when you use Vietnamese translation to teach vocabulary to them?
5 Do you think that the exclusive use of Vietnamese translation in teaching English vocabulary has problem(s)? If yes, what are they?
Data analysis procedure
The data collection process spanned nearly three months, followed by an additional month dedicated to analysis The gathered data was categorized into four key areas: the frequency of Vietnamese translation use in teaching English vocabulary to 10th-grade students, common classroom vocabulary activities, students' perceptions of the effectiveness of Vietnamese translation for vocabulary learning, and teachers' views on the effectiveness of using Vietnamese translation for introducing new vocabulary.
The data for this study was systematically categorized to address the research questions Quantitative data collected from questionnaires and classroom observations were analyzed and organized into statistical tables, while the results were illustrated through figures Additionally, qualitative data from interviews were presented by quoting pertinent responses from participants.
ANALYSIS AND DISCUSSION
Findings
3.1.1 The frequency of using Vietnamese translation in teaching English vocabulary to 10 th form students
Table 1 shows the number of times that techniques was used in presenting the meaning of words
Table 1: The Frequently used techniques to present new the meaning of new vocabulary
Techniques for presenting the meaning of new vocabulary
2 Explaining the words in English 7 3 14 24
3 Giving examples to illustrate meaning 4 5 5 14
4 Guessing the meaning of words from contexts 2 10 4 16
The analysis of Table 1 reveals that the frequency of vocabulary teaching techniques varies among teachers, with Vietnamese translation being the most commonly used method for conveying the meanings of new words Observations indicate a notable trend where teachers frequently articulate words clearly, write them on the board, and then provide explanations This approach is essential for helping students understand new vocabulary in terms of both pronunciation and spelling Overall, the predominant strategy employed by teachers to explain new words' meanings is through Vietnamese translation.
Teacher 1 predominantly utilized Vietnamese translation as her main strategy, employing it 17 times throughout her instruction For example, when students struggled to comprehend terms such as “horror,” “thriller,” and “detective” in task 1, she effectively used Vietnamese translation to clarify these concepts.
T: Below is some kind of films You are going to read silently in 1 minute, then underline the new words
T: 1 minute later Reads aloud kind of film, writes new words on the board, and explains their meaning in Vietnamese
T: horror film : phim kinh dị detective film : phim trinh thám cartoon film : phim hoạt hình
T: reads the new words and asks Ss to repeat in chorus and individually
While teacher 1 did the task 2 with students, she gave sentence translation after reading each sentence
T: I find horror films really terrifying
( Mình thấy những bộ phim kinh dị thực sự khiếp sợ)
Teacher 2 used Vietnamese translation in teaching vocabulary She employed it 16 times But she could not give Vietnamese translation immediately right after students saw the word Instead, she often used the word to make sentences for students to guess the word meaning After they got it, she would use Vietnamese to explain it again since there were some students who had really low standard of English
T: What is the meaning of postpone?
T: The football match between Hanoi and Hai phong has been postponed because of the bad weather
T: Ok ( write on the board) to postpone means: trì hoãn
In the observation of Unit 14 for Grade 10, Teacher 3 effectively utilized Vietnamese translations after providing English explanations of word meanings, ensuring that all students comprehended the material This bilingual strategy was implemented a total of 18 times during the lesson.
T: „jointly‟ means: involving two people or groups
T: What do you say „jointly‟ means in Vietnamese
27.63% 54.61% never rarely sometimes usually always
With the data collection from questions 1 in the questionnaire, figure 1 illustrates the frequency of using Vietnamese translation in presenting the meaning of new words as perceived by students:
Figure 1: Students’ perceptions of the frequency of their teachers’ using Vietnamese translation in presenting the meaning of new vocabulary
Students' perceptions regarding the use of Vietnamese translation in vocabulary classes are illustrated in Figure 1 The data indicates that while the option "rarely" received minimal votes, the "always" category faced a similar response Notably, no students believed that their teachers completely abstained from using Vietnamese translation when introducing new vocabulary This suggests that the majority of students perceive the use of translation as occurring "sometimes."
