INTRODUCTION
Rationale
Today, with the world’s borders more porous than ever, coming along with the international globalization and technological advancements, the importance of foreign languages is obviously proved Foreign language can be considered as an effective tool to deepen our understanding and appreciation for the rich and complex world we are living in English, which is the most common language, has been now widely taught in almost every school in Vietnam Besides four main skills of English including listening, reading, speaking and writing, it is necessary to consider the importance of vocabulary which is not only the tool for expressing ideas but also the basis to improve the four skills Underlining the essential role of vocabulary acquisition, Schmitt (2000:55) likens lexical knowledge to center of communicative competence and the acquisition of a second language” Therefore, vocabulary is presented throughout every unit in the English textbook published by the Ministry of Education and Training, integrated into four skills in English lessons
Being a teacher of English, I am well aware of the importance of applying effective methods in teaching vocabulary to primary students The previous studies have provided various methods of teaching vocabulary at primary schools Pham Thị Thu Trang (2012) conducted a study on teaching vocabulary to primary students by using story telling method Vũ Thị Thanh Tâm (2012) introduced an action research on using stories and drama in vocabulary teaching Besides, Naveen
(2009) proved the effect of other vocabulary teaching methods including definitions, antonyms, synonyms, pictures and drawings At Khanh Nhac A Primary School, the teachers of English have applied variety of methods and strategies to teach vocabulary in English lessons including compilation of theme-based lexical lists However, from the researcher’s experience, the application of compilation of theme-based lexical lists has not been scientifically considered In other words, the teachers are not well aware of teaching vocabulary to primary students based on a theme thorough the whole lesson This motivates the author to conduct the study
“An investigation into using compilation of theme-based lexical lists on primary students’ vocabulary retention”.
Aims and objectives of the study
The study aims at investigating the use of compilation of theme-based lexical lists in teaching vocabulary to primary students
This overall aim leads to the following objectives:
(1) To investigate the effectiveness of teaching vocabulary through compilation of theme-based lexical lists
(2) To investigate the current situation of vocabulary teaching and learning by using compilation of theme-based lexical lists at Khanh Nhac A Primary School
(3) To give some recommendations to improve vocabulary teaching through compilation of theme-based lexical lists.
Research questions
Based on the aims of the study, the following questions are raised for exploration:
(1) To what extent does compilation of theme-based lexical lists affect students’ vocabulary retention?
(2) What is the current situation of vocabulary teaching and learning by using compilation of theme-based lexical lists?
(3) What are some recommendations on vocabulary teaching through compilation of theme-based lexical lists?
Method of the study
The study was carried out by these steps:
First, the pre-test were administrated to the students in experimental and control class
Second, compilation of theme-based lexical lists was applied in the English lessons in experimental classes in four weeks Simultaneously, classroom observations were made by the researcher in order to discover the use of compilation of theme-based lexical lists in English lessons
After that, the questionnaire was delivered to forty students of experimental class to investigate their attitudes toward learning vocabulary through compilation of theme- based lexical lists as well as their recommendations to promote teaching and learning vocabulary in classes
The post-test were administrated after four weeks of applying compilation of theme-based lexical lists to investigate the students’ vocabulary retention after the course
Finally, the collected data was summarized and analyzed to lead to the major findings and give the answers to the research questions.
Scope of the study
The study was conducted with the participation of eighty 4 th grade students at Khanh Nhac A Primary School to investigate the use of compilation of theme-based lexical lists on primary students’ vocabulary retention Therefore, teaching vocabulary to students in other grades and the teaching of the other vocabulary strategies would be beyond the scope.
Significance of the study
The study contributes to the theory of teaching vocabulary by using compilation of theme-based lexical lists In addition, the results of this study can help teachers of English at Khanh Nhac A Primary School in particular and other schools in general to effectively apply compilation of theme-based lexical lists in order to improve their students’ vocabulary retention.
Structure of the study
The study consists of three parts Each part deals with different aspects of the study:
Chapter 1 presents the introduction of the study including the rationale, aims and objectives, research questions, method, scope and design of the study
Chapter 2 is the Literature Review In this chapter, the writer focuses on some main points: the role and types of vocabulary in English teaching and learning, the importance and the characteristics of teaching vocabulary to primary children, methods of vocabulary teaching and compilation of theme-based lexical lists in vocabulary teaching
Chapter 3 focuses on Research Methodology which includes the description of the setting and the participants of the study Data collection instruments and data analysis procedure are also introduced
Chapter 4 – Data analysis and Discussion aims at analyzing the collected data
Based on the analysis, some discussion on the use of compilation of theme-based lexical lists on primary students’ vocabulary retention was given
Chapter 5 provides the summary of the main issues and some recommendations for the effective use of the compilation of theme-based lexical lists in English teaching
The limitations as well as some suggestions for further study are also included in this part.
LITERATURE REVIEW
Previous studies on theme-based teaching
There have been a lot of researchers carrying out studies on the use of theme- based teaching in the world
Examining the effective of theme-based syllabus for young second language learners, Alptekin, Ercetin and Bayyurt (2007) reported a longitudinal quasiexperimental study on the effectiveness of a theme-based syllabus versus an essentially grammatical syllabus with functional elements for young Turkish learners of English (aged 10 – 11) over a period of two academic years The results of the study indicated that young learners using a theme-based syllabus develop their English proficiency better than those using an essentially grammatical syllabus
An Indonesia researcher, Fathimal (2014), investigated students’ responses towards theme-based teaching in teaching English vocabulary with the participation of 32 students in the fifth grade of one primary school in Bandung A classroom action research was carried out by conducting observation through field notes and questionnaire as the instruments The findings of the study revealed that students’ responses were highly positive towards the implementation of theme-based teaching In addition, theme-based teaching could enhance students’ interest in learning process that was supported by the themes chosen
Jiang (2017) conducted a case study on the impacts of theme- based advanced Chinese intensive program in a university setting Based on the evidence collected by the pre- and post-proficiency test results, learners’ self- reported surveys on the themes and topics, and the reading strategies covered in the program, the researcher argued that the theme-based model has positive impacts on improving language proficiency
However, the fact is that there has been little research into applying theme- based teaching to improve students’ vocabulary retention in Vietnam Therefore, being aware of the importance of compilation of theme-based lexical lists in vocabulary teaching, the researcher decided to carry out the study to investigate the use of compilation of theme-based lexical lists on primary students’ vocabulary retention.
