SKKN AN APPLICATION OF TASK - BASED LANGUAGE TEACHING TO IMPROVE 10TH GRADERS’ VOCABULARY RANGE

EXPERIENCED INITIATIVE AN APPLICATION OF TASK - BASED LANGUAGE TEACHING TO IMPROVE 10TH GRADERS’ VOCABULARY RANGE Subject: English NGHE AN EDUCATION AND TRAINING DEPARTMENT QUY HOP UPPER- SECONDARY SCHOOL ************ EXPERIENCED INITIATIVE AN APPLICATION OF TASK - BASED LANGUAGE TEACHING TO IMPROVE 10TH GRADERS’ VOCABULARY RANGE Subject: English Teacher: Đậu Thùy Dung Group: Literature- English Tel: 0982011265 School year : 2021- 2022 An application of task - based language teaching to improve 10th graders’ vocabulary range TABLE OF CONTENTS PART I INTRODUCTION 1 Rationale Objectives Scope of the study Research Methods PART II CONTENT I Theoretical and practical background Theoretical background Practical background: II The solutions: Procedure for a task-based activity: Sample of application of task – based language teaching: PART III: CONCLUSION 28 Results of the experiment 28 Applicabilities of the experiments: 29 PREFERENCE 30 APPENDIX 1: PRE TEST AND POST TEST 31 APPENDIX - QUESTIONNAIRE 37 QUESTIONAIRE ITEMS 37 An application of task - based language teaching to improve 10th graders’ vocabulary range PART I INTRODUCTION Rationale In acquiring a foreign language, vocabulary plays a crucial part It is one element that links the four skills (speaking, listening, reading and writing) all together Talking about the importance of vocabulary, the linguist David Wilkins D A (1972) argued that: "without grammar little can be conveyed, without vocabulary nothing can be conveyed" Indeed, people need to use words in order to express themselves in any language In order to communicate well in a foreign language, anyone should acquire an adequate number of words and should know how to use them accurately Before 1970, little attention was paid to vocabulary teaching and learning It means that teaching vocabulary was just considered an addition to teaching grammar or simply a by-product of language teaching and communicative functions Those four traditional skills don’t take into account the other skills necessary for language development However, some scholars of language acquisition no longer talk about the four language skills, but nine skills These other five skills are vocabulary, spelling, grammar, pronunciation and study skills Therefore, the role of vocabulary knowledge has been recognized by theorists and researchers since 1990 Besides, in my experience as a teacher of English, I noticed that my students usually find it difficult to speak English fluently They usually consider speaking and writing activities (productive skills) exhausting because they keep on using the same words and expressions, so very soon their conversation is abruptly interrupted due to missing words For the same reason, their receptive skills: listening and reading are not good either The main reason for such problems is the lack of vocabulary Other students are faced with the problem of forgetting the words right after the teacher has elicited their meaning or after having looked them in the dictionary This is also a cause of the lack of vocabulary In the context of our contemporary society that are being affected considerably by the COVID-19 Pandemic, the demand for both teachers and students to have a novel and efficient method of teaching and learning is more necessary than ever Both students and teachers need a learning method that is applicable and easy to implement due to the geographical and economic situation of students in the local area where the researcher carries out the research As a matter of fact, the task-based language teaching method will be chosen for this thesis paper Recognizing the importance of vocabulary, I myself understand that the teacher has an essential role in helping students to improve their vocabulary Therefore, being a teacher of English, I would like to recommend my experience: “An application of task - based language teaching to improve 10th graders’ An application of task - based language teaching to improve 10th graders’ vocabulary range vocabulary range” I hope that my ideas and my effort can be a useful solution to teach vocabulary Objectives The objectives of the study are to research the effectiveness of the task-based learning method in improving students’ vocabulary and also find out their opinions in learning vocabulary and the relationship between the use of vocabulary learning strategies and the application of task-based learning method Scope of the study 10th students at Quy Hop high school Research Methods To achieve the objectives of the study, both qualitative and quantitative methods will be exploited in this action research Before the experiment, forty students from class 10 C1 were designated as control groups and forty students from class 10 A1 were experimental groups All of them have learnt English for at least seven years at school Despite the fact that there might be some inevitable variables such as intelligence and characteristics among students, the differences between the two groups were limited to a minimum The study was carried out to explore the effectiveness of the technique for teaching on students An application of task - based language teaching to improve 10th graders’ vocabulary range PART II CONTENT I Theoretical and practical background Theoretical background 1.1 Vocabulary Vocabulary is an essential building block of language because it is the element that links the four skills of vocabulary, listening, reading and writing all together In order to