“usually” are the two categories of frequency that many students have chosen 92.11
A significant percentage of students reported the use of Vietnamese translation in vocabulary instruction, with 54.61% indicating that their teachers sometimes employed this method Conversely, a smaller portion of students, only 7.89%, felt that their teachers rarely utilized Vietnamese translation for teaching vocabulary.
Three teachers emphasized the importance of engaging and practical activities for vocabulary consolidation to enhance students' word retention Teacher 1 suggested that tests can effectively support vocabulary retention Teacher 2 highlighted the need for regular assessments of the words taught Meanwhile, Teacher 3 advocated for providing students with diverse exercises to review and reinforce previously learned vocabulary.
The researcher noted that teachers often neglected to check and reinforce students' understanding of vocabulary after lessons Table 2 illustrates the frequency of activities employed for vocabulary consolidation following the use of Vietnamese translations.
Table 2: The frequently used activities to help students consolidate words
Activities for word consolidation Teacher
1 Studying the spelling and pronunciation of a word with students again and again
To reinforce vocabulary retention among students, Teacher 1 consistently focused on word meanings, spelling, and pronunciation, implementing this approach six times Additionally, she frequently incorporated vocabulary exercises from workbooks and textbooks, utilizing this strategy three times to enhance learning outcomes.
The words in the box all appear in the passage Use them to fill the blanks in the sentences: ice-free mingle metropolitan attracted ancient conquered
2) Sydney is _in all reasons
4) Viet tri is a place where three rivers join and _their water
5) Visitors are to Ha Long because of its beautiful natural resorts
6) There are many streets in Hanoi
In Unit 15 of Grade 10, Teacher 2 reinforced spelling and pronunciation by engaging students in repetitive practice, utilizing word card games to enhance vocabulary retention The activity involved two sets of word cards, featuring five target English words alongside their Vietnamese translations, arranged on the board for easy access Students took turns flipping cards, aiming to match the English words with their equivalents Divided into nine groups, each group worked collaboratively to select and match cards until all were completed This approach emphasized rote learning of vocabulary meanings, yet proved effective in motivating students and enhancing their interest in vocabulary acquisition By integrating L1 translations with interactive word cards, learners can significantly accelerate their vocabulary growth, as supported by Nation (2001).
Teacher 3 also liked to use vocabulary exercises for consolidating words She used this strategy twice
Complete each blank in the following passage with a suitable word/phase in the given box host nation representative every four years elimination rounds tournament competition
The World Cup, organized by FIFA, is the premier international football competition, featuring men's national teams from FIFA member countries This prestigious event occurs every four years, except during wartime, with a qualification process that spans three years and includes regional elimination tournaments to narrow down 197 teams to the final 32 The final phase, known as the "Finals," sees these 32 teams compete over four weeks at a designated host location To date, only seven nations have claimed victory in the World Cup Finals.
3.1.3 The effectiveness of Vietnamese translation for learning vocabulary as perceived by students
The study assessed students' perceptions regarding the effectiveness of using Vietnamese translation in vocabulary learning through a questionnaire consisting of eight questions The findings are illustrated in the accompanying tables and figures.
Table 3: Students’ preference for Vietnamese translation use in vocabulary lessons
Item’s stem and options Responses
2 Do you think Vietnamese translation is the useful technique should be used in English vocabulary lessons?
3 Do you like your teachers use Vietnamese translation in teaching vocabulary?
4 In your opinion, how much does English teachers‟ use of
Vietnamese translation help you to learn English vocabulary? a a lot b some c very little d not at all
Understanding the meaning of new words can be challenging, especially if teachers rely solely on English for explanations Many learners may find this approach extremely difficult, very difficult, or at least difficult, while a few might not struggle at all The varying levels of difficulty highlight the importance of effective teaching methods in vocabulary acquisition.
A significant majority of respondents, 94.08%, support the use of Vietnamese translation in English vocabulary lessons, with 90.13% of students expressing a preference for this teaching technique Conversely, only 5.92% oppose its use, and 9.9% of students dislike the method Additionally, 76.31% of participants believe that learning word meanings through this approach enhances their understanding.