Vocabulary in English teaching and learning
Many different definitions of vocabulary have been given by linguists
Wilkins (1972: 11) stated that vocabulary is an important part of language learning and the human existence, without which no communication can be successful Vocabulary is collection of all words that constitute a language under discussion or a particular subject According to Richards and Renandya (2002: 255), vocabulary is the core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write Richards (2000: 70) said that vocabulary is one of the most obvious components of language and one of the first things applied linguistics turned their attention to
In Advanced Learners Dictionary of Current English, Hornby (2006: 1645) stated that vocabulary is: (1) all the words that a person knows or uses, (2) all the words in a particular language, (3) the words that people uses when they are talking, and (4) a list of words with their meanings especially in a book for learning a foreign language A vocabulary, usually developed with age, serves as a useful and fundamental tool for communication and acquiring knowledge Acquiring an extensive vocabulary is one of the largest challenges in learning a second language
Furthermore, according to Hamer (1991: 151 – 161), teaching vocabulary is clearly more than just presenting a new words This may, of course have its place but there are other issues too However, not all vocabulary can be learned through interaction and discovery techniques Thus, statement implies that learning vocabulary cannot always be done through interaction and discovery techniques for the beginners
The reason is that, in doing such as technique, the learners are demanded to have an adequate number of vocabularies that have been mastered before
From the above definitions, it can be concluded that vocabulary is all about words – the words in language or a special set of words
Hatch and Brown (1995: 181 – 243) enumerated at least five kinds of vocabulary: word classes, word families, word formation, collocation and homonyms Gruneberg and Sykes (1991) distinguished the two types of vocabulary
The first type of vocabulary refers to the one that the students have been taught and that they are expected to be able to use Meanwhile, the second one refers to the words which the students would recognize when they meet them, but they would probably not be able to pronounce However, by investigating the classification of Carter (1987), Nation (2001) and Schmitt (2000), the writer divides vocabulary into many types based on different criteria as follows
According to the origin of words, there are two types which are native words and loan words Loan words are words adopted from one language and incorporated into another language without translation like cookie, kindergarten Native words are words that are not borrowed from another language, but are inherited from an earlier stage of the language like foot, hand
According to the notion, vocabulary is classified into function words and content words Function words are words that have little lexical meaning or have ambiguous meaning and express grammatical relationships among other words within a sentence, or specify the attitude or mood of the speaker Function words include categories of words like determiners, conjunctions or auxiliaries Content words are words that name objects, qualities, actions or states They are usually nouns, verbs, adjectives and adverbs
2.2.2.3 Classification by the part of speech
The eight main parts of speech are nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections Nouns are words that describe a thing and can be generic (common nouns) or specific (proper nouns) They can serve as the subject or object or a verb or as a possessive or the object of a preposition Pronouns are nonspecific words that take the place of nouns They are small, short words that help avoid repetition and cut back on the need for longer nouns Verbs are words that describe an action and come in many different tenses and forms Adjectives are words that describe nouns They usually come before the noun they modify Adverbs are words that describe verbs Prepositions are words used to describe the relation between words in a sentence and are the beginning to a prepositional phrase Conjunctions are words used to bring two or more different clauses, phrases, or items together in a sentence Interjections are words used to show a quick and immediate emotion They often stand by themselves and are followed by an exclamation mark
2.2.2.4 Classification by the concept of morpheme
Basing on the concept of morpheme, there are simple words, derived words and compound words Simple words are words consisting of one root morpheme
Derived words are words consisting of one root morpheme and one or more derivational morphemes Compound words are word consisting of at least two roots with or without derivational morphemes
2.2.2.5 Classification by level of usage
According to the level of usage, vocabulary can be divided into common, literacy, colloquial, slang and technical words Common words or popular words often connect with the ordinary things or activities and make up the biggest part of the vocabulary with its core as basic words stock Literacy words are chiefly used in writing, formal and elevated in style like the word purchase/ buy Colloquial words are used mainly in speaking to colleagues or friends and in informal writing Slang words are words of vigorous, colorful, fictitious or taboo nature, invented for specific occasions or uses or derived from the unconventional use of the standard vocabulary Technical words are used in various special fields with functions partly to denote things or processes which have no names in ordinary English, and most remain essentially foreign to outsider, even to educated native speakers
2.2.2.6 Classification by the usage of the word
Vocabulary can be divided into productive and receptive vocabulary
Productive vocabulary is defined as all the words that are retrieved from a person’s memory and can be used at suitable time and in suitable situation Receptive vocabulary refers to all the words that can be understood by a person, including spoken, written, or manually signed words
Linguists have conducted studies that address different aspects of vocabulary knowledge Schmitt and Meara (1997) investigated how learners of English developed their vocabulary size and two aspects of vocabulary knowledge (affix and association) over a year They found that the vocabulary size correlated with affix and association knowledge and that there was an interrelationship between the two aspects of vocabulary knowledge Shimamoto (2000), in her cross - sectional study, addressed four aspects of receptive vocabulary knowledge including spoken form, written form, paradigmatic and syntagmatic knowledge She found that the four aspects of vocabulary knowledge were interrelated with each other and they were also correlated with the learners’ vocabulary size
Nation (2001) had another point of view in vocabulary knowledge that he focuses on three significant aspects of a word that certainly need to be considered: form, meaning and use Accordingly, the form of a word involves its pronunciation (spoken form), spelling (written form), and any word parts that make up this particular item (such as a prefix, root, and suffix) For example, in the word
“unsuccessful”, the prefix un- means negative or opposite, success is the root word, and –ful is a suffix means full of or having Here, they all go together to refer to someone or something that is able to succeed Nation (2001) also stated that meaning encompasses the way that form and meaning work together, in other words, the concept and what items it refers to, and the associations that come to mind when people think about a specific word or expression Use, as Nation (2001) noted, involves the grammatical functions of the word or phrase, collocations that normally go with it, and finally any constraints on its use, in terms of frequency, level, and so forth For form, meaning, and use, Nation (2001) declared there is both a receptive and productive dimension, so knowing these three aspects for each word or phrase actually involves 18 different types of lexical knowledge, as summarized in the following table
Table 2.1 What is involved in knowing a word Source: Nation (2001: 27)
Aspect Component Receptive knowledge Productive knowledge
Form spoken What does the word sound like?
How is the word pronounced? written What does the word look like?
How is the word written and spelled? word parts What parts are recognizable in this word?
What word parts are needed to express the meaning?
What meaning does this word form signal?
What word form can be used to express this meaning? concepts and referents
What is included in this concept?
What items can the concept refer to? associations What other words does this make people think of?
What other words could people use instead of this one?
In what patterns does the word occur?
In what patterns must people use this word? collocations
What words or types of words occur with this one?
What words or types of words must people use with this one? constraints on use (register, frequency…)
Where, when, and how often would people expect to meet this word?
Where, when, and how often can people use this word?
