A study in the application of form focused and communicative language teaching approaches to teach vocabulary to the first year non english major students at ha noi university of business and technology

VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES NGUYỄN THỊ GIANG A STUDY IN THE APPLICATION OF FORM- FOCUSED AND COMMUNICATIVE LANGUAGE TEACHING APPROACHES TO TEACH VOCABULARY TO THE FIRST YEAR NON ENGLISH MAJOR STUDENTS AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY (NGHIÊN CỨU VIỆC ÁP DỤNG PHƢƠNG PHÁP KẾT HỢP GIỮA ĐƢƠNG HƢỚNG GIẢNG DẠY GIAO TIẾP VÀ ĐƢỜNG HƢỚNG LẤY HÌNH THỨC LÀM NỀN TẢNG VÀO VIỆC DẠY TỪ VỰNG CHO SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH NĂM NHẤT Ở TRƢỜNG ĐẠI HỌC KINH DOANH VÀ CÔNG NGHỆ HÀ NỘI) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 14 01 11 Hanoi - 2014 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES NGUYỄN THỊ GIANG A STUDY IN THE APPLICATION OF FORM- FOCUSED AND COMMUNICATIVE LANGUAGE TEACHING APPROACHES TO TEACH VOCABULARY TO THE FIRST YEAR NON ENGLISH MAJOR STUDENTS AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY (NGHIÊN CỨU VIỆC ÁP DỤNG PHƢƠNG PHÁP KẾT HỢP GIỮA ĐƢƠNG HƢỚNG GIẢNG DẠY GIAO TIẾP VÀ ĐƢỜNG HƢỚNG LẤY HÌNH THỨC LÀM NỀN TẢNG VÀO VIỆC DẠY TỪ VỰNG CHO SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH NĂM NHẤT Ở TRƢỜNG ĐẠI HỌC KINH DOANH VÀ CÔNG NGHỆ HÀ NỘI) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 14 01 11 Supervisor: Dƣơng Thu Mai , Ph.D Hanoi - 2014 TIEU LUAN MOI download : skknchat@gmail.com DECLARATION I hereby certify that this thesis is entirely my own work I have provided fully documented references to the others‟ work The material in this thesis has not been submitted for assessment in any other formal course I also accept all the requirements of ULIS relating to the retention and use of M.A Graduation Thesis deposited in the library Hanoi, September 2014 Nguyễn Thị Giang i TIEU LUAN MOI download : skknchat@gmail.com ACKNOWLEDGEMENTS I would like to express my sincere gratitude and appreciation to a number of people, without whose support, this graduation paper would not have been completed First and foremost, I would like to express my deepest thanks to my beloved supervisor, Duong Thu Mai, Ph.D, for her whole-hearted assistance, useful corrections, encouragement as well as her profound guidance she gave me while I was doing my research It was she who continually reminded me about managing time despite her busy schedule at school and at home Her kindly constructive guidance, suggestions and comments have made it possible for me to finish this study Next, I am very grateful to all lecturers in Faculty of Post-graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their interesting lectures which have inspired me to conduct this thesis Moreover, I am obliged to my colleagues at English Department, Ha Noi University of Business and Technology who fully supported me in the collection of the research data, and the first year non- English major students at Faculty of Information Technology and Tourism at Hanoi University of Business and Technology who have enthusiastically participated as informants for the study without their attending questionnaire survey, the methodology section of the study could not be accomplishedly completed Last but not least, I am most thankful to my dear family and friends for their continual encouragement during the time I conducted the research Without their enormous assistance, I would have faced many difficulties while doing this project ii TIEU LUAN MOI download : skknchat@gmail.com ABSTRACT This present study aims at investigating the perception of teaching vocabulary using the Form- Focused and Communicative Language Teaching approach for the first year non- English major students To reach this aim, an action research was conducted with teachers and 56 students during weeks in the second semester of the year 2013-2014 Group interviews, survey, and class observation were used as the data collection methods The findings of the research showed that all the respondents had a clear perception and appreciation of the vocabulary teaching activities using the combination of Form – Focused and Communicative Language Teaching