Ve ry e ffe ctvive Quite e ffe ctive
Ne utral Little e ffe ctive Ine ffe ctive
It he lps stude nts to unde rstand the me aning of words faste r and more cle arly
It he lps stude nts to re me mbe r words be tte r and more e asily
It save s time It make s stude nts fe e l at e ase and le ss stre sse d
Many students find it challenging to grasp the meanings of new vocabulary when their teachers solely use English for explanations In fact, nearly 40.79% of students reported difficulties in understanding new words under these circumstances.
Discussion
The findings of the study show that all the teachers and students participating in the study had positive perceptions towards Vietnamese translation use in teaching vocabulary
Data from observations, student questionnaires, and teacher interviews indicate that Vietnamese translation is the most commonly used technique for teaching vocabulary This method is preferred over others, as my observations of three classes suggest that learners may become confused and waste time without it These findings align with earlier studies (Franklin, 1990; Al-abdan, 1993), which highlighted the common practice among teachers of using the first language (L1) to translate new words Additionally, teachers in the study often utilized translation after attempting other techniques, such as contextual guessing or explaining words in English.
Teachers primarily relied on a narrow range of activities to reinforce vocabulary among students, often utilizing basic exercises like matching words to their meanings and gap-filling tasks They frequently revisited spelling and pronunciation, with only one teacher incorporating word games into the learning process.
Thirdly, the results of students questionnaire indicated that students realized fully aware of perceived of the effectiveness of Vietnamese translation use for learning vocabulary
The results of the student questionnaire revealed a preference for teachers translating words into Vietnamese, aligning with previous research by Gu and Johnson (1996) and Schmitt (1997) that found Asian learners favor simpler, mechanical strategies over more complex ones Many learners expressed an expectation to grasp the meanings of target English words solely through their L1, viewing the understanding of these words as merely knowing their Vietnamese equivalents without any contextual learning.
A recent student questionnaire revealed that Vietnamese translation significantly enhances vocabulary learning by enabling students to grasp new word meanings more quickly and clearly This technique fosters a more comfortable and motivating learning atmosphere, reducing anxiety and promoting relaxation, which in turn boosts students' motivation to learn new words Additionally, it aids in better memorization, as students can connect English words with their Vietnamese meanings effectively.
Students face significant challenges in learning vocabulary through Vietnamese translation, primarily due to boredom and passivity stemming from mechanical memorization Teachers recognize the effectiveness of translation as a useful technique, particularly for low-proficiency students, as it offers simplicity, directness, and ease of understanding However, they also acknowledge its drawbacks, such as hindering the development of an independent English lexicon and the absence of one-to-one translation equivalents Furthermore, reliance on Vietnamese translation limits students' exposure to the English language.
So it should not be overused
From all what discussed above, there can be some conclusions and implications which will be presented in the next part
This study investigates the effectiveness of Vietnamese translation in vocabulary teaching at a specific secondary school Following the presentation of findings in Part B, this chapter summarizes the main conclusions, highlighting key findings, implications, limitations, and recommendations for future research.
Conclusions
This study investigates the frequency of Vietnamese translation in vocabulary instruction and the activities employed to reinforce word retention among students By analyzing data from student questionnaires, teacher interviews, and classroom observations, the research aims to understand the perceptions of both teachers and students regarding the effectiveness of using Vietnamese translation in teaching vocabulary.
The study examined the frequency of Vietnamese translation usage by teachers in vocabulary classes at Vung Cao Viet Bac High School The findings revealed that, despite employing various vocabulary teaching techniques, the effectiveness of these methods was lacking, resulting in unsatisfactory vocabulary knowledge among students Consequently, both teachers and students expressed dissatisfaction, as most educators relied on translation to convey word meanings.
Teachers relied heavily on textbooks that offered limited activities for vocabulary consolidation and focused primarily on accuracy over fluency, resulting in a narrow range of vocabulary exercises.