The researcher strongly agrees with Nation (2001) that form, meaning and use are three significant aspects of vocabulary knowledge Knowing a word is a complex process that involves learning several different but interrelated types of word aspects
2.2.4 The role of vocabulary in English teaching and learning
Nation (2001) describes the relationship between vocabulary knowledge and language use as complementary: knowledge of vocabulary enables language use, and conversely, language use allows people to increase vocabulary knowledge In other words, a person cannot use a language without having certain knowledge of vocabulary
Teaching English to young learners
For the successful teaching of English in primary schools, above all, it is essential for the teacher to understand the young learners’ characteristics, instincts, and interests in their cognitive, linguistic, and emotional aspects
Clark (1990: 6-8) gives a list of the characteristics which young learners share:
1 Children are developing conceptually: they develop their way of thinking from the concrete to the abstract thing
2 Children have no real linguistics, different from the adult learners that already have certain purpose in learning language, for instances, to have a better job, children rarely have such needs in learning a foreign language They learn subject what school provide for them
3 Children are still developing; they are developing common skill such as turn talking and the use of body language
4 Young children very egocentric, they tend to resolve around themselves
5 Children get bored easily Children have no choice to attend school The lack of the choice means that class activities need to be fun interesting and exciting as possible by setting up the interesting activities
According to Phillips (1995), in learning a language, young learners respond to the language, depending on what it does or what they can do with it rather than treating it as an intellectual game or abstract system Brewster (1991) supports it by saying that theories of the children’s learning require that young learners be supported by moving from the abstract to the concrete and through being involved in activity It can be understood that the children need activities that are more concrete rather than abstract and to be involved in those activities in order that they can learn the language well
In short, children bring many different experiences and knowledge to their learning and it is likely that each child learns differently from the same activity they involve In addition, it is easy for young learners to learn things they can see and feel, what they have experienced or things related to their daily activities, what they are curious about, what they care about and what they like
2.3.2 Teaching English vocabulary to young learners
It is clear that children have learned their native language with apparent ease
In other words, children can learn their native language without knowing they are learning According to Philips (1993), there are many factors influencing children’s maturity such as environment, culture, sex and experience In order to be successful in teaching English to children, teachers have to deeply understand their children’s characteristics, goals and motivation
Rixon (1999) claims the importance of the condition under which young learner programs are offered These include conditions inside the classroom and outside the classroom such as the social, cultural, economic value of the language
Read (2003:7) clarify the condition by suggesting that young learners are better when learning is:
Contextualized and part of a real event
Has a purpose for the child
Builds on things the child knows but also challenges thechild
Designed to provide for personal, divergent responses and multiple intelligences
Offered in a relaxed and warm learning atmosphere
In fact, we cannot expect our young students to learn the items we teach and remember all the words in the lessons Although children can learn new words very quickly, they will also forget them quickly Therefore, new words should be introduced repeatedly in different situations in the following lessons Since mere practicing can be extremely boring and tiring to young learners, teachers should be creative enough to wrap practicing in games, role plays and in singing songs, activities that seem to be fun and interesting.
Methods in vocabulary teaching
Lê Văn Canh (2003) affirms that a new approach to English language teaching is needed due to the status of English as an international global language
Indeed, in order to bring students with the large amount of vocabulary, it is extremely important for teachers to apply various methods and techniques in language teaching Some major foreign language teaching approaches are briefly given as follows
The Grammar- Translation Method (GTM) derived from traditional approaches to the teaching of Latin and Greek and was the predominant method in Europe in the 19th century The method focuses on the teaching of the foreign language grammar through the presentation of rules together with some exceptions and lists of vocabulary translated into the mother tongue GTM was used for the purpose of helping students read and appreciate foreign language literature and hoped that the students would become familiar with the grammar of the native language through the study of the grammar of the target language and that familiarity would help them speak and write better in their native language (Larsen – Freeman, 2000:11) The main procedure of an ordinary lesson follows this plan: a presentation of a grammatical rule followed by a list of vocabulary and, finally, translation exercises from selected texts while little or no attempt is made to teach pronunciation
The Direct Method, as the name suggests, is a method of teaching English directly through English Stern (1983) points out that the Direct Method is characterized by the used of target language as a means of instruction and communication in the language classroom, and by the avoidance of the use of the first language and of translation as a technique Correct pronunciation and oral skills are stressed because of the principle that speaking a language is more important than being able to write it The emphasis was on everyday vocabulary and sentences which are taught through demonstration, objects, and pictures while abstract vocabulary was taught by association of ideas The Direct Method is useful in that, as River (1968) states, it provides an exciting and interesting way of learning foreign language through activity The method is proved to be successful in releasing students from the inhibitions all too often associated with speaking a foreign tongue, particularly at the early stages
The Audio-Lingual Method (also called Army Method, Mim-mem Method or Aural Oral Approach) is derived from The Army Method, so called because it was developed through a U.S Army programme devised after World War II to produce speakers proficient in the languages of friend and foes As Thornbury (2000) states, the Audio-Lingual Method considered language simply as form of behaviour to be learned through the formation of correct speech habits Audio Linguists believe in the separation of the four language skills: listening, speaking, reading and writing The Audio Lingual Method uses certain practical techniques like mimicry, memorization, pattern practice and the language laboratory; it encourages the use of dialogues and substitution tables In the Audio-Lingual Method, like the Direct Method, students are taught a language directly without using the students’ native language However, while the Direct Method focuses on teaching vocabulary, the Audio-Lingual Method drills students in the use of grammar
Communicative Language Teaching (CLT) is an approach to language teaching that emphasizes communication as both the means and the goal of language learning Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar, in order to promote language skills in all types of situations According to CLT, the goal of language education is the ability to communicate in the target language This is in contrast to previous views in which grammatical competence was commonly given top priority CLT also focuses on the teacher being a facilitator, rather than an instructor Furthermore, the approach is a non – methodical system that does not use a textbook series to teach English, but rather works on developing sound oral/verbal skills prior to reading and writing Among all methods used and practiced so far, CLT has been considered as the best practice in English language teaching (ELT) because it offers communication means enabling learners to develop the communicative ability (Power, 2003).