overcome the challenges of specialized usage of vocabulary, learners need to be taught and learn about the definition and different types of vocabulary, their usage, and specific methods that will help them acquire vocabulary 1.1.1 Definition of vocabulary Vocabulary is an important and necessary aspect of language To master a language, learners should have a thorough grasp of the vocabulary of the language This means that learners cannot use a language without having knowledge about the vocabulary of that language There have been many different definitions of vocabulary According to Pyles and Algae (1970), when people think about language, they think just about words They assert that “the vocabulary is the focus of language It is in words that we arrange together to make sentences, conversation and discourse of all kinds” Ur (1996, p.60) also noted that “vocabulary is the words we teach in the foreign language However, a new item of vocabulary may be more than a single word: a compound of two or three words or multi- word idioms” Joklova (2009) stated that vocabulary is a list of words and their combination in particular language Vocabulary learning is important because it is needed by learners to acquire a lot of words so they can use the vocabulary in any needs especially academic needs (Komachali & Khodareza, 2012) Vocabulary learning can be applied in classroom activities by teachers by considering the level of language proficiency of the students so successful and effective vocabulary learning can be reached The word “vocabulary” came from the Latin word “vocabulum” which means “name” It has come to English since 16th century In the Macmillan English Dictionary, the word “vocabulary” means “all the words in a particular language” Each linguist gives his own definition Lewis (1993, p.89) states that “vocabulary may be individual words or full sentences-institutionalized utterances that convey fixed social or pragmatic meaning within a given community” It can be concluded that vocabulary is words are useful in all skills in English, even in productive and receptive forms It shows that vocabulary is the key to achieve all skills and it the basic unit in a language To summarize, vocabulary is the total number of all the words that a language possesses including single words, two or three words items expressing single idea and multi-word idioms of which meaning cannot be deduced from the analysis of the component words but only understood in the sentences; or in contexts, etc An application of task - based language teaching to improve 10th graders’ vocabulary range 1.1.2 The role of teaching vocabulary in teaching and learning English There is no one ignores the process of learning vocabulary, especially common English, because English vocabulary is an important cell forming your ability to use foreign languages D A Wilkins said “Without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed.” Rivers (1981) also emphasizes the important role of vocabulary in a language: “language is not a dry bone It is a living growing entity, clothed in the flesh of words” (cited in Hoang, 1985, p.23) Vocabulary plays an important role in learning and teaching foreign languages Rich vocabulary helps teachers and learners acquire English as a foreign language (Nunan, 1991) Learning vocabulary has become an essential part of learning a foreign language The number of vocabulary taught in language learning will depend on the objectives of the course and the amount of time spent on teaching From what have been discussed above, it can be concluded that with nonnative speakers in general, students in particular, vocabulary is needed as first in order to survive If a learner has a wide vocabulary, he can get himself understand others easily On the contrary, if it is limited, he will have difficult in doing so Therefore, vocabulary is a “must” for all English learners to acquire by all means The important role of vocabulary raises question of how can learners increase their vocabulary knowledge Prator and Murcia (1979) stated that “Vocabulary is expanded as fast as possible since the acquisition of vocabulary is considered more important than grammar skill” (p.73) As a result, it goes without saying that teaching and learning vocabulary is a very crucial aspect in foreign language methodology Nevertheless, it is also one of the hardest things to do, especially when you have reached a certain level Learning vocabulary is a process requiring time and effort investment In vocabulary teaching, teachers are advised to organize various learning activities to create motivation for learners 1.1.3 Procedure of teaching vocabulary According to Cross (1991) the procedure of teaching vocabulary can be divided into three stages: • Presentation: In this stage, the teachers can use various techniques mentioned in the previous discussion However, the teachers have to be careful in selecting the techniques that they use in teaching activity • Practice: In the second stage, the teacher gives exercises for students to practice the items being learnt Making completion, matching, words classification, etc are several examples of exercises that can be used • Production: In this stage students are expected to apply the newly learnt vocabulary through the vocabulary activities or writing activities An application of task - based language teaching to improve 10th graders’ vocabulary range 1.2 Task-based learning method 1.2.1 Definition of Task-based language teaching method Task-Based Learning offers an alternative for language teachers