The evaluation of the effectiveness of Vietnamese translation in vocabulary learning and teaching by students and their teachers reveals a strong consensus on its benefits Data collected indicates that most participants, including both teachers and students, recognize the significant effectiveness of translation in enhancing vocabulary acquisition Overall, the findings highlight the high appreciation for Vietnamese translation among the majority of respondents.
While both teachers and students recognize the benefits of Vietnamese translation, it is essential to regulate its use to avoid overreliance on it These findings aim to enhance the understanding of the effectiveness of Vietnamese translation in vocabulary instruction, encouraging further research in this field.
Implications
The findings in this study have suggested some implications which should be put into consideration
The study reveals that the use of Vietnamese translation effectively meets students' expectations in vocabulary teaching and learning, with both teachers and students expressing positive attitudes towards this approach Teachers view Vietnamese translation as a key strategy for helping ethnic minority students grasp meanings directly, facilitating easier word retention, and enhancing comfort during the learning process This method also addresses the gap between students' English proficiency and the expected standards, making explanations clearer However, teachers recognize that reliance on Vietnamese may limit students' exposure to English, potentially leading to dependency on Vietnamese explanations To maintain a balance, educators should prioritize using simple English and incorporate visual aids, such as pictures and body language, to explain vocabulary.
Despite concerns about tight teaching schedules limiting time for vocabulary activities, teachers can foster a competitive environment by incorporating vocabulary questions throughout lessons The researcher implemented this approach in her classroom, leading to increased student engagement and effort in learning and retaining vocabulary Students were motivated to answer questions correctly, knowing it could positively impact their grades.
Teaching vocabulary learning strategies is essential for students, particularly for those from ethnic minority backgrounds who may have limited word knowledge Educators should introduce effective strategies such as maintaining a vocabulary notebook, understanding word parts like prefixes and suffixes, and developing skills to infer meanings from context Additionally, curriculum designers must create structured lessons focused on vocabulary learning strategies tailored for lower proficiency students By equipping junior students with these skills, they can enhance their vocabulary acquisition and ultimately improve their English proficiency.
Limitations
The study has notable limitations, including its small scale and limited participant pool, which prevent generalizations about the entire student population Additionally, while teachers were observed and interviewed, the number of observations was insufficient, and the interviews did not provide adequate in-depth information.
Future research should focus on increasing the frequency of teacher observations, with lessons being recorded on video to capture key moments involving Vietnamese translation Additionally, in-depth interviews with both teachers and students should be conducted to gain deeper insights.
On the basis of the findings and limitations of the study, the following suggestions are made for further research
This study, conducted over nearly four months with a limited number of teachers and 10th-grade students in Thai Nguyen, highlights the need for further research involving a larger participant pool and extended duration Additionally, while the focus was on the perceptions of teachers and students regarding the effectiveness of Vietnamese translation in vocabulary teaching, future studies could provide comparative evidence of this technique against other vocabulary teaching methods across diverse student groups The anticipated outcomes of such research could encourage educators to more effectively integrate Vietnamese translation into their vocabulary instruction.
1 Abdul Rahim, H (2004) Meaning recall and retention: the impact of the translation method on elementary level learners‟ vocabulary learning RELC Journal, 35, 161-178
2 Al-Abdan, A A (1993) A study on using Arabic in teaching English in Saudi intermediate schools King Saud University Magazine, 50(2), p 396-426