Compilation of theme-based lexical lists in English vocabulary teaching and
In order to help students learn the important part of a language, which is vocabulary, many researchers have been researching for more efficient teaching methods to apply in English classes
One of the language teaching methods that is considered to be the new method of language teaching is by creating learning activities through theme-based teaching in which the process of teaching and learning is presented based on the themes that will be expanded to other subjects The integration of theme-based instruction into language teaching originates from general primary education and, as stated by Cameron (2001:181), “has been practiced since the 1960s in UK primary classrooms, where children typically spend all day with the same teacher” Brinton
(2001) defines theme-based as an approach to language teaching with the whole course structured around certain themes or topics In other words, theme-based teaching is a teaching approach with the large model of content -based instruction (CBI) in which the emphasis is on exposing students to a highly contextualized second language environment by using the subject matter as the content of language learning In a theme-based course, different activities are linked together by their content and the theme or topic runs through everything that happens in the classroom and acts as a connecting thread for pupils and teacher
A considerable advantage of theme-based teaching approach is to avoid fragmented and unconnected skill exercises and to bring learners variety of activities with a meaningful content that provides learners with motivating and meaningful uses of the language Cameron (2001) points out the other reasons for using theme-based approach in language teaching, including the fact that new vocabulary items can be learned easily, with the theme providing a meaningful context for understanding, and for the natural use of a wide range of discourse types, both written and spoken Furthermore, the integration of theme-based teaching can help identifying learner’s individual difficulties since they might come across new content When supported by meaningful content, “children may be able to work out the meaning of new or unfamiliar language, or motivated by real interest in a topic, they may struggle to communicate their knowledge to someone else” (Cameron, 2001:191) Vale and Feunteun (1995) claim that English is not an isolated educational issue Accordingly, they consider language as only one part of child education and suppose to supply a balance between different subjects and the use of themes as the source for teaching Halliwell (1992:131) also states that
“learning other things in English will help children to learn English” Thus, it is considered to be very helpful to bring meaning to language learning
In short, compilation of theme- based teaching is a method that lets students memorize words based on a common theme by making their own connections between words and possibly organizing them in a spider diagram or on the special corner of their notebooks
2.5.2 Planning vocabulary teaching using compilation of theme-based lexical lists
As effective theme-based teaching is extremely demanding, language teachers are supposed to creatively plan, implement and possess their own knowledge of a wide repertoire of activity types and resources Even expert teachers need a careful planning of a theme, to prepare sub-themes and to identify the language learning goals so that teachers become coordinators or facilitators, who maintain a sense of the whole picture and a vision of the skills the students need to acquire through classroom activities
Based on the viewpoints of Cameron (2001), Mumford (2000) and Michael
(1999), the writer offers three steps of planning theme-based vocabulary teaching which should be carried out by language teachers
Concerning the very first step of planning theme-based teaching, Cameron (2001:185) believes that teachers should think about some choice points in order to decide which activity to do or how much time to be spent on it The students are encouraged to be involved in finding the theme by suggesting the theme, or selecting a theme for the term from a list Mumford (2000:6) states that it is advisable to integrate the students in the planning process because when learners choose their methods and topics of study, their learning becomes more meaningful, and then the model of lifelong learning is brought into the school setting In addition, Mumford (2000:4) also supposes that it might be useful to share ideas with other colleagues and therefore work in collaboration with others
Two basic planning tools Cameron (2001) mentions are brainstorming and making webs These facilitate collecting ideas and connecting them not only in a linear direction, so that themes and sub-themes can easier be developed from them
Brainstorming, according to Michael (1999), is the unrestrained offering of ideas or suggestions by all members of a committee, conference, etc in an effort to find a solution to a problem, generate fresh ideas, etc A web is a way of writing down ideas and connections without forcing them into linear form as in a list or in text The figure below is an example of brainstorming and making webs in planning theme-based language teaching
Figure 2.1 Brainstorming and making webs
Having identified sub-theme and guiding questions by taking a content perspective on the theme, planning then has to bring a language leaning perspective to it so that planning moves from content to foreign language classroom activities, with discourse types and aspects of language use guiding the construction of language learning task with clear goals and stages
In short, the chapter has clearly presented the relevant literature which has been the basis for the study to be carried out The chapter firstly focuses on some previous researches related to the study The definition, types and some aspects of vocabulary are also concerned The next part deals with compilation of theme-based lexical lists in vocabulary teaching and learning The following Chapter 3 will discuss the methodology by which the research was conducted.
RESEARCH METHODOLOGY
Experimental research
Experimental research is a study that is undertaken in a controlled environment to trace cause-and-effect relationships between defined variables (Kerry, 2018) Experimental research includes a hypothesis, a variable that can be manipulated by the researcher, and variables that can be measured, calculated and compared The researcher collects data and results will either support or reject the hypothesis This method of research is referred to a hypothesis testing or a deductive research method
Experimental research gives researcher a high level of control In other words, the researcher can create the setting in which the phenomena is observed
The researcher can remove or control other factors that may affect the overall results In addition, experimental research can lead to excellent results The very nature of experimental research allows the researchers to easily understand the relationships between the variables, the subjects, and the environment and identify the causes and effects in whatever phenomena is studied
However, experimental research can be affected by errors There might be blunders in the research design or in the methodology as well as random mistakes that cannot be controlled or predicted, which can seriously affect the outcome
Besides, the experimental research might not be feasible in some situations in which the variables simply cannot be manipulated or the study would impede on the subjects’ human right or give rise to ethical issues.
The setting of the study
The study was conducted at Khanh Nhac A Primary School which is located in Ninh Binh Province In the school year 2018-2019, the school has the total of 634 students divided into 17 classes from grade 1 to grade 5 and 36 teachers of different subjects
The four teachers of English have at least three years of teaching experiences They graduated from different universities in Vietnam The researcher also worked as an English teacher in this primary school before attending an MA course at University of Language and International Studies, Vietnam National University, Hanoi The researcher received the permission of the principle and the support of other teachers of English to carry out the research
English is optional for students from grade 1 to grade 2 and compulsory for students from grade 3 to grade 5 Because of the importance of English as an international language, many activities are regularly held for students outside the classrooms English club has been established and operated weekly in order that students can improve their English skills and help each other learn English
Moreover, the school coordinates with the Venus English Center so that students have chances to speak English to native speakers every Wednesday afternoon In addition, a lot of extra-curricular activities such as English Festival, English Speaking Contest, The Olympiad of Talent in English have been held in the school in order to motivate students to learn English and create an English environment for both English teachers and students
In term of English materials, the textbook used as the official English material for 4 th grade students at Khanh Nhac A Primary School is Tieng Anh 4 – standard syllabus published by the Ministry of Education and Training (MOET)
The textbook consists of 20 units related to different topics, each unit is divided into three lessons in which speaking, listening, writing and reading skills are integrated.
Participants
The participants are eighty 4 th grade students of two classes 4A, 4B at Khanh Nhac A Primary School These students have been studied English as a compulsory subject since grade 3 Each week, the participants have four periods of English and the total of English periods in a school year is 140 The reason for choosing the 4 th grade students as participants of the study is that they have had one year to get aqquainted with the English program Moreover, the 4 th English program focuses on providing students with vocabulary through sentences patterns
All the participants had been divided into two classes since grade 1 and there is almost no change of class distribution through years In class 4A which was chosen to be the experimantal class, the number of girls is 19 and the number of boys is 21 Class 4B – the control class – includes 20 girls and 20 boys Students in the experimental class were taught by using compilation of theme-based lexical lists in vocabulary lessons In contrast, students in control class were taught without using compilation of theme-based lexical lists.