and students is an approach to second langue situation In a Task-Based lesson the teacher does not pre-determine what language will be studied, the lesson is based around the completion of a central Task and the language studied is determined by what happened as the students complete it Brown (1994: 83) says “Task based learning is not a new method Rather, it simply puts tasks at the center of one’s methodological focus It views the learning process as a set of communicative tasks that are directly linked to the curricular goals they serve, and the purposes of which extend beyond the practice of language for its own sake” Hedge (2000: 71) also says that CLT involves the learners in tasks that are meaningful and have some kind of context that represents and reflects true authentic language as it is applied and used in the real world surroundings This authentic language is different and outside of the language that is commonly used in the classrooms 1.2.2 Types of tasks It is said that in various materials the word “task” has been described as role plays, grammar exercises and other activities However in relation to task based language teaching, the word “task” takes on a different meaning and understanding from the mainstream definition Stern (1992: 195) states that a task is “realistic language use… focuses on a learners’ attention on a task, problem, activity, and topic and not on a particular language point” Foster and Skehan (1996: 300) defines tasks as “activities that are meaning-focused and outcome-evaluated and have some real world relationship” Evidently there are many varieties and opinions of what a task actually is, but overall, what is apparent is the fact that a task is an important component towards the establishment of learning a language especially related to t The types of task that a language learner can take part in are numerous and differ from each other in terms of what each task requires the learner to Willis (1996) states that there are six types of task that learners can engage in which promotes successful language learning - Listing (involve brainstorming and fact finding): These activities could help to complete some kind of list or draft a mind map - Ordering and sorting meaning: the learners will be sequencing, categorising, ranking and classifying information All these activities could help to sort and order information according to specified criteria - Comparing: Learners have to search for similarities, differences and match information accordingly The outcome of such tasks could be items appropriately matched or assembled, or the identification of similarities and differences An application of task - based language teaching to improve 10th graders’ vocabulary range -Problemsolving (involve analyzing real situations, analyzing hypothetical scenarios, reasoning and decision making): The result from such activities could give solutions to such problems which could then be evaluated - Sharing personal experiences: the learners narrate, explore, describe and explain attitudes, reactions and opinions Social and cultural differences are made apparent through this activity also it builds a bond between the learners due to their insight into the different cultures and experiences - Creative tasks: include such activities as fact finding, brainstorming, comparing, sorting, ordering and problem solving 1.3 Advantages of TBLT in teaching vocabulary In task- based language teaching, the center of the learning process moves to the students and they realize that language is a tool to solve real world problems Students tend to be active and participate with great motivation towards tasks and activities in a task- based language teaching environment In this method, students work and co-operate with each other in groups which build bonds between them When working in groups they are able to display and produce meaningful interaction on a given topic Also the class works together and assess the whole outcome of the lesson In addition, task- based language teaching provides students with the linguistics components they will need to accomplish these real world tasks such as: How to introduce themselves, how to talk about themselves, their families, their interests What’s more, task- based learning gives students the opportunity to learn vocabulary In each lesson, teachers usually explain vocabulary in a pre-task and students don’t pay attention, words taught that way are easily forgotten so it is beneficial for the students if the teacher thinks of creative ways to involve students By participating in the task learners not only acquire new language items, but also make use of language they have acquired recently Practical background: It is a fact that students in my school rarely use English to speak to each other, especially the 10th students who have little knowledge of vocabulary Most of the students in my school are Ethnic minority children and they have neither opportunity to interact with English books and newspapers nor to meet foreigners to communicate and improve their knowledge of English vocabularies On the other hand, most students not understand the importance of learning vocabulary They think that only concentrating on grammar is enough and ignore vocabulary They only study vocabulary for teacher’s checks or for marks In fact, vocabulary is taught in each lesson Students can learn the form, meaning and use of vocabulary but after that, they don’t use these words to communicate and they easily to forget them In general, students learn in a passive way and don’t have creation in learning vocabulary Because of the preceding reason, I think that An application of task - based language teaching to improve 10th graders’ vocabulary range teachers need to pay attention to creating situations for students to practice a lot so that they can understand as well as remember the form, pronunciation and know how to use the vocabulary in different situations I choose to apply task- based language teaching in the lesson getting started and use a communicative approach to improve students’ range of vocabulary I suppose that task-based language teaching can be an effective solution to help students improve their vocabulary range II The solutions: Procedure for a task-based activity: All the four phrases of this study can be visualized in the following chart: Phase Step Method of implementation Students’ questionnaire Phase 1: Planning Prepare necessary learning instrument Lesson plans Vocabulary Tests Semi-structure Interview Question Step Pre-test Students Step Vocabulary Lessons (With Task -Based Approach) Step Post-test 1: after the lessons Step Post-test 2: at the end of the course Phase 3: Observing A stage for data collection Gathering the data, analyzing data Phase 4: Reflecting Data analysis Phase 2: Action Findings and discussions Sample of application of task – based language teaching: Unit 1: Family life Lesson: Getting started Suggested task-based activity: A short talk about household chores division in your house Objectives: - Use lexical items related to the topic of household chores and duties - Make a presentation about the household chores division in their house - Enhance vocabulary ranges about the topic and use it successfully An application of task - based language teaching to improve 10th graders’ vocabulary range Language Content (example): - Ecological/ ecology • balance - Observe • departure - Sustain/ sustainable • culture - Nature • environment - balance • wild life Time limit: 10 minutes Preparation: - Teacher: Prepare the situation, a list of vocabulary students can use to communicate - Students: pens for group work; find out the answer for the questions, present their talk Procedure: - Give situation: Ecotourism means travel to areas of natural or ecological interest to observe wildlife and learn about the environment From that definition, discuss about the pros and of ecotourism - Divide the task for students a half of class find the pros and the other find the of ecotourism - Ask students sit in groups of five to six to discuss - After minutes, call the representatives of the groups to perform their result - Ask other groups to give comments - Give feedback highlight the language that the students used during the report phase for analysis - Show the suggested answers - Have students write some principles of ecotourism that visitors should follow basing on the pros and of ecotourism at home • Suggested answers: Pros • provide sustainable income for local communities • allow for new experiences with the environment Con • risks spoiling a region’s ecosystem • ruin natural habitats • lead to conflicts within the • help with research and 26 An application of task - based language teaching to improve 10th graders’ vocabulary range development • Increase the awareness of environmental problem tourism sector • still disturb local wildlife • ecological imbalance • explore new culture 27 An application of task - based language teaching to improve 10th graders’ vocabulary range PART III: CONCLUSION Results of the experiment In order to evaluate the students' vocabulary capability prior to the implementation, a pre-test was carried out on the 10th Grade students at Quy Hop High school At the end of the course, the students took a post-test, of which the results would be compared to that of the pre-test to find out the effects of the treatment applied to the group of the participants Figure 1.1 show the participants' scores and descriptive statistics of pre-test and post-lest The improvement of students in experiment group was revealed through the test that I applied After the course, students in the experimental group seemed to get greater improvement Pre-test scores Excellent 4% Post-test Scores Fail 6% Fail 0% Excellent 16% Good 17% Pass 49% Fair 24% Pass 24% Good 28% Fair 32% Fail Pass Fair Good Excellent Fail Pass Fair Good Excellent Figure 1.1 Classification of test results in pre-test and post-test The statistics from Figure 1.1 above show that students' vocabulary performance was rather poor Nearly half of the students (about 49 %) got belowfair scores There are five students who got below-average scores (about 6%) Although the highest score in the pre-test was noticeable, standing at 9.5, but only three students Besides, the mean of the group's pre-test was just above 5.92 The most frequently occurring score was from 5.00 to 6.75, with fifty students These data records also illustrate that there was a large improvement in the scores after taking action 28 An application of task - based language teaching to improve 10th graders’ vocabulary range The better results at the post-test compared to those at the pre-test proved remarkable improvement in the vocabularies After learning five lessons implemented task-based activities, the students communicative skill is improved because they use vocabularies appropriately for the topic, pronounce the words correctly and make clear intonation Applicabilities of the experiments: Firstly, it is recommended that teachers should design more task - based activities and well prepare lesson plans to