3 An Interview with Professor Michael McCarthy (2001, May) Cambridge
Connection, Hong Kong/China Edition, 2, 1
4 Atkinson, D (1987) The mother tongue in the classroom: a neglected source?
5 Atkinson, R.C (1972) Optimizing the learning of a second-language vocabulary
6 Bouangeune, S (2009) Using L1 in teaching vocabulary to low English proficiency level students: A case study at the University of Laos, in English
7 Burnes, A (1999) Collaborative Action Research for English Teachers,
8 Carford, J.C (1965) A Linguistic Theory of Translation Oxford: OUP
9 Coady J (1993) Research on ESL/EFL vocabulary acquisition Putting it in context In T Huckin, M Haynes & J Coady(eds.), Norwarood: NJAbex,pp 3-23
10 Cook, V (1991) Second Language Learning and Language Teaching London, New York, Melbourne, Auckland: Adward Arnold
11 Creswell, J (2003) Research design: Qualitative, quantitative and mixed methods approaches (2 nd ed.) Thousand Oaks, CA: SAGE Publications
12 Doff, A.(1988) Teaching English: a training course for teachers Cambridge,
13 Fan, Y (2003) Frequency of Use, Perceived Usefulness, and Actual Usefulness of Second Language Vocabulary Strategies: A Study of Hong Kong Learners The Modern Language Journal, Vol 87, No 2 (Summer, 2003), pp 222-241
14 Folse K S (2004) Vocabulary myths Michigan: the University of Michgan
15 Franklin, C (1990) Teaching in the target language: problems and prospects
16 Fraster, C A (1999) Lexical processing strategy use and vocabulary learning through reading Studies in Second Language Acquisition, 21, 25-241
17 Grabe, W and Stoller, F L (1997) Reading and vocabulary development in a second language: A case study In J Coady and T Huckin (Eds) Second Language vocabulary acquisition (pp.98-122) Cambridge: Cambridge University Press
18 Grace, C A (1998) Retention of word meanings inferred from context and sentence-level translations: Implications for the design of beginning-level CALL software The Modern Language Journal, 82 ( iv), 533-544
19 Gu, Y and Johnson, R K (1996) Vocabulary learning strategies and language learning outcomes Language Learning 46 pp 643-697
20 Herman, P A., Anderson, R C., Nagy, W E and Pearson, P D (1987) Incidental acquisition of word meaning from expositions with varied text features
21 Howatt A P R (1984) A History of English Language Teaching Oxford:
22 Hunt and David Beglar (2001) Current research and Practice in Teaching Vocabulary Cambridge University Press
23 Johnson, R B and Onwuegbuzie, A J (2004) Mixed methods research: A research paradigm whose time has come Educational Researcher, 33(7), 14-26
24 Knight, S (1994) Dictionary use while reading: The effects on comprehension and vocabulary acquisition for studentss of different verbal abilities The Modern Language Journal, 78(3) 285-299
25 Krashen, S.D (1989) Principles and Practice in Second Language Acquisition English Language Teaching series London: Prentice-Hall International (UK) Ltd
26 Lado, R., Baldwin, B and Lobo, F (1967) Massive vocabulary expansion in a foreign language beyond the basic course: the effects of stimuli, timing and order of presentation U.S Department of Health, Education, and Welfare, Washington,
27 Larsen-Freeman, D (2000) Techniques and principles in language teaching,
28 Laufer, B and Shmueli, K (1997) Memorizing new words: Does teaching have anything to do with it? RELC Journal 28, 1: 89-108
29 Laufer, B (1990) Ease and Difficulty in Vocabulary Learning: Some Teaching Implications Foreign Language Annals, 23(2) 147-155
30 Levenston, A (1985) The place of translation in the foreign language classroom English Teachers' Journal, (32), 33-43
31 Lewis, M (1993) The lexical approach: The state of ELT and the way forward Hove, England: Language Teaching Publications
32 Liu, J (2008) L1 Use in L2 Vocabulary Learning: Facilitator or Barrier
International Education Studies Journal, Vol 1, No 2, 65-69
33 Liu Na and Nation, I.S.P (1985) Factors affecting guessing vocabulary in context RELC Journal , 16(1), 33-42
34 Luppescu, S and R R Day.(1993) Reading dictionaries and vocabulary learning Language Learning, 43, pp 263–287
35 Mackey, A and Gass, S M (2005) Second Language Research: Methodology and Design New Jersey: Lawrence ErlbaumAssociates, Inc