Data collection instruments
Brown (2004:3) stated that a test is a method of measuring a person’s ability knowledge, or performance in a given domain In the study, the researcher use tests in order to investigate the effectiveness of using compilation of theme-based lexical lists in vocabulary teaching through the results of pretest and posttest which were taken by students before and after joining English lessons using the method The pretest and posttest had the same format and level of difficulty and were taken from Tiếng Anh 4 – Sách Bài Tập which is pubished by Ministry of Education and Training These test items were designed by experts so that they can be regarded as standard tests In addition, the tests were developed in consideration to the 4 th grade students’ English ability After completing Tiếng Anh 3, the students’
English proficiency was at A1.1 level – the minimal level of skill of the Common European Framework of Reference for language (CEFR), therefore, short and simple vocabulary tasks were appropriate to them The pretest and posttest include two tasks The first task (5 points) is about checking the students’ vocabulary retention by matching exercise and the second task (5 points) requires students to look at the pictures and write the words The two tasks make up the totality of 10 points (See Appendix 1)
A classroom observation is the purposeful examination of teaching and/or learning events through the systematic processes of data collection and analysis
(Bailey, 2001) In other words, classroom observation is a process by which the observer records the teacher’s teaching practices and students’ actions in order to evaluate the quality of teaching provided and the consistency between the curriculum plan and the actual delivery of the material by teachers
In the study, classroom observations were conducted in order to find out how compilation of theme-based lexical lists were applied in English lesson of experimental class Totally, there were eight classroom observations made in English lessons using compilation of theme-based lexical lists in which the researcher took a close look into what happened in the vocabulary lessons, how compilation of theme-based lexical lists was applied and how students reacted in these lessons In order to provide insights into teaching vocabulary using compilation of theme-based lexical lists, the observation checklist was designed based on some criteria (see Appendix 2) Accordingly, lesson procedures and students’ participation aim at investigating the current situation of vocabulary teaching and learning Teacher’s instruction, materials focus on students’ expectations in vocabulary lessons In addition, suggested changes provide data which leads to implications for teachers’ vocabulary teaching using compilation of theme-based lexical lists
A questionnaire is defined as a document containing questions and other types of items designed to solicit information appropriate to analysis (Babbie, 1990:
377) In this study, the researcher applied questionnaire as the main means of data collection because of some advantages Firstly, the large amount of information can be collected from a large number of participants in a short period of time Secondly, since the respondents are free to express their own opinion without providing their private information, the results of questionnaires are accurate and objective
The questionnaire used in the research (see Appendix 3) includes 10 questions which were written in both English and Vietnamese in order that all the students could fully understand the questions and truthfully give their own answers
The first five questions were designed to seek the data for the first two research questions They focused on the students’ views on learning English vocabulary through compilation of theme-based lexical lists The next five questions were used to collect students’ expectations about teaching vocabulary using compilation of theme-based lexical lists.
Data collection procedure
The researcher carried out the following steps to collect the data from classroom observations, pretest, posttest and questionnaire:
Firstly, eighty 4 th grade students were given a pretest under the serious control of the researcher These test scores were gathered and then analyzed to identify the students’ vocabulary retention before applying compilation of theme- based lexical lists
Secondly, compilation of theme-based lexical lists was applied to teach vocabulary on the experimental class in four weeks; whereas, the control class was taught without using compilation of theme-based lexical lists During four weeks, the researcher conducted classroom observations in experimental class to gain more accurate understanding about the methods which the teachers applied in English classes using compilation of theme-based lexical lists and the participation and involvement of the students
At the end of the 4 th week, posttest was taken by both experimental and control class The posttest scores were collected to investigate the difference between two classes after the experimental period
After the treatment, the students of experimental class were asked to fill in the questionnaire to get their opinions of teaching vocabulary through compilation of theme-based lexical lists
The collected data was analyzed to draw out conclusions and suggestions for futher studies.
Data analysis procedure
The data collected from the pretest and posttest scores were used to measure the impact of the treatment All tests were marked by the researcher The test scores were computed and analyzed to work out means, median, minimum, maximum and standard deviation (SD), to identify whether the students in control class or experimental class could improve their vocabulary retention after experimental period (See Appendix 4 for the formula of mean, median and standard deviation)
The results of classroom observations were analyzed and presented in order to investigate the current situation of using compilation of theme-based lexical lists in experimental class
Besides, the data collected from questionnaire was used to get the opinions of the experimental students about teaching vocabulary by using compilation of theme-based lexical lists The results of questionnaire was presented and changed into the equivalent percentages.
Summary
The chapter has presented a complete description of the research methodology by which the study was carried out In addition, the research design including data collection instruments (tests, classroom observations and questionnaire for students), data analysis procedure is also fully described.
DATA ANALYSIS AND DISCUSSION
Data analysis
In order to measure the effectiveness of using compilation of theme-based lexical lists on students’ vocabulary retention after four weeks of treatment, the pretest and posttest were administered to both experimental and control class at the same day Both tests were timed 15 minutes, including matching and word writing
The results of pretest and posttest scores of the two classes were compared and analyzed as follows
4.1.1.1 Comparison between pretest scores of experimental class and control class
Before taking part in English lessons with compilation of theme-based lexical lists, the students in both control and experimental class took a pretest (see Appendix 1) The scores of the tests were divided into three grades of assessment basing on the primary school grading scale assigned in the Circular No.22/2016/TT- BGDĐT dated September 22, 2016 of the Minister of Education and Training
These three grades include: good accomplishment (mark 9-10), accomplishment (5-
8), and unaccomplishment (mark 0-4) The results of pretest are shown in the following figure
As can be seen from Figure 4.1, all of the students in two classes were assessed to be accomplished after taking the pretest However, the number of students well accomlishing in experimental and control class is very low (5% and 7.5% respectively) while a great number of students accomplished with the moderate level (95% of the students in experimental class and 92.5% of the students in control class) The results of pretest showed that most of the students’ vocabulary retention was at average level before the treatment In other words, most of them encountered some problem in learning vocabulary
4.1.1.2 Comparision between posttest scores of experimental class and control class
In order to evaluate the effect of the treatment on students’ vocabulary retention after the experimental period, posttest was taken by students of the experimental class and control class The results of posttest are shown in the following figure
Figure 4.2 Results of posttest scores of experimental class and control class
According to Figure 4.2, there was a considerable improvement of the number of experimental students assessed as good complishment based on the results of posttest It is worth noting that the number of these students was 37.5%
Experimental classControl class which had been only 5% before the treatment Besides, the number of students in control class scoring 9 or 10 for their posttest was slightly higher (10% in comparison with 7.5% for the pretest) The results of posttest showed a certain improvement of students’ vocabulary retention in both classes
The figure also shows that the experimental class surpassed the control class in term of the number of good accomplished students After taking part in vocabulary lessons using compilation of theme-based lexical lists, the number of experimental students marked 9 or 10 accounted for 15% while only one tenth of students in control class reached the marks (10%) Therefore, it can be said that the experimental class made greater improvements in their vocabulary retention than the control class after the experimental period
4.1.1.3 Comparison between pretest and posttest scores of experimental class and control class
Table 4.1 Descriptive statistics for the pretest and posttest scores of experimental class and control class.
Descriptive statistics Experimental class (N@) Control class (N@) pretest posttest pretest posttest
As can be seen from Table 4.1, both classes made an overall increase in their vocabulary retention after the course In spite of starting at the same level of vocabulary retention, more students in the experimental class scored more than those in the control class Specially after the treatment, we can see that standard deviations of the posttest scores of the experimental class spread out more widely experimental class’s posttest increased from 6.8 to 8.23 with the scores ranging from 7 to 10 which had been from 5 to 9 before the treatment; whereas the mean of the control class’s posttest went up from 6.88 to 7.13 with the scores ranging from 6 to 9 which had been from 5 to 9 before the course Looking at median, the median of the experimental class rose from 7 to 8 with treatment, while the median of the control class remained constant only 7 without treatment.
In short, concerning all the statistical values, using compilation of theme- based lexical lists in vocabulary lessons had a significance impact on students’ vocabulary retention.
4.1.2 Analysis of classroom observations 4.1.2.1 Lesson procedure and students’ participation Table 4.2 Lesson procedure and students’ participation in the classroom
Lesson procedure and students’ participation
The percentage of periods (%) Needs improvement Satisfactory Excellent
The teacher encourages the students to recall what they have learnt in previous lessons
The teacher links students’s prior knowledge to the content of the new lesson
The teacher leads the students into the topic of the lesson by a clear introduction
Compilation of theme-based lexical lists is used in combination with other activities
5 The students volunnteer to do the tasks given by the teacher 0 25 75
6 The students are engaged, on task, and not disruptive most of the time 12.5 37.5 50
7 The students take notes of the content 12.5 50 37.5
8 The students ask questions about the lesson content 37.5 50 12.5
9 The students discuss the tasks in groups/ in pairs 0 0 100
Table 4.2 shows lesson procedure and students’ participation in the observed classes All of the classes were satisfactorily and excellently evaluated when the teacher encouraged students to recall the previous lessons The same proportion of the periods was highly appreciated as the teacher gave the students a clear introduction about the topic of the lesson and used compilation of theme-based lexical lists in the combination with other activities 87.5% of the period received the satisfactory and excellent comments because the teacher successfully linked students’ prior knowledge to the content of the new lesson
In term of students’ participation, the results of classroom observations indicates that the highest percentage (100%) of the periods was considered to be excellent as all the students discussed the tasks in pairs or in groups The number is twice reduced when only half of the periods were excellently evaluated as the students were engaged, on task, and not disruptive during the lessons However, another important point is that a considerable proportion of the periods needed more improvement when students did not ask questions about the content of the lesson In general, lesson procedure and students’ participartion were considerably good in the observed lessons
Table 4.3 Teacher’s instruction in the classroom
The percentage of periods (%) Needs improvement Satisfactory Excellent
The teacher gives clear instructions for the tasks to the students
11 The teacher gives examples for the tasks 37.5 37.5 25
12 The teacher provides opportunities to students to check the tasks 12.5 37.5 50
13 The teacher gives feedback to the students 0 62.5 37.5
14 The teacher interacts respectfully and friendly with students 0 50 50
15 The teacher goes around to help
Table 4.3 indicates how the teachers instructed the students in vocabulary lesson using compilation of theme-based lexical lists Accordingly, half of the periods were excellently evaluated because the teacher gave students clear introduction of the tasks The same percentage (50%) accounts for the best appreciated items when the teacher provided students opportunities to check the tasks and interacted respectfully and friendly with the students Besides, the teacher’s feedback in eight observed lessons received a good evaluation that 100% was satisfactorily and excellently evaluated Even so, the teacher’s examples for the tasks needed more improvement, which accounted for 37.5%
As can be seen from the below figure, the textbooks were satisfactorily used in all of the observed periods In addition, the teacher also effectively used the other materials such as worksheets and dictionaries in three forth of the lessons A large number of periods (87.5%) received excellent or satisfactory comments when the students were interested in the theme introduced in their textbooks (See Figure 4.3)
Figure 4.3 Materials in the classroom
The students are interested in the theme introduced in the material.
Textbooks are used in the lesson.
Other materials (worksheets, dictionaries) are used.
4.1.3 Analysis of questionnaire for students 4.1.3.1 The teachers’ frequency of applying compilation of theme-based lexical lists in English classes
Concerning the first question which was designed to investigate the teacher’s frequency of applying compilation of theme-based lexical lists in English classes at Khanh Nhac A Primary School, the collected data is summarized in Table 4.4
Table 4.4 The teachers’ frequency of applying compilation of theme-based lexical lists in English classes
How often do your teachers use compilation of theme-based lexical lists in English classes?
From the figure in Table 4.4, we can see that about one third of students (34%) were always taught vocabulary with compilation of theme-based lexical lists
Nearly half of them sometimes participated in English classes using this method
About one fourth said that their teachers rarely apply the method and the portion for never applying is 0% Through the results, it is clear that the teachers at Khanh Nhac A Primary School usually used compilation of theme-based lexical lists in vocabulary teaching However, the frequency of applying this is different for different teacher
4.1.3.2 Students’ comments on English lessons using compilation of theme-based lexical lists
When asked about students’ feelings of lessons using compilation of theme- based lexical lists, more than half of them (55%) expressed their interests in the lessons when compilation of theme-based lexical lists was applied The number of students feels rather interesting is 11% A pretty high portion (30%) of them thought that the lessons were a bit interesting In contrast, only 4% felt boring in all the lessons using this method The collected figure showed a fairly optimistic result that most of the students have positive attitudes toward using compilation of theme- based lexical lists in vocabulary lessons (See Figure 4.4)
Figure 4.4 Students’ comments on English lessons using compilation of theme- based lexical lists
4.1.3.3 Students’ involvement in English classes using compilation of theme- based lexical lists
Figure 4.5 Students’ involvement in English classes using compilation of theme- based lexical lists
A Participate actively in all activities
B Only pay attention to the part I like
C Find it difficult to concentrate on the activities
D Not participate in any activity
Discussion
Based on the results of the above data analysis, some main recommendations are suggested for the teachers to apply compilation of theme-based lexical lists in in teaching vocabulary
Group workPair workIndividual work questionnaire proved the importance of materials in applying compilation of theme- based lexical lists Accordingly, the students paid more attention to the themes which are familiar and easy to them while they were hardly interested in the unfamiliar ones Therefore, the familiarity of the themes should be considered carefully when preparing materials for the lessons Instead of completely relying on textbooks, the teacher should consider preparing materials based on the students’ familiar themes such as hobbies, toys, foods and drinks
The difficult and unfamiliar themes should be introduced with the clear instruction of the teachers In order to make the themes easier to the students, the teachers should provide the words related to the theme or use some support tools such as pictures, flashcards, etc
Based on the analysis of classroom obsservations and the questionnaires, it is obvious that providing students with the clear and detailed instruction could lead to a successful application of compilation of theme-based lexical lists The instruction should include the explicit description of the task and the examples through which the students understand how they can do the task
The analysis of classroom observations and the results of questions in the questionnaire showed that choosing and designing suitable task is also a very important step when implementing compilation of theme-based lexical lists in vocabulary lessons Most of the students participate actively and enthusiastically in exciting task The analysis also pointed out some kinds of tasks that delight students to be involved such as odd-one-out, matching, listing and shorting A lot of students found these kinds of tasks useful and interesting Therefore, when planning for the lessons, the teacher should consider designing interesting and suitable tasks
Using compilation of theme-based lexical lists in combination with other activities
The analysis of classroom observations announced the effectiveness of applying compilation of theme-based lexical lists in combination with the other activities Accordingly, the integration of various methods with compilation of theme-based lexical lists can lead to successful lessons in which students have chance to experience enlarge and review their vocabulary retention The example of combining compilation of theme- based lexical lists and games in the second teaching diary is an obvious evidence for the researcher suggestion Compilation of theme-based lexical lists may also be applied in combination with songs, chants, visual aids, etc In short, combining different activities in vocabulary teaching is necessary
Since pronunciation is one of the most difficult aspects the students face, when applying compilation of theme-based lexical lists, besides spelling and meaning, the teachers should focus on the pronunciation of words The students might be unconfident or embarrassing to express their ideas in English lessons because of the poor pronunciation As a result, the students do not actively participate in the tasks and activities given by the teacher Therefore, the teacher should pay much attention to the pronunciation of words they present in the lessons by letting students listen to the recording or the teacher’s pronunciation and repeat the words many times
Letting students work in groups
According to the results of questionnaire and the analysis of classroom observations, most of students preferred working in groups to doing tasks individually The significant benefit of group work is that students have chance to share their ideas and discuss with the members in group so that they can help each other Additionally, working in groups in vocabulary learning helps students broaden their vocabulary retention by apprehending their friends’ words and phrases As a result, the teacher should let students work in groups in vocabulary lessons
For better organizing activities in groups, firstly, the teacher explains the requirements of the task and gives examples for the answer Secondly, the teacher lets students discuss in groups for about two or three minutes to find out the answers Next, the groups present their answers for the others to give comments
Finally, the teacher corrects and summarizes their answers.
Summary
This chapter has presented the data, which were collected from tests, survey questionnaire and classroom observations The data was analyzed to find out the current situation and effectiveness of vocabulary teaching and learning through compilation of theme-based lexical lists, from which some recommendations on vocabulary teaching were given Accordingly, the students affirmed the improvement of their vocabulary retention after English lessons with compilation of theme-based lexical lists The students also gave some suggestions about teaching vocabulary in their class including creating a comfortable environment in class, providing language exercises and games, presenting familiar themes and interesting tasks The analysis of tests, classroom observations and questionnaire allows the researcher to give some recommendations for the teachers to effectively apply compilation of theme-based lexical lists for the benefit of the students including choosing well-suited materials, giving clear instruction, designing interesting tasks, using compilation of theme-based lexical lists in combination with other activities, focusing on students’ pronunciation and letting students work in groups.
CONCLUSION
Recapitulation
Vocabulary plays an important role in language teaching and learning
Nowadays, many teachers of language in primary schools are aware of the importance of teaching methods and techniques to maximize the students’ vocabulary retention The situation leads the researcher to conduct the study in order to investigate the application of compilation of theme-based lexical lists at Khanh Nhac A Primary School and the impact of the method on the students’ vocabulary retention
The participants of the study were 80 4 th grade students in two classes 4A, 4B at Khanh Nhac A Primary School Three data collection instruments including tests, classroom observations and questionnaire were employed Firstly, the pretest was taken by the students to investigate their vocabulary retention before attending vocabulary lessons with compilation of theme-based lexical lists Secondly, the students of experimental class participated in English lessons applying compilation of theme-based lexical lists with the textbook “Tiếng Anh 4” published by Ministry of Education and Training The classroom observations were taken by the researcher to seek data for the study After the treatment, the students were asked to take the posttest to investigate the impact of the treatment Finally, the questionnaire was given to the students of experimental class to examine their ideas about learning vocabulary through compilation of theme-based lexical lists in their lessons The questionnaire includes 10 questions related to three research questions the researcher aimed at
The data collected from tests, classroom observations and questionnaire were analyzed and concluded in order to lead the researcher to the findings of the study.
Concluding remarks
The study aims at investigating the current situation and the effectiveness of compilation of theme-based lexical lists on primary students’ vocabulary retention, thereby giving some recommendation on applying compilation of theme-based lexical lists in vocabulary classes Based on the collected and analyzed data, some important ideas have been concluded
Considering the current situation of vocabulary teaching and learning through compilation of theme-based lexical lists, the analysis of questionnaire and classroom observations declared that vocabulary tasks using compilation of theme- based lexical lists seemed to be attractive for students in language classes When students were given the tasks, they actively and enthusiastically discussed in pairs or groups Compilation of theme-based lexical lists made the class atmosphere more exciting that most of students took part in doing the tasks Moreover, also thanks to compilation of theme-based lexical lists, the teachers encouraged students to find and remember the words themselves Therefore, their vocabulary retentions were improved naturally and effectively
Regarding to the effectiveness of compilation of theme-based lexical lists on students’ vocabulary retention, the results of questionnaire and tests proved that most of students had progressed a lot after attending vocabulary lessons using compilation of theme-based lexical lists The students also admitted the obvious effectiveness of the method in the lessons With compilation of theme-based lexical lists, the vocabulary lessons became more interesting and they found it easier to understand In short, the application of compilation of theme-based lexical lists brought a considerable improvement to the students’ vocabulary retention
Regarding to the third research question, some recommendations were given to effectively implementing compilation of theme-based lexical lists in vocabulary lessons Firstly, materials should be appropriately chosen for students to work with
Secondly, teachers should give students clear and detailed instruction of the tasks with compilation of theme-based lexical lists Thirdly, interesting and useful tasks should be prepared to motivate and encourage students In addition, using compilation of theme-based lexical lists in combination with other activities, focusing on students’ pronunciation, letting students work in groups also helps students involved in the lessons.
Limitations and suggestions for further study
The study is a small-scale research project carried out with the 4 th grade students at Khanh Nhạc A Primary School There are some limitations that should be considered
First, the participants were students in grade 4 and classroom observations were only carried out in experimental class Therefore, to some extent, the findings may not be generalized to all students in the primary school
Second, the study only focuses on the use of compilation of theme-based lexical list in English vocabulary teaching Beyond the method, there are many different techniques for teachers to improve student’s vocabulary retention
Moreover, the study cannot focus on other factors affecting the application of compilation of theme-based lexical lists in vocabulary teaching Thus, this calls for the further study in which valuable and critical ideas and comments from all the teachers and the people who care for this topic can be discussed
For future research, it is recommended to investigate the effectiveness of using compilation of theme-based lexical lists to improve students’ other skills such as listening, and speaking
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APPENDICES APPENDIX 1A: PRETEST Task 1: Match a Tom’s birthday is on the fifteenth of January b He goes to the zoo on Sunday c He is from America d He can play badminton
Task 2: Complete the sentences with the suitable phrases
Source: Tiếng Anh 4 – Sách bài tập
1.swimming 2.reading book 3.watching TV 4.studying
Task 2: Complete the sentences with the suitable phrases
Source: Tiếng Anh 4 – Sách bài tập
Write one number in the evaluation column
Lesson procedure and students’ participation Evaluation Observation notes
1 The teacher encourages the students to recall what they have learnt in previous lessons
2 The teacher links students’s prior knowledge to the content of the new lesson
3 The teacher leads the students into the topic of the lesson by a clear introduction
4 Compilation of theme-based lexical lists is used in combination with other activities
5 The students volunnteer to do the tasks given by the teacher
6 The students are engaged, on task, and not disruptive most of the time
7 The students take notes of the content
8 The students ask questions about the lesson content
9 The students discuss the tasks in groups/ in pairs
Teacher’s instruction Evaluation Observation notes
10 The teacher gives clear instructions for the tasks to the students
11 The teacher gives examples for the tasks
12 The teacher provides opportunities to students to check the tasks
13 The teacher gives feedback to the students
14 The teacher interacts respectfully and friendly with students
15 The teacher goes around to help students during the lesson
16 The students are interested in the theme introduced in the material
17 Textbooks are used in the lesson
18 Other materials (worksheets, dictionaries) are used
APPENDIX 3A: QUESTIONNAIRE (ENGLISH VERSION) Using compilation of theme – based lexical lists on primary students’ vocabulary retention
Dear students, This survey questionnaire is aimed at investigating the use of compilation of theme – based lexical lists on 4 th grade students’ vocabulary retention at Khanh Nhac A Primary School All the information provided by you is sorely for the study purpose Thank you very much for your cooperation!