approaches They realized its suitability for the first year non English majors at Ha Noi University of Business and Technology However, the teaching approach experienced some limitation with respect of the student‟s level, students and teachers‟ preferences and language features, so sometimes it was not interesting enough to motivate students in vocabulary lessons In the light of those findings, the research also suggested several pedagogical implications for both teachers and students with the hope that teachers should pay attention to the accuracy as well as fluency when teaching vocabulary in order to motivate students in their learning help Likewise, to achieve in their vocabulary learning, students are advised to explicitly identify their purpose and needs in learning vocabulary so that teachers as well as students can apply this teaching method in their teaching and learning more effectively and successfully iii TIEU LUAN MOI download : skknchat@gmail.com LIST OF FIGURE, TABLES AND CHARTS HUBT : Ha Noi University of Business and Technology CLT : Communicative Language Teaching FonFs : Focus on Forms FFI : Form-Focused Instruction L2 : Second Language CBI : Content-Based Instruction PPP : Presentation- Practice- Production FF : Form- Focused iv TIEU LUAN MOI download : skknchat@gmail.com LIST OF FIGURE, TABLES AND CHARTS Figure1.4 Aspects of Word knowledge Table1.4 What Is Involved in Knowing a Word? Chart 3.1 Appropriateness to students‟ competence and needs Chart 3.2 Explicit instruction of new vocabulary Chart 3.3 Structure Students who have the similar levels of English proficiency Chart 3.4 Engagement in learning Chart3.5.The application of new words Chart 3.6 Checking activities and explicit feedback Chart 3.7 The opportunity to practice new words communicatively v TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF FIGURE, TABLES AND CHARTS iv LIST OF FIGURE, TABLES AND CHARTS v Part A: INTRODUCTION 1 Rationale of the study Aims of the study 3 Significance of the Study Research questions Scope of the study Method of the study Design of the study Part B: DEVELOPMENT Chapter I: LITERATURE REVIEW 1.1 Communicative Language Teaching 1.1.1 Definition and features of CLT 1.1.2 Major principles of teaching English vocabulary in CLT approach 1.1.3 Communicative activities 1.1.3.1 Role- play 1.1.3.2 Problem- solving tasks 1.1.3.3 Discussion 10 1.1.3.4.Information Gap 10 1.1 Advantages and disadvantages of CLT in teaching vocabulary 10 1.1.4.1 Advantages 10 1.1.4.2 Disadvantage 11 1.2 Definition of Form- Focused Instruction and its basic features 11 1.2.1 Form- Focused Instruction Versus Forms- Focused Instruction 11 vi TIEU LUAN MOI download : skknchat@gmail.com 1.2.2 Definition of Forms- Focused Instruction and its basic features 12 1.2.2.1 Definition of focus on forms instruction 12 1.2.2.2 Basic features of Focus on Forms instruction 13 1.3 The need to teach vocabulary using FF and CLT approach 13 1.3.1 Types of Forms- focused instruction 14 1.3.1.1 Integrating FF and CLT approach 14 1.3.1.2 Isolating FF from CLT approach 15 1.4 An overview of vocabulary teaching 15 1.4.1 Definition of vocabulary 15 1.4.2.The importance of vocabulary in language teaching and learning 16 1.4.3 Aspects of word knowledge included in vocabulary teaching 17 1.4.4 Principles of teaching vocabulary 19 Chapter II: METHODOLOGY 21 2.1 Rationale for the use of an action research 21 2.2 Action research procedure 22 2.3 Background of the study 24 2.3.1 Participants 24 2.3.1.1 Teachers 25 2.3.1.2 Students and their background 25 2.4 Materials 26 2.5 Data collection instruments 27 2.5.1 Survey questionnaires 27 2.5.2 Class observation checklists 28 2.5.3 Group interview 29 2.5.4 Research lesson plan 30 2.5.4.1 Lessons according to isolated FFI and CLT approach 30 2.5.4.2 Lessons according to integrated FFI and CLT approach 31 2.6 Data collection procedures 31 2.7 Data analysis procedures 33 vii TIEU LUAN MOI download : skknchat@gmail.com Chapter III: RESULTS AND DISCUSSIONS 35 3.1.Research question 1: 35 3.2 Research question 2: How well the students evaluate the activities used to teach vocabulary using the approach 36 3.2.1 Findings from students’ questionnaires 36 3.2.1.1 Appropriateness to students’ competence and needs 36 3.2.1.2 Explicit instruction of new vocabulary 37 3.2.1.3 Structure Students who have the similar levels of English proficiency.38 3.2.1.4 Engagement in learning 40 3.2.1.5 The application of new words 41 3.2.1.6 Checking activities and explicit feedback 42 3.2.1.7 The opportunity to practice new words communicatively 43 3.2.2 Findings from the class observation 45 3.3 Research question3: To what extent are the vocabulary teaching activities using this approach effective from teachers’ perspective? 47 Part C: CONCLUSION 51 Summary of the findings and discussion 51 Implication 52 Limitations of the study 53 Recommendations for further studies 54 REFERENCES 55 APPENDIX I viii TIEU LUAN MOI download : skknchat@gmail.com APPENDIX INTERVIEW QUESTIONS FOR TEACHERS What is your opinion about the vocabulary teaching activities using the FF& CLT approach? What are the strong points of these activities in your opinion? What advantages and disadvantages you think these activities bring to your students? How your students improve their word knowledge when using these activities to learn vocabulary? Which suggestions can you give to use this approach in the most effective way? V TIEU LUAN MOI download : skknchat@gmail.com APPENDIX B CLASSROOM OBSERVATION SCHEDULE Oder Date & Time Class Content th February , 2014 TH 18- 09 Unit 7: Music Q: Skills for Success: P Listening and Speaking th February8 , 2014 DL18- 05 Unit 7: Music Q: Skills for Success: P Listening and Speaking th February , TH 18- 10 Unit 7: Music 2014 Q: Skills for Success: P Listening and Speaking th February13 , TH 18- 09 Unit 7: Music 2014 Q: Skills for Success: P Reading and Writing th February15 , TH 18- 10 Unit 7: Music 2014 Q: Skills for Success: P Listening and Speaking th February21 , DL 19- 08 Unit 8: The Lies People Tell 2014 Q: Skills for Success: P Listening and Speaking th February27 , TH 18- 09 Unit 8: Dishonesty at Schools 2014 Q: Skills for Success: P Reading and Writing th Februar 28 , 2014 DL 18 - 05 Unit 8: Dishonesty at Schools Q: Skills for Success: P Reading and Writing VI TIEU LUAN MOI download : skknchat@gmail.com APPENDIX D Lesson plans under observation Lesson plan 1: Unit : MUSIC- Reading and Writing Reading 1: Music and Shopping Syllabus: Skills for Success Date :……………………… *Objectives : By the end of the lesson, SS are able to -enrich vocabulary related to the topic “ Music and shopping” -use the words in the real context * Materials: textbook ( Skills for Success), lesson plan, board, chalks, handout pictures * Teaching procedures: Steps Warm- up Form focused &Communic ative activities T‟s activities  Greeting  Calls the roll  Raises some questions to SS: Do you like music and shopping? How does music make you feel? Do you like to go to stores or restaurants that play music? -Elicits the answers from SS -Calls on the volunteers to share the ideas with the whole class -Makes Ss listen to the audio of the text - Reads the text loudly -Pauses at the sentences containing the target words - Draws attention to the form and then explains the meaning of the word in the text - Be sure that all SS understand the meaning of the word - Draws SS‟ attention to the text and comprehension again -Calls on two SS to read the text aloud SS‟ activities - Greeting - Monitor answers - Listen and answer T‟s questions - Listen to the audio Listen to the T Pay attention to the new words in the text Note down Raise the voice if not understand Pay more attention to the meanings of words , of the whole text Read the text aloud Correct the pronunciation mistakes VII TIEU LUAN MOI download : skknchat@gmail.com - Corrects the mistakes about pronunciation *** Target words A customer (n): a person who buys things from a store or other business Volume ( n) :the amount of sound that something makes 3.Exciting( adj): Causing you to have a strong feelings of happiness and interest Familiar( adj):that you know well Serious ( adj): not funny; not joking or playing According to ( phrase): as someone or something says notice ( V): to see or pay attention to someone or sth fit(v) to be the right size, shape, or type for sb or sth - If SS can not understand in English, T can translate in to Vietnamese ConsolidaTion Review the new words -Assigns one word to each Make sentences with words student and asks him or her to write a sentence with it - Has them put their sentences on the board - Corrects sentences with the whole class, focusing on the use of the words VIII TIEU LUAN MOI download : skknchat@gmail.com Lesson plans under observation Lesson plan 1: Unit : MUSIC- Reading and Writing Reading 1: Music and Shopping Syllabus: Skills for Success Date :……………………… *Objectives: By the end of the lesson, SS are able to -Enrich the vocabulary related to the topic “ Music and shopping” - USe the uses of words in the real situations * Materials : textbook ( Skills for Success), lesson plan, board, chalks, handout pictures * Teaching procedures: Steps *Warm- up Form- Focused activities T‟s activities  Greeting  Calls the roll  Raises some questions to SS: Do you like music and shopping? How does music make you feel? Do you like to go to stores or restaurants that play music? - Elicits the answers from SS - Calls on the volunteers to share the ideas with the whole class - Lead in: You are going to learn some words from Reading 1.Pay your attention to my questions A customer (n): a person who buys things from a store or other business -Shows the picture in which the customer is asking for the things he wants to buy and ask Sts” Who is he in this picture?” - Elicits the answer from Sts and Sts‟ activities - Greeting - Monitor answers - Listen and answer T‟s questions -Look at T‟s picture & answer the question Note down IX TIEU LUAN MOI download : skknchat@gmail.com introduces the word “ Customer: - Pronoun the word & write down on the board - explain it and ask sts to translate it in to Vietnamese -read it aloud & ask Sts to repeat Volume ( n) :the amount of sound that something makes -Make a sentence: Please turn down the volume The music is too loud - Then ask Sts “ What does volume mean in this context?” - elicit the Sts‟ ideas & give out the correct answer with the clear definition of the word - write it on the board, read aloud - Have ss repeat 3.Exciting( adj): Causing you to have a strong feelings of happiness and interest Familiar( adj):that you know well Serious ( adj): not funny; not joking or playing - Explain three words & ask SS their meanings in Vietnamese - Write on the board, read aloud ask Sts to repeat According to ( phrase): as someone or something says notice ( V): to see or pay attention to someone or sth fit(v) to be the right size, shape, or type for sb or sth - With these words, asks Sts to look them up in the dictionary to see their pronunciation, part of speech and meaning - Write on the board and elicit answer form Sts - Read all new words again and ask SS to repeat in chorus and then individually Communicative practice - Ask Ss to work in pairs and role play: Listen and repeat Listen & answer the question Note down Listen and repeat Listen & look up the words in the dictionary Answer the question Note down Listen and repeat Look at the wordlist and read Work in pairs to ask and answer the questions X TIEU LUAN MOI download : skknchat@gmail.com Interview your partner about his/ her music plan for a business that he/ she wants to own using the following cues:  What kind of business is it?  What does it sell?  Who are the customers?  What kind of music does it play? familiar music or serious music?  Why you choose that kind of music? - Consolidation Perform in front of the class Note down mistakes Correct mistakes Ask Ss to use the new words Give SS five minute to ask and answer Call time if conversations are winding down Circulates, monitors and assists if necessary Call two pairs to perform in front of the class Give feedback on SS‟ pronunciation, the uses of target words Review the new words Assigns one word to each Make sentences with student and asks him or her words to write a sentence with it - Has them put their sentences on the board - Corrects sentences with the whole class, focusing on the use of the words XI TIEU LUAN MOI download : skknchat@gmail.com Lesson plan 2: Unit 7: Music Reading 2: Music and the Movies Syllabus : Skills for Success Date:  Objectives : By the end of the lesson, SS will be able to o Enrich the vocabulary related to the topic “ Music and the Movie‟ o Use these words in real situations  Materials: text book , lesson plan, board, chalk  Teaching procedures: Steps **Warm up Form activities T‟s activities Greeting Calls the roll Asks Ss the question „ What is your favourite film? Why?” - Elicits the answers from ss - Calls on some volunteers to share the ideas with the whole class Leads in: Now you are going to learn some new words from reading about “Music and the Movie” So, pay the attention to my instructions -Introduces the famous Vietnamese film-The White Silk Dress( Ao lua Ha Dong) and ask them question “ Have you ever watch this film ?” -Present the words “ character, composer, director and scene” basing on this film by making sentences - Ask SS to listen the sentences and guess the Ss‟ activities - Greeting - Monitor answers - Listen and answer T‟s questions - Listen to T - Think and answer T‟s question -Listen to the sentences -Guess the meanings of the words - note down XII TIEU LUAN MOI download : skknchat@gmail.com meaning of words Gu and Dan are the main characters in this film  So What does “ character” mean? 2.Luu Huynh is not only the composer but the director of this movie as well  so what “ composer”, “ director” mean? What is your favorite scene in the movie?  What does “ scene” mean? - Write down four those words on board with their part of speech, pronunciation, meaning - Pronounce them loudly - Ask SS to repeat in chorus and individually -As for the words: Level(n) Perfectly (adv) Tense ( adj) Ask SS to look them up in the dictionary Elicit the answers and give feedback - Write down on the board - Pronounce loudly - Ask Ss to repeat in chorus and then individually Communicative activities - - Ask students to talk about their favorite film in pairs using as many words they just leant as possible Provide Ss some - listen and repeat - Note down Listen Look up the words in the dictionary - Give out the answers Listen and repeat in chorus and individually - Work in pairs Ask and answer about the partner‟s favorite film Listen to T‟ suggestions XIII TIEU LUAN MOI download : skknchat@gmail.com Consolidation suggestions as follow: What is the film? How many characters are there? Who is its composer, director? Which scene you like most? Why you like this film? - Ask Ss to work in pairs Using as many target words as possible - Gives students five minutes to discuss the questions Call time if the conversation are winding down - Circulates, monitor and assists if necessary -Calls on some pairs to perform in front of the class - Gives feedback on students‟ errors in term of pronunciation, using of word Call on three SS go to the board and write the words with their meaning, part of speech and one example for each Perform the work in front of the class Note down and correct mistakes Go to the board Remember the words and write down them on board XIV TIEU LUAN MOI download : skknchat@gmail.com Lesson plan 2: Unit 7: Music Reading 2: Music and the Movies Syllabus : Skills for Success Date:    Objectives: By the end of the lesson, SS will be able to - Enrich the vocabulary related to the topic “ Music and the Movies” - -Master the uses of the words in real contexts Materials: text book, lesson plan, board, chalk Teaching procedures: Steps T‟s activities Ss‟ activities ** Warm –Up - Greeting - Greeting - Calls the roll - Monitor answers - Asks Ss the question „ What - Listen and is your favorite film? Why?” answer T‟s - Elicits the answers from ss questions - Calls on some volunteers to share the ideas with the whole class Form focused Makes Ss listen to the audio of the &Communicative text activities - Reads the text loudly -Pauses at the sentences containing the target words - Draws attention to the form and then explains the meaning of the word in the text - Be sure that all SS understand the meaning of the word - Draws SS‟ attention to the text and comprehension again -Calls on two SS to read the text aloud - Corrects the mistakes about pronunciation *** Target words Action (n) exciting things that happen Character (n) a person in a book, play, television show ,or movie Composer(n) a person who write music XV TIEU LUAN MOI download : skknchat@gmail.com Director(n) a person in charge of a movie who tells the actors what to Instruments (n) a thing that you use for playing music Level(n) the amount, size, or number of something: mức độ Perfectly( adv) in a way that is so good that it cannot be better Scene( n) part of a play or movie Tense (adj) making people feel worried and not relaxed - If SS can not understand in English, T can translate in to Vietnamese Consolidation Task: Complete each sentence using the target words He was a great speaker I understood all his ideas……… The little girl, Annie, is the most important…………in the movie The guitar is probably the most popular…………in the world The best part of the movie is the ……… when the boy sees that cat again The movie was a little boring at first, but there was plenty of………when Jackie Chan came on The………… of the sound in that movie was too high It hurts my ears Driving in bad weather can be a(n) …………… situation My favorite……………….is Mozart Listen to T Note down Complete the sentences Exchange the answers Present the answers in front of the class Note down correct answers XVI TIEU LUAN MOI download : skknchat@gmail.com The ……………… gives actors instructions -Make sSS finish all sentences - Asks them to exchange the answers with your friends - Checks the answers with the whole class -Calls on nine students to present the answers XVII TIEU LUAN MOI download : skknchat@gmail.com APPENDIX E CLASS OBSERVATION SHEET ( Adapted from Kate Kinsella, Kevin Feldman, 10/03) Teacher:……………………………… Class:………………………… Teaching methodology:………………… Observer:…………………………… Date:………………………… Yes/ No/ ? Comments I Preparation to teach 1.Signals that vocabulary instruction will take place Specifies students‛ active role (taking notes, responding, etc.) Appears to have analyzed the lesson vocabulary demands and prepared to teach new words II Teacher and teaching method Clearly presents meanings Directs students‛ attention to the word (on board, in text, etc.) Supports verbal instruction with visuals (handout, board, etc.) Pronounces new words clearly and prompting students to repeat the word chorally, individually Points out the part of speech (noun, verb, adjective, adverb) Provides the Vietnamese cognate (if appropriate for the students) 10 Provides student-friendly accessible examples 11 Provides opportunity to practice words communicatively 12 Structures word use with an oral task and response starter 13 Partners students to share sentences using the new word XVIII TIEU LUAN MOI download : skknchat@gmail.com 14 Calls on one or two students to share responses with class 15 Demonstrates how the word is used in context(e.g re-read the sentence from a book using the word) 16 Provides accessible synonyms and explanations(e.g explanations that use language & examples students are familiar with – clear connections) 17.Checks for understanding using concrete activities that require students to apply the meaning of new words in various circumstances 18 Provides effective instructional feedback to students (verbal or written) III Learning 19 Listen attentively 20 Focus on instructional visuals ( handout, board ) 21 Focus on task, not idle or doing something else 22 Get ready to take notes 23Repeat when prompted 24 Share sentence with partner 25 Respond appropriately 26 Appear to understand the word meaning 27 Practicing words in small groups or pairs 28 Use forms correctly in communication context 30 Develop accuracy as well as fluency 31 Engage in meaning- focused language use 32 Appear to acquire linguistic forms through meaning- focused interaction XIX TIEU LUAN MOI download : skknchat@gmail.com ... research makes attempt to evaluate the effectiveness of Form Focused and Communicative language teaching approach on students? ?? vocabulary acquisition and teachers‟ application in teaching vocabulary. .. mentions the investigation using FormFocused and Communicative Language Teaching approach to teach vocabulary to the first year non- major students at HUBT Besides, the background information of the. .. application of Form focused and Communicative Language teaching approach in teaching vocabulary The data collected from questionnaires to students and the interview to teachers as well as class