36 McCarthy, M J (1990) Vocabulary Oxford: Oxford University Press
37 McKeown, M G (1993) Creating effective definitions for young word learners Reading Research Quarterly 28, 1: 17-31
38 Meara, P (1995) Single-subject studies of lexical acquisition Second Language
39 Murcia, M C and Prator, C H (1979), An Outline of Language Teaching
Approarches in Teaching English as a Second or Foreign Language Celce-Murcia,
M and L McIntosh (Eds.), Los Angeles: Newbury House Publishers, Inc, pp 3-5
40 Murcia, M C (2001) Teaching English as Second or Foreign Language USA: Heinle and Heinle Publishers
41 Nation, I S P (1982) Beginning to learn foreign vocabulary: A review of the research RELC Journal, 13, 14–36
42 Nation, L S P (1990) Teaching and learning vocabulary Rowley, MA:
43 Nation, L S P (1994) New ways in Teaching Vocabulary Teachers of English to speakers of other Languages Inc (TESOL)
44 Nation, I S P (2001) Learning Vocabulary in Another Language Cambridge: Cambridge University Press
45 Nation, I S P (2003) The role of the first language in foreign language learning Asian EFL Journal, Volum 5,(2) Article 1
46 Nation, I S P (2005) Teaching Vocabulary Asian Journal 7, (3), Article 4, pp 47-54
47 Newmark, P (1995) Approaches to Translation Prentice Hall International
48 Paribakht, T and Wesche, M (1996) Enhancing vocabulary acquisition through reading: A hierarchy of text-related exercise types The Canadian Modern Language Review, 52(2), 155-178
49 Pickett, J P (2000) The American Heritage Dictionary of the English Language 4th ed Boston: Houghton Mifflin Company (AHD)
50 Prince, P (1996) Second language vocabulary learning: The role of context versus translations as a function of proficiency The Modern Language Journal, 80, 478-493
51 Pyles, T and Algeo, J (1970) English - An Introduction to Language New
52 Raddawi, R.( 2005) Translation: A Multidimensional Task Academic journals, Volum 7, Number 2, December 2005: 69-84
53 Ramachandran, S D and Rahim, H A (2004) Meaning recall and retention: The impact of the translation method on elementary level learners‟ vocabulary learning RELC Journal, 35(2), 161-178
54 Rivers, Wilga M (1981) Teaching foreign- language skills Chicago: The University of Chicago Press
55 Saggara, N and Alba, M (2006) The Key is in the key word: L2 vocabulary learning methods with beginning learners of Spanish The Modern Language Journal, 90, 243-288
56 Schmitt, N (1997) Vocabulary learning strategies In Schmitt, N and McCarthy, M Vocabulary Description, Acquisition and Pedagogy Cambridge:
57 Schmitt, N (2000) Vocabulary in language teaching Cambridge: Cambridge University Press
58 Schmitt, N and M, McCarthy, eds (1997) Vocabulary: Description, Acquisition and Pedagogy Cambridge: Cambridge University Press
59 Senel M (2002) A suggested texbook for the students and the teachers of ELT
Departments of the Faculties of Education for Approaches in ELT Course PhD
60 Strauss, A and Corbin, J (1990) Basics of qualitative research: Grounded theory procedures and techniques Newbury Park, CA: Sage Publications, Inc
61 Sze, P S (1998) An investigation of the effectiveness of three presentation methods on vocabulary retention by post-secondary five diploma students and their use of memory strategies in L2 vocabulary acquisition MA thesis Hong Kong: University of Hong Kong
62 Tang, J (2002, January) Using L1 in the English classroom English Teaching Forum, 40(1), 36-43
63 The American Heritage Dictionary of the English language, 4 th ed, Boston: Houghton, Miffli, 2000
64 Thornbury, S (2002) How to teach Vocabulary Essex: Longman
65 Ur, Penny (1996) A Course in Language Teaching: Practice and Theory
66 Wallace, M J (1998) Action research for language teachers Cambridge
67 Wallace M J (1982) Teaching Vocabulary London, Hermann Educational
68 Wilkins, D A (1972) Linguistics in Language Teaching London: Edward
Giới tính: Nam/ Nữ Dân tộc:………
Dưới đây là các câu hỏi khảo sát nhằm đánh giá thái độ của học sinh về việc áp dụng thủ thuật dịch nghĩa từ sang tiếng Việt trong giảng dạy từ vựng Những câu hỏi này sẽ phục vụ cho nghiên cứu Xin chân thành cảm ơn sự hỗ trợ của các em.