1 How often do your teachers use compilation of theme – based lexical lists in English classes?
2 What do you think about the English lessons using compilation of theme – based lexical lists?
3 What do you often do in English lessons using compilation of theme – based lexical lists?
A Participate actively in all activities
B Only pay attention to the part I like
C Find it difficult to concentrate on the activities
D Not participate in any activity
4 How do you find it to understand words when learning English vocabulary through compilation of theme – based lexical lists?
5 To what extent does compilation of theme – based lexical lists affect your vocabulary retention?
6 What would you like your teachers to do in English lessons using compilation of theme – based lexical lists? (You can choose more than one)
A Create a comfortable environment for students to learn
B Provide many examples of word use
C Instruct how to pronounce words correctly
D Explain the word meaning in Vietnamese
7 Which way of presenting the meaning of new words do you like? (You can choose more than one)
A Use visual aids (pictures, flashcards, etc.)
B Translate the words into Vietnamese
C Explain the meaning of the words in English
8 What kinds of tasks in theme – based lessons would you like to be involved in? (You can choose more than one)
9 Which theme would you like your teacher to present in English lessons implementing compilation of theme – based lexical lists? (You can choose more than one)
10 What is your favorite kind of activity organization in English lessons using compilation of theme – based lexical lists?
APPENDIX 3B: QUESTIONNAIRE (VIETNAMESE VERSION) Phiếu khảo sát về việc dạy từ vựng cho học sinh tiểu học thông qua phương pháp sưu tập từ theo nhóm
Các em thân mến, Phiếu khảo sát này nhằm mục đích tìm hiểu việc sử dụng phương pháp sưu tập từ theo nhóm trong dạy học từ vựng cho học sinh lớp 4 tại Trường Tiểu học Khánh Nhạc A Thông tin mà các em cung cấp chỉ được sử dụng cho mục đích nghiên cứu
Vì vậy, rất mong các em trả lời trung thực các câu hỏi trong phiếu này
Xin chân thành cảm ơn các em!
1 Giáo viên của em có thường xuyên sử dụng phương pháp sưu tập từ theo nhóm trong các giờ học không?
2 Em thấy thế nào về các giờ học tiếng Anh với phương pháp sưu tập từ theo nhóm?
3 Em thường làm gì trong các tiết học tiếng Anh với phương pháp sưu tập từ theo nhóm?
A Tham gia vào tất cả các hoạt động
B Chỉ chú ý đến phần em thích
C Cảm thấy khó tập trung vào các hoạt động
D Không tham gia vào hoạt động nào
4 Em có cảm thấy dễ hiểu bài khi được học các tiết học với phương pháp sưu tập từ theo nhóm?
5 Khả năng nhớ từ của em cải thiện thế nào sau các tiết học này?
D Không tốt hơn chút nào
6 Em muốn giáo viên làm gì trong các tiết học với phương pháp sưu tập từ theo nhóm? (Em có thể chọn nhiều đáp án)
A Tạo môi trường thoải mái cho học sinh
B Đưa ra nhiều ví dụ về cách sử dụng từ
C Hướng dẫn cách phát âm từ chính xác
D Giải thích nghĩa của từ bằng tiếng Anh
E Thường xuyên kiểm tra từ vựng của học sinh
F Đưa ra nhiều bài tập ngôn ngữ
7 Em thích cách dạy từ mới nào sau đây? (Em có thể chọn nhiều đáp án)
A Dùng các công cụ như tranh ánh, flashcard
B Dịch từ sang tiếng Việt
C Giải thích nghĩa của từ bằng tiếng Anh
D Chơi các trò chơi ngôn ngữ
8 Em thích loại bài tập nào trong các tiết học này? (Em có thể chọn nhiều đáp án)
9 Chủ đề nào em thích giáo viên giới thiệu trong các tiết học với phương pháp sưu tập từ theo nhóm? (Em có thể chọn nhiều đáp án)
B Đồ ăn và đồ uống
10 Em thích cách tổ chức hoạt động nào trong các bài học với phương pháp sưu tập từ theo nhóm?
APPENDIX 4: THE FORMULA OF MEAN, MEDIAN AND
Definition: Mean is the average of a set of students’s scores
Excel formula: AVERAGE (number1, number2,…) Note: number1, number2,… are 1 to 255 number corresponding to a sample of population
For example, to calulate the mean of pretest of experimental class, take the following steps:
1 Enter the pretest scores of the experimental students from cell B2 to cell B41
2 Click on cell C2 – where the mean will be entered Enter the formula
=AVERAGE(B2:B41) to find the mean of the set of pretest scores
3 Press "Enter" to complete the formula and the mean of pretest scores will appear in the cell
Definition: Median is the number which would have the same amount of numbers both above and below it in the specified data group
∑f0 represents the sum of the frequencies or number of scores up to the interval containing the median fw represents the frequency or number of scores within the interval containing the median i represents the size or range of the interval
Excel formula: MEDIAN(number1, number2,…) Note: number1, number2,… are 1 to 255 number corresponding to a sample of population
For example, to calulate the median of pretest of experimental class, take the following steps:
1 Enter the pretest scores of the experimental students from cell B2 to cell B41
2 Click on cell D2 – where the median will be entered Enter the formula
=MEDIAN(B2:B41) to find the median of the set of pretest scores
3 Press "Enter" to complete the formula and the median of pretest scores will appear in the cell
Definition: Standard Deviation (SD) is a statistical measure that captures the difference between the average and the outliers in a set of data
Here, n represents number of scores represents the sample mean
Excel formula: STDEV(number1, number2,…) For example, to calulate the standard deviation of pretest of experimental class, take the following steps:
1 Enter the pretest scores of the experimental students from cell B2 to cell B41
2 Click on cell E2 – where the standard deviation will be entered Enter the formula =STDEV(B2:B41) to find the standard deviation of the set of pretest scores
3 Press "Enter" to complete the formula and the standard deviation of pretest scores will appear in the cell.