encourage students to communicate in class to improve their vocabularies The teachers should think about how to introduce new language items, what questions or which activities they will ask their students to elicit the new words from the topic and give the students clear instructions on what they will at each stage of the task Secondly, the teachers should provide the students with a variety of interesting task- based activities, which influence students’ progress and attitudes towards the lesson Fur ther more, task-based activities should be used frequently in the speaking lessons to encourage students to communicate with each other Task- based activities are not only used in the lesson Getting started but alo in other lesson such as Language, Reading, Speaking, Listening or Writing to encourage students remember and use vocabularies appropriately Limitations of the study This study still has some limitations including the small sample size which limits the accuracy of the result because small sample size does not represent all the students in Quy Hop School The survey used in this research was carried out with the respondents in only two classes at grade 10 grade instead of being conducted in all the grades at this school In addition, the research still has some limitations in data collection and analysis With these results, the researcher cannot have an in-depth analysis or find the arising problem during the research process Furthermore, when implementing the task- based activities, some students were not aware of the importance of task based language teaching Hence, some participants did not concentrate on the tasks, which made the lessons noisy and some of them used mother tongue in the class 4.Recommendations for further study Based on the limitation of the study as discussed above, the recommendations are raised for further research as follows First and foremost, further studies should be carried out in longer duration and increase the size of the sample in order to produce more reliable results Second, the subjects of the study need to be broadened, for example with students in grade 11, grade 12 Third, TBL may be applied in other skills, such as listening, writing and reading Finally, it is important, especially with less confident students, to create a positive, supportive, low stress atmosphere that encourages creativity and risk taking 29 An application of task - based language teaching to improve 10th graders’ vocabulary range REFERENCE Burns, A (2006) Teaching speaking: A text-based syllabus approach Current trends in the development and teaching of the four language skills, 235-58 Ellis, R 2003 Task-Based Language Teaching and Learning Oxford: Oxford University Press Gardener Murphy (1998) The Psychology of Effective Learning And Teaching Oxford University Press Harmer, J (1991) The Practice of English Language Teaching London Longman Group UK Limited Harmer, J (1998) How to Teach English London Addison Wesley Longman Limited Haines, S (1989) Tasks for the EFL classroom: resource material for teachers Nelson Kettanun, C (2015) Task-Based Learning and its validity in a Thai EFL classroom Procedia-Social and Behavioral Sciences, 192(24), 567-573 Nunan, D (2004) Task-Based Teaching Cambridge: Cambridge University Press Oxford, R (2006) Task-Based Language Teaching and Learning: An Overview Asian EFL Journal 10 Singh, Y K (2006) Fundamental of research methodology and statistics New Age International 11 Willis, J (1996) A Framework for Task-Based Learning Longman: de Henseler Books Vol 18 30 An application of task - based language teaching to improve 10th graders’ vocabulary range APPENDIX 1: PRE TEST AND POST TEST Pre-Test ( 40 Minutes) Choose the word whose underlined part pronounced differently from that of the others by circling A, B, C, or D: A established B orphaned C recognized D endangered A national B question C population D station A eliminate B elephant C endanger D erosion A volcano B.make C tidal D crazy A teacher B leader C easy D meant Choose the word which has a different stress pattern from that of the others A teacher B people A income A enjoy A importance 10.A interest B answer B happen B happiness B newspaper C machine D water C increase C agree C employment C apply D perfect D destroy D relation D hopeless Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions 11 The International Organizations are going to be in a temporary way in the country A soak B permanent C complicated D guess 12 She was happy that she could get in touch with a lot of her old friends when she went abroad to study A lose contact with B lose control of C put in charge of D make room for 13 Heavy rain makes driving on the road very difficult A hard B easy C interesting D simple 14 A series of programs have been broadcast to raise public awareness of healthy living A experience B understanding C confidence D assistance Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions 15 As a sociable boy, Nam enjoys spending his free time going out with friends 31 An application of task - based language teaching to improve 10th graders’ vocabulary range A mischievous B outgoing C caring D shy 16 It's not a pleasant feeling to discover you've been taken for a ride by a close friend A driven away B deceived deliberately C given a lift D treated with sincerity 17.The government is encouraging everyone to save water by not washing their cars A conserve B waste C avoid D collect 18 A wedding is a meaningful event A sad B sorrowful C unimportant D important Choose the best answer: 19 There is a wedding _ for all the guests after the wedding ceremony A anniversary B reception C celebration D proposal 20 I see a lot of _ between Vietnamese and British cultures A similar B similarly C similarity D Similarities 21 As a country with many mysteries and legends, Vietnam has kept various beliefs about daily activities A superstition B superstitious C superstitive D superstitiously 22 Professor Berg was very interested in the diversity of cultures all over the world A change B same C difference D variety 23 The _growth rate of Vietnam reached about 8.0% in 2007 A economics B economically C economic D economy 24 Environmental _ is a serious problem facing mankind today A pollute B polluted C pollution D polluting 25 She purchased a number of shares in the company a invested b sold c exchanged 26 In Yemen, women have less training and employment A possibility B way to C use 27 Women are more likely to be victims of d bought property ownership, credit, D access violence 32 An application of task - based language teaching to improve 10th graders’ vocabulary range A domestic B household C home D family 28 She is interested in teaching .because she loves working with children a semester b communication c work d profession 29 Let me give you a little about the president of the company a specialization b concentration c background d degree 30 There is no explanation for what happened a scientist b scientific c scientifically d since Choose the words or phrases that best complete this passage Conservation is the (31)……… and preservation of natural resources, so that they can continue to be used and enjoyed In the past, most people believed that the world's (32) ……… could never be used up Today, we know that is not true An important part of conservation is the (33) ……… of waste - waste of forests, soil, wild-life, minerals and human lives As important is the fight against pollution of our (34)…… , in particular, the dirtying and poisoning of air and water Conservation is also concerned with the reclaiming of land by (35) …… deserts, draining swamps or pushing back the sea 31 a destruction b safeguarding c prevention d damage 32 a resources b supplies c gases d property 33 a circulation b preservation c prevention d defense 34 a neighborhood Earth b surroundings c environment d 35 a widening b using c irrigating d preserving 33 An application of task - based language teaching to improve 10th graders’ vocabulary range Post-Test ( Time: 45 minutes) Pick out the word whose underlined part is pronounced differently A environment B fertilizer C editor D scientist A disposal B inorganic C chemical D natural A reduction B pollution C solution D conclusion A Consume B rinse C resource D Organise A Diverse B Ritual C Bridesmaid D Decisive Choose the word whose stress is placed differently from that of the others A fertilizer B ecosystem C agriculture D environment A.machinery B independent C.preservation D.conservation A psychological B environmental C biological D deforestation A atmosphere B influence C contaminate D instrument 10 A deplete B preserve C sewage D pollute Choose the best answer among A, B, C or D that best completes each sentence Since the appearance of electronic devices, lessons have become more and more _ and effective 11 A enjoyable inappropriate B disruptive C accessible D The phrase “ natives” refers to people who are familiar with computers and the Internet from an early age 12 A device B portable C electronic D digital Burning garbage _ dangerous gases to the environment, and this may lead to global warming 13 A throws B sends C.emits D rejects Intensive pesticide and fertilizer sprays used in agriculture have resulted in the serious of water, soil and land 14 A protection 15 C deforestation D consumption A man who is getting married or about to get married is a A bride 16 B pollution B bridegroom C bridesmaid D best man A is a ceremony at which two people are married to each other A reception B banquet C wedding D proposal 34 An application of task - based language teaching to improve 10th graders’ vocabulary range The bride may have one or more who keep the bride calm, help her get ready and look after her dress 17 A bridegroom B bridesmaids C best men D fiancé Digital lessons are available in a variety of webpages and they can be freely and stored in your computers 18 A uploaded B downloaded C printed D distracted Personal electronic devices which students from their class work are banned in most schools 19 A benefit B protect C distract D submit Thanks to the Internet, students can look _new words in online dictionaries 20 A in B on C at D up 21 The _ rate of students in high schools is said to increases sharply this year A equality B gender C discrimination D enrolment 22 We must solve the problem of air poluttion immediately for the _ of the people living in this place A role B side C sake D ritual 23 Now, if you’d all please raise your glasses, I’d like to make a to the bride and groom A toast B heat C roast D bake Mark the letter A, B, C, or D to indicate the words/phrases that are CLOSEST in meaning to the underlined words/phrases 24 “Edwards seems like a dog with two tails this morning” “Haven’t you heard the news? His wife gave birth to a baby boy early this morning.” A extremely happy B extremely dazed C very exhausted D very proud 25 Discharging chemical pollutants into the environment is a cruel action to the environment as well as the future generation A Releasing B Filling C Making D Adding 26 The area is roped off because the water is seriously polluted A contaminated B disappeared C purified D endangered 27 There are many TV commercials which distracting viewers from watching their favorite films 35 An application of task - based language teaching to improve 10th graders’ vocabulary range A economics B businesses C contests D advertisements Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions 28 As a sociable boy, Nam enjoys spending his free time going out with friends A mischievous B outgoing C caring D shy 29 It's not a pleasant feeling to discover you've been taken for a ride by a close friend A driven away B deceived deliberately C given a lift D treated with sincerity 30 The new laws to conserve wildlife in the area will come into force next month A protect B eliminate C pollute D contaminate 31 The farmers removed some underdeveloped trees to improve the growth of rest A eliminated B fertilized C planted D transferred Fill in each blank in the passage with the correct word from the list services opportunities growth result increase care progress policies potential concerns A lot of (32) with women’s rights has been made in Korea, but there are still some misunderstandings and prejudices that are blocking gender equality The first misunderstanding is the idea that if women gain more (33) , men will lose out This is not accurate: gender equality does not harm men, but it allows women, who make up half the world’s population, to achieve their full (34) Men and women should develop together, and this would help overcome the low (35) and secure sustainable development The second misunderstanding is that childcare and housework are jobs for women, and that work-life balance issues are female (36) It was true in the past: women took (37) of housework and childcare, and men financially supported their families The Korean government is carrying out various (38) to support work-life balance, including a(n) (39) in the number of daycare centers and a system for childcare leave But here is the third misunderstanding: people think that by using these (40) , they are creating difficulty for their employers and colleagues 36 An application of task - based language teaching to improve 10th graders’ vocabulary range APPENDIX - QUESTIONNAIRE Dear students, I am Dung, I am conducting a research on Task-Based Approach in Tiếng Anh 10 The aim of this questionnaire is to investigate your attitudes towards the use of Task-Based Approach after several weeks of using this approach in learning, and how Task-Based Approach improved your learning skills, as well as how Task- Based Approach helped you develop your vocabulary skills Please take a few minutes to respond to the questionnaire below I am happy to get your sincere sharing because there is no right or wrong answer All the information you provide will be useful for my research and will be kept completely confidential PERSONAL INFORMATION Your age: ………………… Gender: □ Female □ Male Beginning to learn English: □ 1-5 years □ 6-10 years □ over 10 years Beginning to study with the new text book series: □ 1-2years □ 3- 5years Ready for the interview after the questionnaire: □ over years □ yes □ no QUESTIONAIRE ITEMS 37 An application of task - based language teaching to improve 10th graders’ vocabulary range Part 1: Please indicate your attitude toward Task-Based Approach in “Tiếng Anh 10 – tập 1, 2” by ticking the appropriate column No Items Strongly Disagree Neutral Disagree 1.1 Agree Strongly agree I am interested in working on tasks in a group 1.2 I am interested in the topics of tasks 1.3 I am interested in performing a task in a real-life situation 1.4 I am interested in showing my tasks in front of the class and receive feedback from teacher and other students 1.5 Task activities are important in this curriculum Part 2: Please indicate your evaluation of the benefits of TBLT in “Tiếng Anh 10 – tập 1, 2” by ticking the appropriate column 38 An application of task - based language teaching to improve 10th graders’ vocabulary range No Items Strongly disagree Disagree Neutral Agree Strongly agree My vocabulary range is 2.1 getting better I can remember more words after doing tasks I can make simple sentences and 2.2 communicate with friends using targeted words 2.3 I produce more accurate words in the context and can use the words in the unit to express my opinion 2.4 2.5 I can recall known words, learn more new words and use them more appropriately Task-Based Approach helps me enhance my other English Skills (reading, listening , and writing) 39 An application of task - based language teaching to improve 10th graders’ vocabulary range Task-Based Approach helped me develop complex skills 2.6 2.7 (technology skill, problem solving skill and collaborating skill) Task-Based Approach helped me become a more independent learner Task-Based Approach helped me get more confidence In vocabulary 2.8 in front of the audience Task-Based Approach 2.9 helped me develop critical thinking and my creativity Thanks for your cooperation! 40 ... experience: ? ?An application of task - based language teaching to improve 10th graders’ An application of task - based language teaching to improve 10th graders’ vocabulary range vocabulary range? ?? I... of task - based language teaching to improve 10th graders’ vocabulary range 1.2 Task- based learning method 1.2.1 Definition of Task- based language teaching method Task- Based Learning offers an. .. - Enhance vocabulary ranges about the topic and use it successfully 25 An application of task - based language teaching to improve 10th graders’ vocabulary range Language Content (example): -