1 Giáo viên dạy tiếng Anh của em có thường xuyên sử dụng phương pháp dịch nghĩa từ sang tiếng Việt để giới thiệu nghĩa của các từ mới trong bài học không? a Không bao giờ b Hiếm khi c Thỉnh thoảng d Thường xuyên e Luôn luôn
2 Em có cho rằng việc dịch nghĩa từ sang tiếng Việt là có ích trong các tiết học từ vựng tiếng Anh? a Có b Không
3 Em có thích cô giáo của em sử dụng phương pháp dịch nghĩa từ sang tiếng Việt để giới thiệu các từ mới không? a Có b Không c Bình thường
4 Theo ý kiến em, việc cô giáo dạy tiếng Anh sử dụng phương pháp dịch nghĩa từ sang tiếng Việt để giới thiệu các từ mới có tác dụng đối với việc học tiếng Anh của em như thế nào? a Rất nhiều b Một chút c Rất ít d Không có ích gì
5 Nếu Cô giáo chỉ sử dụng tiếng Anh để giải thích nghĩa của từ mới trong bài học thì em nghĩ rằng để hiểu nghĩa của từ mới sẽ khó như thế nào? a Cực kì khó b Rất khó c Khó d Không khó
6 Em có thể học từ mới hiệu quả như thế nào khi cô giáo dạy tiếng Anh sử dụng phương pháp dịch nghĩa từ sang tiếng Việt để giới thiệu các từ mới ? a Rất hiệu quả b Khá hiệu quả c Bình thường d Ít hiệu quả e Không hiệu quả
7 Tại sao em cho rằng việc sử dụng phương pháp dịch nghĩa từ sang tiếng Việt để giới thiệu nghĩa các từ mới có hiệu quả đối với việc học nghĩa từ mới của em? Bởi vì:( Em có nhiều hơn một sự lựa chọn) a Nó giúp em hiểu từ nghĩa mới nhanh hơn và rõ ràng hơn b Nó giúp em nhớ từ mới lâu hơn và dễ dàng hơn c Nó tiết kiệm thời gian d Nó giúp em cảm thấy dễ dàng và bớt căng thẳng e Các lý do khác ( hãy viết cụ thể)
8 Theo em không khí lớp học có thoải mái và có động lực hơn không khi cô giáo dạy tiếng Anh sử dụng phương pháp dịch nghĩa từ sang tiếng Việt để giới thiệu các từ mới? a Rất thoải mái và có động lực b Thoải mái và có động lực c Không thoải mái và không có động lực
9 Em có gặp phải những vấn đề gì không trong khi học từ vựng với phương pháp dịch nghĩa từ sang tiếng Việt?(Em có nhiều hơn một sự lựa chọn) a Nó làm em thấy giờ học buồn tẻ b Nó làm em thụ động c Nó làm em lẫn lộn (nghĩa từ này với từ kia,ví dụ từ: deny và refuse) d Các lý do khác ( hãy viết cụ thể)
This survey aims to gather essential data for studying the effectiveness of Vietnamese translation in teaching English vocabulary to 10th-grade students Your personal information will remain confidential, and we encourage you to answer truthfully to ensure the success of this research.
Thank you so much for your participation
1 How often does your school English teacher use Vietnamese translation for presenting new vocabulary? a never b rarely c sometimes d usually e always
2 Do you think Vietnamese translation is the useful technique that should be used in English vocabulary lesson?
3 Do you like your teachers use Vietnamese translation for presenting new vocabulary?
4 In your opinion, how much does English teachers‟ use of Vietnamese translation help you to learn English vocabulary? a a lot b some c very little d not at all
5 How difficult do you think it would be for you to understand the meaning of new words if your teachers exclusively used English to explaining new words? a Extremely difficult b Very difficult c Difficult d not difficult
6 How effectively can you learn new words when your teacher uses Vietnamese translation for presenting them? a Very effective b Quite effective c Neutral d Little effective d Ineffective
7 Why do you think that the way the teacher presented words using Vietnamese translation is effective for learning English vocabulary meanings? Because: