A study on using audio visual aids in teaching vocabulary for students in class 10a5 at thanh son high school

HUNG VUONG UNIVERSITY FOREIGN LANGUAGES DEPARTMENT NGUYEN THI THU A STUDY ON USING AUDIO-VISUAL AIDS IN TEACHING VOCABULARY FOR STUDENTS IN CLASS 10A5 AT THANH SON HIGH SCHOOL B.A GRADUATION PAPER Field: English Linguistics Supervisor: NGUYEN THI THU HANG, M.A PHU THO, 2019 HUNG VUONG UNIVERSITY FOREIGN LANGUAGES DEPARTMENT NGUYEN THI THU A STUDY ON USING AUDIO-VISUAL AIDS IN TEACHING VOCABULARY FOR STUDENTS IN CLASS 10A5 AT THANH SON HIGH SCHOOL B.A GRADUATION PAPER Field: English Linguistics PHU THO , 2019 PART A: INTRODUCTION Rationale In the modern world, no one denies the importance of English language in the present time as global language It is clear that English has become more and more dominant around the world English is also a key to open doors to scientific and technical knowledge which is needed for the economic, politic, social, culture, tourism and many other fields So, in order to know recent information in the world we are demanded to master English Because of the important role of English, in Vietnam, English is taught as compulsory subject in most schools throughout the country and also considered the most important foreign language As a result, English is learnt by the Vietnamese as a means of communication Learning a foreign language needs some skills and components to be mastered Among those skills and components, vocabulary is one of the most crucial ones in language learning without which communication is not possible Harmer (2001) argues that “If languages structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh” (p.246) Wilkins (1972) states that without grammar very little can be conveyed, without vocabulary nothing can be conveyed Moreover, McCarthy (1990) underlined the importance “No matter how well the student learns grammar, no matter how successfully the sounds of a foreign language are mastered, without words to express a wide range of meanings, communication in a foreign language just cannot happen in any meaningful way.” Therefore, teaching vocabulary is an important domain which is worth investigating In addition, the question of how to teach and learn vocabulary effectively is always raised by both teachers and students As beginners, the 10th graders at Thanh Son high school in general and the students in class 10A5 in particular may face various problems such as mis-pronunciation, mis-spelling, especially when it comes to remembering, they tend to forget almost new words if they are presented merely verbally and in non-motivated situations As a matter of a fact, teachers should be aware of this issue in the classroom and try to creative a favorable classroom environment, so that learners feel interested an involved With the rapid growth and availability of technology, language teachers are incorporating different additional aids along with the text books to teach language Different electronic boards, overhead transparency, multimedia projector, computer, audio and video equipment are making the language teachers’ task easier and dynamic One of the most qualitative method is using audio-visual aids to facilitate the teaching process Audio-visual aids are devices which are audible (can be heard) and visible (can be seen) (Hamzah, 1985: 11) By using this aids the students can watch the cartoon video that represent the vocabulary and also listen its pronunciation from the native speaker Moreover, along with text books, language teachers are likely to use related pictures, audio clips, videos, power point slides, posters and so on in language classrooms It will make them feel interested in learning vocabulary, because they can watch the image of the object directly In fact, audio-visual aids are able to attract student’s attention and deepen their understanding of vocabulary In applying this method, the writer uses repetition to teach vocabulary Brook (1964) in Fauziati (2005: 34) stated that in repetition, the students repeat an utterance aloud as soon as he has heard it So, after the students listen to the native speaker of the video and look at the image of the vocabulary, the teacher asks them to imitate and repeat it The researcher is interested in this study to know more about the contribution of visual aids in teaching and learning process about vocabulary, because many teachers not know the importance of audio-visual aids for teaching and learning it, and rarely use audio-visual aids in teaching If my study shows positive results, some teachers may be convinced to use it and may contribute to good achievement of education Indeed, the writer is interested in finding out benefits in teaching with audio-visual aids as a media in teaching vocabulary to the students in Thanh Son high school Thus, the author will a research entitled “A study on using Audio-visual aids in teaching vocabulary for students in class 10A5 at Thanh Son High School” Previous study 2.1 In the world In 2012, Miss Alia Ben Sola from Mohamed Khider University of Biskra did a research on “The influence of Using Audio-Visual Aids in Teaching English Vocabulary” This research attempted to examine the effectiveness of audio-visual aids in enhancing pupils’ vocabulary acquisition 3rd year middle school level It aimed at finding out whether these teaching aids help in leading pupils to well remember new words To achieve this aim, they relied on two means of research: a questionnaire and a classroom observation The results obtained from this investigation confirmed our hypotheses and revealed that pupils remember nearly all new words when they encounter them with auditory and/or visual images In 2013, Nalliveettil George Mathew did a research named “A study on the Usefulness of Audio-Visual Aids in EFL Classroom: Implications for Effective Instruction” In this study, the researcher showed that a resourceful English language teacher equipped with eclecticism is desirable in English as a foreign language classroom The challenges of classroom instruction increases when prescribed English as a Foreign Language course books are constituted with too many interactive language proficiency activities Most importantly, it has become a common phenomenon to integrate language textbooks with audio and video as additional or supplementary resources for classroom language learning activities A study was conducted on the usefulness of audio-visual aids in EFL classroom at undergraduate level at Aljouf University, Saudi Arabia Findings of the study give insights on EFL students’ approach to using technological aids 2.2 In Viet Nam In Hue, Dr Dang Xuan Thao studied about “An investigation into the use of teaching aids in teaching English at some Primary Schools in Hue city” in 2013 This study attempted to investigate the reality of using teaching aids, kinds of teaching aids and how to use these aids effectively in teaching English It explores the benefits and the difficulties of using teaching aids in teaching and learning English In addition, this research finds out the possible solutions of using teaching aids to motivate and improve the English teaching and learning quality In 2007, Truong Quang Khanh had studied about “Using teaching aids in a language class” The research used mathematical statistical method to count some popular teaching aids which using language class The study analysis was about advantages and disadvantages of these teaching aids It would help teacher choose and use teaching aids suitably and easily This is the first time the study about ““A study on using audio-visual aids in teaching vocabulary for students in class 10A5 at Thanh Son High school” is carried out at Hung Vuong University Apart from the other studies, the researcher will find out advantages and disadvantages when using audio-visual aids in teaching vocabulary at Thanh Son high school in general And then the researcher proposes some suitable suggestions Aims of the research The aims of the research consist of: - Finding out the real situation of teaching and learning vocabulary in class 10A5 at Thanh Son High school - Applying audio-visual aids in teaching vocabulary for students in class 10A5 at Thanh Son High school - Finding out advantages and disadvantages in teaching vocabulary with audiovisual aids - Giving some suggestions to deal with those disadvantages Research questions This research relies mainly on the following questions: How is audio-visual aids used to teach vocabulary at Thanh Son High school? What difficulties and benefits of using audio-visual aids in teaching and learning vocabulary? What should be done to use audio-visual aids in vocabulary teaching and learning effectively? Methodology and data collection instruments 5.1 Research methods In order to accomplish this study systematically and adequately, the following methods were used Theoretical research method: Reviewing the relevant documents about using audiovisual aids in teaching and learning to provide the background of the thesis Surveying method: To complete the thesis, two questionnaires are given to the students and teachers in order to investigate the current situation teaching and learning vocabulary at high school Mathematical statistical method: Calculating the data collected from survey questionnaires and observation to get the final results Experimental method: This method was used to find out about the effectiveness of using audio-visual aids in teaching and learning vocabulary 5.2 Data collection instruments Questionnaires: Survey questionnaires was used to collect information about the situation of teaching and learning vocabulary such as their understanding, teachers’ teaching methods and the ways students learn vocabulary, their interest in using audiovisual aids in learning vocabulary Classroom observation: Classroom observation was gave to record more information from teachers and learners during lessons in order to find the effectiveness in using audio-visual aids in teaching and learning vocabulary Experiment: The author carried out experiment to find out advantages and disadvantages in using audio-visual aids in teaching and learning vocabulary Significance of the research The author hoped that this research would bring about some benefits in the teaching of English language in general, and especially in teaching English vocabulary The students would more interested and motivated to engage in the lesson and especially they were expected to use their active vocabulary successfully The teachers can be able to determine better teaching materials, and they can use the result of this research for more effective application of audio-visual aids in teaching English vocabulary Design of the research The research consists of parts and references Part A: Introduction Part A provides a general introduction of the study with the specific reference to the rationale, research purpose, research questions, significance of the research, methodology and the design of the study Part B: Content Part B is sub-divided into four chapters Chapter 1: Theoretical background Chapter focuses on the aims to study theory related to vocabulary, teaching aids, teaching vocabulary using audio-visual aids, procedure in teaching using audio-visual aids Chapter 2: Methodology In this chapter, the researcher mentions the setting of the study, the participants, research methods, the data collection instruments and research procedure, the data analysis and a brief summary Chapter 3: The use of audio-visual aids in teaching and learning vocabulary for students in class 10A5 at Thanh Son High school Chapter presents the real situation of teaching and learning vocabulary for students in class 10A5 at Thanh Son High school, carry out experiment and then evaluate the effectiveness of the experiment Chapter 4: Suggested solutions to improve the use of audio-visual aids in teaching vocabulary This presents the pedagogical implications in teaching and learning vocabulary with audio-visual aids Part C: Conclusion Part C presents summary of the study, limitations of the study and suggestions for further study PART B: CONTENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 What is English teaching methodology? The word “methodology” is itself often misinterpreted or ill-understood It is usually given lip-service as an explanation for the way a given teacher goes about his/her teaching, a sort of umbrella-term to describe the job of teaching another language Most often, methodology is understood to mean methods in a general sense, and in some cases it is even equated to specific teaching techniques It does (or should) in fact mean and involve much more than that The researcher has found that Brown’s (1994:51) definitions (reflecting current usage at the time and drawn from earlier attempts to break down and classify elements to with methodology) are the most useful: Firstly, methodology- The study of pedagogical practices in general (including theoretical underpinnings and related to research) Whatever considerations are involved in “how to teach” are methodological Secondly, approach - Theoretical positions and beliefs about the nature of language, the nature of language learning, and the applicability of both to pedagogical settings Thirdly, method - A generalized set of classroom specifications for accomplishing linguistic objectives Methods tend to be primarily concerned with teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing, and materials They are almost always thought of as being broadly applicable to a variety of audiences in a variety of contexts Fourthly, curriculum/syllabus - Designs for carrying out a particular language program Features include a primary concern with the specification of linguistic and subject-matter objectives, sequencing, and materials to meet the needs of a designated group of learners in a defined context Finally, technique - Any of a wide variety of exercises, activities, or devices used in the language classroom for realizing lesson objectives What is a method? More than three decades ago, Edward Anthony (1963) gave us a definition that has quite admirably withstood the test of time His concept of method was the second of three hierarchical elements, namely, approach, method, and technique An approach, according to Anthony, was a set of assumption dealing with the nature of language, learning, and teaching Method was defined as an overall plan for systematic presentation of language based on a selected approach If followed that techniques were specific classroom activities consistent with a method, and therefore in harmony with an approach as well Some disagreement over Anthony’s definition can occasionally be found in the literature For Richards and Rodgers (1986), method was an umbrella term to capture redefined approaches, designs, and procedures Similarly, Prabhu (1990) thought of method as both classroom activities and the theory that informs them Despite these and a handful of other attempted redefinitions (see Penny cook, 1989) still commonly refer to methods in terms of Anthony’s earlier understanding For most researchers and practicing teachers, a method is a set of theoretically unified classroom techniques thought to be generalizable across a wide variety of contexts and audiences Thus, for example, we speak of the classroom tasks and activities which are consonant with what we know about second language acquisition and which are also in keeping with the dynamics of the classroom itself 1.2 Teaching and learning vocabulary 1.2.1 Definition of vocabulary The term vocabulary is defined in different ways So far many linguistics have given out their different definitions of word Some define it according to semantic criterion while others refer to it according to the phonological or potential one According to Mackey (W.T 1978): “Vocabulary is the total number of all the words and multi-word items whose meanings can not be deduced from the analysis of the component words” Penny Ur (1995) in book “A course in Language Teaching” said that: “Vocabulary can defined roughly, as the words we teach in foreign language However, a new item of vocabulary may be more than a single word, and multi-word idioms” Thornbury stated that: “Vocabulary or lexis in English are frequently used interchangeably” Many definitions have been proposed for the term ‘vocabulary’; however, they are still limited and need extra clarifications Richards and Renandya (2002:81) stated: “Vocabulary is a core of language proficiency and provides much of the basis to how well learners speak, listen, read, and write” Richards (2000:70) stated that: “Vocabulary is one of the most obvious components of language and one of the first things applied linguistics turned their attention to” Todd (1987) argued that: “There is no clear final definition of the word - Walk round and give comments when students need help - Call on Ss to give answer - Give correct answers While- Task 1: Read the passage and decide reading whether the following statements are (18 mins) true(T) or false (F) -Read the passage and the -Ask sts to read the passage task individually -Give the answer - Ask sts to the task *Expected answers: Music is the only thing that makes F-> Music and language people different from all other F: similar to-> different from animals T (para 1, line 3) Music is similar to language F: all-> almost People can use music to T (para 3, line 1) communicate Music is played during all important events and on special occasions The most important role of music is -Read the questions to entertain - Do the task - Call some sts to answer *Expected answers: - Check the answer The two things that make Task 2: Answer the questions humans different from other -T shows questions animals are language and What are the two things that make music humans different from other animals? Because it expresses ideas, Why is music a powerful means of thoughts, and feelings communication? It adds joyfulness to the How can music set the tone for a atmosphere of a festival and events and special occasions? makes a funeral more solemn How can music entertain? and mournful Why has music always been a big It can entertain people, that is Post- business? it can make them happy, excited -Ask Sts to carefully and relaxed and it can delight -Go around to help if necessary their senses -Call some sts to answer Because it is now a billion- - Check their answers dollar industry Work in groups reading -Discuss the topic “Music plays an -Sts work in groups and discuss (9 mins) important part in our lives” the topic Do you agree or disagree? Why? (List down as many roles of music as possible) -Some groups present in front of -T calls some groups stand up and class present Consolidation (1 mins) -Summarize the content of the lesson + Words related to the music, kinds of music, … Homework (1 min) Write a paragraph about the topic “Music plays an important part in our lives” Appendix Day of preparation: Class: 10 Teacher: Nguyen Thi Thu Period 81: UNIT 13: FILMS AND CINEMA B - SPEAKING I Objectives Knowledge: By the end of the lesson, Ss will be able to: - Know about some kinds of film - Talk about some favorite kinds of music Skills: By the end of the lesson, Ss will be able to: - Ask and answering questions about film - Talk and write about favorite kinds of film - Express attitudes, preferences Attitude - Ss work effectively and enthusiastically in the classroom activities - Students are more positive in class - Student are more serious and willing to learn lesson and self-study at home II Teaching Method - Communicative approach III Teaching aids - Textbook, computer, projector, board, handouts, etc IV Anticipated problems - Ss might have problems using the structure: to prefer sth to sth V Procedure Class organization (1 min) Class Date of teaching Previous lesson check: No New lesson: 42 minutes Attendance Absentee(s) Teacher’s activities Stages Student’s activities Time Warm up - Invite Ss to join a simple activity: - Work individually, (5 mins) Guessing the names of the films watch the video carefully - Play the trailers of films and note down the names - Ask Ss to watch video carefully and note of the films down the names of the films - Tell the names of the - Ask SS to answer what title of each film films is Key: The film’s title: Tom and Jerry – cartoon film Titanic – Love story film - Ask Ss: What are we going to speak today? Expected answer: Films and cinema - Answer the questions * Lead: Period 81: Unit 13 – Films and Cinema B Speaking Pre- * Teach some vocabulary - Watch the video and speaking - Teach some kinds of music by using guess what kind of film is (10 mins) some videos about them it - Show some videos about kinds of music - Ask sts watch the videos and guess the - Guess the meaning of the kinds of music in each video word - Give further explanation if necessary Science fiction film (n) - Show a piece of film “Harry potter” - Explanation: is the films about events that take place in the future or in other parts of the universe Thriller film (n) - Show a piece of film “Ocean monster” - Explanation: is a broad film genre that involves excitement and suspense in the audience Detective film (n) - Show a piece of film “Se7en” - Give definition: is a genre of film that revolves around the solution of a problem or a crime Horror film (n) - Give a piece of film “The Nun” - Give definition: is a film that seeks to elicit fear Terrifying (adj) - Synonym: scare, panic - Listen and repeat - Show a picture - Practice individually in minute - Read aloud the new words - Ss read these words - Ask sts to repeat - Read out the new words * Check understanding again and take note - Show the videos quickly with definition again and ask Ss to read out the new words - Play again without showing the video and ask sts listen only and call out the words - Ask sts make sentences with each word * Matching - the task - Ask sts to work in pairs and the task * Keys: A d B Science fiction a Synonym: scare, e film panic c Thriller film b a film that seeks b Detective film to elicit fear a Horror film c a genre of film Terrifying that revolves around the solution of a problem or a crime d the films about events that take place in the future or in other of parts the universe e a broad film genre that involves excitement suspense and in the audience Task 1: Give each student a handout and ask them to it quickly How much you like each kind of film? Put a tick() in the right column Then compare your answers with a partner’s Kind of Very Not Not at film much very all much - Work in pairs - Do the handout quickly Cartoon - Practice asking and Horror answering with their Detective partner Science fiction Thriller - Some pairs of Ss stand - Call some SS to stand up and give their up and speak aloud the answer basing on the structure: answer * Ask: Do you like films? * Answer: + I like .films very much + I like films but not very much + I don’t like .films at all Ex: I like cartoon films very much - Give feedback While- Task 2: Work in groups Find out what speaking your friends feel about each kind of (16 mins) film - Read carefully the table - Ask SS to look at the table in Task 2, in Task 2, page 135 page 135 - Show a sample dialogue for SS to practice speaking easily Agree Disagree A: What you A: What you think think of horror of horror films? films? B: Oh, I find them B: Oh, I find them really boring really boring C: I don’t quiet agree C: I agree with with you, I find them you/ interesting Exactly/ You’re - Create a dialogue using right the table and practice with their partners - Have Ss work in groups of and practice - Play a dialogue in front on minutes of the class - Call some groups to stand up and play their dialogue in front of the class - Give feedback Task 3: Work with a partner Find out - Work in pairs his/her preferences for films - Show a sample dialogue and ask SS to - Create a conversation base on it and kinds of films SS have just with partners basing on learned to make their own conversation the sample dialogue Ex: A: Which you prefer, detective films or science fiction films? B: Well, it’s difficult to say But I - Practice the conversation suppose I prefer science fiction films to with their partners detective ones - Play the conversation in - Ask Ss to work in pairs front of the class - Have Ss practice on minutes and then play the conversation in front of the class - Give feedbacks Post- Task 4: - Ask Ss to open the textbook, speaking page 135 (10 mins) - Have Ss practice talking about a film - Talking about a film that that they have seen, using the questions they have seen provided in Task - Ask Ss to use these questions to make their conversation effectively - Work in pairs - Ask Ss to work in pairs, practice on - Practice with their minutes partner on minutes - Suggestion: A: Which film you like the best? B: Oh, I like the film “Titanic” best A: Where did you see it? B: I saw it on the Internet A: Really, What kind of film is it? B: That is a love story film A: Who are the main characters? B: The main characters are Jack and Rose A: How you feel about it? B: It’s exciting and moving A: Why you prefer it to other films? B: Because the characters are very handsome and beautiful - Call on some pairs to talk about their films - Stand up and speak - Call some Ss to give comments aloud their conversation - Give feedback - Give comments Consolidation (2 min) - Kind of film: Detective films, Science fiction films, Love story films, Cartoon films, War films, Thriller films, Action films, Horror films - Feeling: interesting, moving, good fun, violent, boring, exciting, terrifying - Structures: to prefer something to something: thích Homework: (1 min) - Describe a film that you have ever seen in 150 words Appendix Planning date: ……………… Class: 10 Teacher: Nguyen Thi Thu LESSON 86: UNIT 14: THE WORLD CUP A READING I Objectives Knowledge: By the end of the lesson, sts will be able to: - Know more about the history of the World Cup - Enrich their vocabulary by guessing meaning the text Skills - Develop their reading skills: scanning for specific information and guessing meaning in context - Improve their speaking and writing skills: talk and write about history of the World Cup Attitude - Sts are more positive and constructive in class - Sts work effectively and enthusiastically in the classroom activities II Methods: Communicative approach III Teaching aids: Textbook, projector, laptop, board IV Anticipated problems Students may have some questions about grammar, vocabulary, or structure which relates to the lesson V Procedure Class organization (1 min) Class Date of teaching Checking homework - Checking during new lesson New lesson Attendance Absentee(s) Stages / Teacher’s activities Time Warm-up (5 mins) Students’ activities Guessing Game - The whole class - T plays the music and asks: listen to the music and What is the name of the song? answer T’s questions What is the song about? Expected answer: * Lead-in: “Do you know any information about The cup of life World Cup? To understand more about the About football / World Cup Let’s move to the new lesson, The World Cup World Cup.” - Listen to T’s eliciting Pre reading (15 mins) Pre – teach vocabulary: (13 mins) - Teach some new words related to the World Cup - Shows video “The history of FIFA World Cup trophies” - Ask sts watch the video and guess the meaning of new words host nation (n): - Show a video: “FIFA World Cup locations” - Explanation: South Africa hosted the World Cup finals So South Africa is called a host nation Trophy (n): - Show a video: “What’s inside the World Cup Trophy?” Champion (n) - Show a video: “FIFA World Cup Winners (1930-2018)” - Explanation: someone who has won first place in a competition Championship (n): position of champion and give the answer tournament (n): - Explanation: a competition in which players compete against each other in a series of games until there is a winner - After eliciting each word and receiving the answer, T speaks a new word times and asks Ss to repeat times then write it on the board - T reads out all the vocabulary 2-3 times and asks Ss to chorally repeat then individually - Listen and repeat * Checking vocabulary: - Copy into notebook - Show video again (at random order) and ask sts - Repeat chorally and to call out the words individually Exercise 1: Matching - Ss quickly and Match the words in column A with their give their answers definitions in column B and their meanings in column C Column A Tournament * Key: Globe E Champion A Host nation H Witness B Jointly F Trophy G Set up C Column B A The world B A country that provides the necessary space, facilities, etc for a special event C A prize for winning a competition D Establish E a competition in which players compete D against each other in a series of games until there is a winner F To see G Together with H A person or team that win a competition, especially in a sport Exercise 2: Prediction: (2 mins) Choose the answer for the questions below: World Cup is the international tournament a football b volleyball basketball c d water polo - Read the questions Where was the 2002 World Cup held? a Japan and guess the answers b Uruguary c Argentina d Japan and South Korea *Key: The World Cup was played in Asia the first a time in d a 1904 b 1930 c 2002 d 2010 c organizes World Cup d a WHO b UNESCO a c WTO d FIFA FIFA was set up in a 1904 b 1930 c 1998 While – - Ask sts read the text reading - Ask sts task (17 mins) Task 2: Gap-filling (6 mins) d 2002 Scan the text and complete each of the following sentences with a word or a number Only teams competed in the first World Cup Today the final tournament of the World Cup - Read the text has teams -Read their answer The team which was defeated in the first World Cup final was The final match of the 2002 World Cup *Answer: 1.13 2.32 attracted a television audience of over Argentina billion viewers 4.one After FIFA’s first meeting, .years had 5.26 passed before the first World Cup was held in Uruguay Task 3: T/F statements (6 mins) Read the text again and decide whether the following statements are true or false Correct the - Read the text again false ones - Do the task The first World Cup was held in Uruguay in 1904 The World Cup is held every years The World Cup is regarded as the world championship of the sport Germany and Brazil played in the final match of the 2002 World Cup Brazil is the country that has played times in the World Cup Post – Work in groups Talk about the events mentioned reading in the passage, using the following figures as (8 mins) cues 1904 13 1930 17 32 2002 Consolidation (1 min) - Summary the lesson Homework (1 min) - Write a paragraph about history of the World Cup - Work in groups ... STUDENTS IN CLASS 1 0A5 AT THANH SON HIGH SCHOOL 3.1 The real situation of teaching and learning vocabulary in class 1 0A5 at Thanh Son High school With the aim of finding out the real situation of teaching. .. The aims of the research consist of: - Finding out the real situation of teaching and learning vocabulary in class 1 0A5 at Thanh Son High school - Applying audio- visual aids in teaching vocabulary. .. suitable methods From this data, researcher could analyze and evaluate in details the advantages and disadvantages in using audio- visual aids in using audio- visual aids in teaching vocabulary