Difficulties in teaching vocabulary to elementary adult learners of english at the foreign language center of university of social sciences and humanities submitted to the faculty of

VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES - - DIFFICULTIES IN TEACHING VOCABULARY TO ELEMENTARY ADULT LEARNERS OF ENGLISH AT THE FOREIGN LANGUAGE CENTER OF UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES Submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the requirements for Master’s degree in TESOL By LAU MONG THU Supervised by LE HOANG DUNG, PHD HO CHI MINH CITY, November 2012 STATEMENT OF AUTHORSHIP I declare this thesis entitled “DIFFICULTIES IN TEACHING VOCABULARY TO ELEMENTARY ADULT LEARNERS OF ENGLISH AT THE FOREIGN LANGUAGE CENTER OF UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES” is the result of my own work except as cited in the reference The thesis has not been accepted for any degree and it is not currently submitted in candidature of any other degree Ho Chi Minh City, November 2012 Lau Mong Thu i ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to my supervisor, Dr Le Hoang Dung, for his guidance and encouragement during my study I’m very grateful for being accepted as his student in this MA program and I really appreciate all his help and suggestions on various drafts of this thesis Without his valuable advice and support, this thesis could not have been completed on schedule I would also like to express my full appreciation to all teachers at the foreign language center of the University of Social Sciences and Humanities who helped me so much in my data collection My special thanks also go to 301 learners learning at this center who agreed to participate in the study Additionally, I would like to express my sincere thanks to my dear friends for their help and warm encouragement throughout my hard times carrying out the study Without them, I could not have overcome such times and concentrated on my study Finally, I am greatly indebted to my family, especially my loving parents for their continuous support during my study Their love and encouragement helped me overcome the difficult times during the study I could not have been able to complete this project without their intense devotion iii ABSTRACT Vocabulary is admitted to be one of the most important components in learning a foreign language and may possibly be the greatest barrier to many foreign language learners Although many studies have been made on teaching vocabulary, very few of them concentrated on teaching vocabulary to elementary adult learners The aim of the study was to explore the major difficulties in teaching vocabulary to elementary adult learners at the foreign language center of the University of Social Sciences and Humanities The literature review indicated 20 hypothetical difficulties which were used as a theoretical guide for this study The participants of the study included 298 learners chosen from all elementary classes and 18 teachers in charge of elementary classes at this center The data collected from the questionnaires to teachers and learners, and the interviews with teachers were analyzed in terms of frequency, percentages and mean scores The study found out 16 major difficulties in teaching vocabulary to elementary adult learners at this center Learners’ lack of integrative motivation in learning English was found the most difficult among those derived from learners For difficulties arising from teachers, instructing elementary adult learners to infer word meanings from the immediate context was of the greatest concern Lack of classroom technology sounded the most influential among those derived from physical classroom environment Finally, some suggestions were offered in the light of the findings identified in the study The suggestions for the administrators, teachers and learners were specifically made to help improve teaching English vocabulary to elementary adult learners at this center iv TABLE OF CONTENTS Pages Statement of authorship i Acknowledgements iii Abstract iv Table of contents v List of tables ix List of figures ix CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.5 Delimitation of the study 1.6 Organization of the study CHAPTER LITERATURE REVIEW 2.1 Definition of vocabulary 2.2 Aspects of vocabulary knowledge 2.3 Aspects of teaching vocabulary 2.4 Teaching vocabulary to elementary adult learners of English 11 2.4.1 Elementary adult learners of English 11 2.4.2 Hypothetical difficulties in teaching English vocabulary to elementary adult learners 12 v 2.4.2.1 Difficulties arising from learners 12 2.4.2.2 Difficulties arising from teachers 17 2.4.2.3 Difficulties arising from physical classroom environment 22 2.5 Conceptual framework of the study 23 CHAPTER METHODOLOGY 26 3.1 Research context 26 3.2 Research method 26 3.3 Sampling 27 3.3.1 Teacher respondents 27 3.3.2 Learner respondents 28 3.4 Research tools 28 3.4.1 Questionnaire to teacher respondents 29 3.4.2 Questionnaire to learner respondents 30 3.4.3 Interview to teachers 30 3.5 Summary of research tools 31 3.6 Data collection procedure 32 3.6.1 Procedure for conducting the questionnaires 32 3.6.2 Procedure for conducting the interviews 32 3.7 Data analysis 33 3.8 Chapter summary 33 CHAPTER IV RESULTS AND DISCUSSION 35 4.1 Analysis of data 35 4.1.1 Framework of analysis 35 vi 4.1.2 Test of reliability 36 4.2 Results of the questionnaire to teacher respondents 37 4.3 Results of the questionnaire to learner respondents 44 4.4 Results of the interview to teachers 52 4.5 Discussion of results 56 4.5.1 Difficulties arising from learners 56 4.5.2 Difficulties arising from teachers 59 4.5.3 Difficulties arising from physical classroom environment 61 4.6 Summary of major findings 62 4.7 Chapter summary 64 CHAPTER CONCLUSION 66 5.1 Conclusion 66 5.2 Suggestions 67 5.2.1 For the administrators 68 5.2.2 For teachers 69 5.2.3 For learners 74 5.3 Recommendations for further study 78 5.4 Chapter summary 78 REFERENCES 79 APPENDICES 86 APPENDIX A Letter to teacher respondents 86 APPENDIX B Questionnaire to teacher respondents 87 APPENDIX C Questionnaire to learner respondents (English version) 89 vii APPENDIX D Questionnaire to learner respondents (Vietnamese version) 92 APPENDIX E Interview to teachers 95 viii LIST OF TABLES Pages Table 2.1 Aspects of vocabulary knowledge Table 2.2 Summary of hypothetical difficulties in teaching vocabulary to elementary adult learners 24 Table 3.1 Description of teacher respondents 27 Table 3.2 Distribution of questions on the questionnaire to teacher respondents 29 Table 3.3 Distribution of questions on the questionnaire to learner respondents 30 Table 3.4 Distribution of questions in the interview to teachers 31 Table 3.5 Summary of research tools 31 Table 4.1 Cronbach Alpha Coefficient of the statements included in the questionnaire to teacher respondents 36 Table 4.2 Cronbach Alpha Coefficient of the statements included in the questionnaire to learner respondents 36 Table 4.3 Difficulties arising from learners 37 Table 4.4 Difficulties regarding teaching strategies 40 Table 4.5 Frequency of strategies employed to present the vocabulary 41 Table 4.6 Frequency of strategies employed to review the vocabulary 42 Table 4.7 Degree of the difficulties facing learners in learning vocabulary 46 Table 4.8 Learners’ opinion on difficulties derived from teachers’ approaches of vocabulary 48 Table 4.9 Learners’ opinion on difficulties derived from their teachers 52 Table 4.10 Summary of major findings 64 Table 5.1 Summary of major findings and suggestions 77 ix LIST OF FIGURES Pages Chart 3.1 Distribution of learner respondents by age 28 Chart 3.2 Distribution of learner respondents by gender 28 Chart 3.3 Distribution of learner respondents by class 28 Chart 4.1 Framework of data analysis of the study 35 Chart 4.2 Difficulties from teachers’ approaches of vocabulary 39 Chart 4.3 Difficulties arising from physical classroom environment 43 Chart 4.4 Learners’ difficulties in learning vocabulary 44 Chart 4.5 Other difficulties facing learners in learning vocabulary 47 Chart 4.6 Learners’ opinion on difficulties derived from teachers’ strategies of presenting the vocabulary 49 Chart 4.7 Learners’ opinion on difficulties derived from teachers’ strategies of vocabulary review 50 Chart 4.8 Other likely difficulties arising from learners 53 Chart 4.9 Further difficulties arising from teachers 54 Chart 4.10 Other likely difficulties arising from physical classroom environment 55 x Hicks, C M (2008) Student motivation during foreign language instruction: What factors affect student’s motivation and how? 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DIFFICULTIES ARISING FROM YOUR LEARNERS a1 Learners’ habit of translation into L1 a2 Learners’ inability to recall new words a3 Learners’ anxiety in communicating in English a4 Learners’ lack of exposure to English vocabulary a5 Learners’ lack of integrative motivation in learning English a6 Learners’ introversion a7 Learners’ inability to pronounce a new word correctly a8 Learners’ inability to remember prefixes and suffixes of a new word a9 Learners’ inability to remember lexical relations of a new word a10 Learners’ inability to learn word meanings through its immediate context a11 Learners’ inability to remember grammatical functions of a new word a12 Learners’ inability to use a new word in the set of contexts in which the word might occur YES            NO              YES    NO        YES    NO    SECTION B - DIFFICULTIES ARISING FROM YOURSELF FROM YOUR APPROACHES OF TEACHING VOCABULARY b1 Teach vocabulary through a list of words and their L1 equivalents b2 Break the new word into smaller parts like prefixes, root and suffixes b3 Instruct learners to infer word meanings from the immediate context b4 Teach word meanings by integrating new knowledge with the existing one of the learners b5 Other (please specify)…………………………………………………………… FROM YOUR TEACHING STRATEGIES b6 Present the vocabulary to elementary adult learners b7 Review the vocabulary for elementary adult learners b8.Other (please specify):…………………………………………………………… 87 FREQUENCY OF TEACHING STRATEGIES YOU EMPLOYED (1 = Always , = Often, = Sometimes, = Rarely, = Never) Strategies to present the vocabulary b9 Connect a new word with its equivalent in L1   b10 Define the meaning of the word   b11 Present the word through context   b12 Directly connect the meaning to real objects or phenomena   b13 Involve learners in presenting the meanings of the word   b14 Use oral drill   b15 Transcribe the new word and present the stressed syllables   b16 Present the graphic form of the word (write the word on the board,   or highlight it in the text) b17 Encourage learners to try and spell the word   b18 Other (please specify):………………………………………………   Strategies to review the vocabulary b19 Repeat the word mechanically   b20 Copy the word many times to remember it   b21 Require learners to some vocabulary exercises   b22 Integrate new words with the already known   b23 Draw diagrams and illustrations of the word’s meanings   b24 Relate the word to real event or personal experience of learners   b25 Use the word in a meaningful context, in sentences, conversations,   b26 Increase exposure to the new word   b27 Other (please specify):………………………………………………   SECTION C - DIFFICULTIES ARISING FROM PHYSICAL CLASSROOM ENVIRONMENT                                                          YES c1 Classroom technology  c2 Physical design of classroom (lighting, temperature, seating arrangements, etc.)  c3 Others (please specify):……………………………………………………………  SECTION D - YOUR RECOMMENDATION How you select words for vocabulary instruction? Thank you very much for your time and cooperation! I would also like to express my special thanks if you can participate in a further interview If this is the case, may I have your contact details? Name: ……………… Tel:……………… Email/other: …………………… 88 NO    APPENDIX C QUESTIONNAIRE TO LEARNER RESPONDENTS Dear all learners, I am Lau Mong Thu - a teacher of the FLC-USSH I am pursuing a master program in TESOL at USSH, Vietnam National University - HCMC, my thesis entitled ‘Difficulties in teaching vocabulary to elementary adult learners of English at the FLC-USSH’ I would be most grateful if you could take some time to answer the following questionnaire Thank you very much for your help and cooperation PART I: PERSONAL INFORMATION 1.1 Class: 1.2 Gender: 1.3 Age: A1 A2 Male A3 Other (please specify)……… Female Under18 18 - 24 25 – 64 over 64 PART II: LEARNERS’ AREAS Please mark the column which indicates your DIFFICULTIES in learning English vocabulary SECTION A - DIFFICULTIES ARISING FROM YOURSELF YOUR DIFFICULTIES IN LEARNING ENGLISH VOCABULARY YES             a1 Get habit of translating a new word into L1 a2 Be unable to recall new words a3 Experience anxiety in communicating in English a4 Lack exposure to English vocabulary regularly a5 Be not enjoyable to learning English a6 Be introverted (i.e, quiet, shy, and not enjoy being with other people) a7 Pronounce the words correctly a8 Remember prefixes and suffixes of a new word a9 Remember lexical relations of a new word a10 Learn word meanings through its immediate context a11 Remember grammatical functions of a new word a12 Use the new word in the set of contexts in which the word might occur DEGREE OF DIFFICULTIES FACING YOU a13 Get habit of translating a new word into L1 a14 Be unable to recall new words a15 Experience anxiety in communicating in L2 a16 Lack exposure to English vocabulary regularly a17 Be not enjoyable to learning English 89 Most difficult           NO             Least difficult                a18 Be introverted  a19 Pronounce the words correctly  a20 Remember prefixes and suffixes of a new word  a21 Remember lexical relations of a new word  a22 Learn word meanings through its immediate context  a23 Remember grammatical functions of a new word  a24 Use the new word in the set of contexts in which the word  might occur SECTION B - DIFFICULTIES ARISING FROM YOUR TEACHERS                             FROM YOUR TEACHER’S APPROACHES OF VOCABULARY YES b1 Teach vocabulary through a list of words and their L1 equivalents  b2 Break the new word into smaller parts like prefixes, root and suffixes  b3 Instruct you to infer word meanings from the immediate context  b4 Teach word meanings by integrating new knowledge with your existing one  b5.Other (please specify)………………………………………………………  FROM YOUR TEACHER’S STRATEGIES TO PRESENT THE VOCABULARY YES b6 Connect a new word with its equivalent in L1  b7 Define the meaning of the word  b8 Present the word through context  c9 Directly connect the meaning to real objects or phenomena  b10 Involve learners in presenting the meanings of the word  b11 Use oral drill  b12 Transcribe the new word and present the stressed syllables  b13 Present the graphic form of the word (write the word on the board, or  highlight it in the text) b14 Encourage learners to try and spell the word  b15 Other (please specify):………………………………………………………  FROM YOUR TEACHER’S STRATEGIES TO REVIEW THE VOCABULARY YES b16 Repeat the word mechanically  b17 Copy the word many times to remember it  b18 Require learners to some vocabulary exercises  b19 Integrate new words with the already known  b20 Draw diagrams and illustrations of the word’s meanings  b21 Relate the word to real event or personal experience of learners  b22 Use the word in a meaningful context, in sentences, conversations, etc  b23 Increase exposure to the new word  b24 Other (please specify):………………………………………………………  SECTION C - YOUR OTHER DIFFICULTIES IN LEARNING VOCABULARY c1 What are other difficulties that you may encounter from your teacher? 90 NO      NO           NO          c2 What are other difficulties that you may encounter from yourself? SECTION D - YOUR RECOMMENDATION May you possibly give some recommendations to help improve teaching English vocabulary at our center? Thank you very much for your help, time, patience and cooperation! Thank you very much 91 APPENDIX D PHIẾU KHẢO SÁT NHỮNG KHÓ KHĂN CỦA NGƯỜI HỌC TRONG VIỆC HỌC TỪ VỰNG Các bạn học viên thân mến, Tôi tên Mộng Thu, giáo viên TTNN trường ĐH KHXH&NV Tôi theo học chương trình thạc sĩ chuyên ngành lý luận phương pháp giảng dạy tiếng Anh trường ĐH KHXH&NV - ĐHQG TPHCM Đề tài luận văn tơi nghiên cứu “Khó khăn việc dạy từ cho người học tiếng Anh lớn tuổi trình độ sơ cấp trung tâm” Tơi kính mong bạn dành chút thời gian trả lời giúp câu hỏi đính kèm Tơi xin chân thành cảm ơn PHẦN 1: THƠNG TIN CHUNG 1.1 Lớp: A1 A2 1.2 Giới tính: Nam Nữ 1.3 Tuổi: Dưới 18 18 - 24 A3 Lớp khác ……… 25 – 64 Hơn 64 PHẦN 2: KHÍA CẠNH NGƯỜI HỌC Vui lịng trả lời câu hỏi cách tơ kín trả lời PHẦN A - KHĨ KHĂN PHÁT SINH TỪ CHÍNH BẠN KHÓ KHĂN BẠN GẶP PHẢI KHI HỌC TỪ CÓ             a1 Do thói quen dịch từ sang tiếng Việt a2 Không thể nhớ từ a3 Cảm thấy lo lắng giao tiếp tiếng Anh a4 Thiếu tiếp xúc thường xuyên với từ vựng tiếng Anh a5 Khơng thích học tiếng Anh a6 Tâm lí hướng nội (thích n tĩnh, khơng muốn tiếp xúc với nhiều người) a7 Phát âm từ a8 Không nhớ tiền tố hậu tố từ a9 Không nhớ từ đồng nghĩa, trái nghĩa a10 Học ý nghĩa từ qua ngữ cảnh mà từ xuất a11 Không nhớ chức ngữ pháp từ a12 Không sử dụng từ số ngữ cảnh mà từ xảy MỨC ĐỘ CỦA NHỮNG KHÓ KHĂN BẠN GẶP PHẢI a13 Do thói quen dịch từ sang tiếng Việt a14 Khơng thể nhớ từ a15 Cảm thấy lo lắng giao tiếp tiếng Anh a16 Thiếu tiếp xúc thường xuyên với từ vựng tiếng Anh 92 KHÔNG             Khó     Ít khó                 a17 Khơng thích học tiếng Anh a18 Tâm lí hướng nội (khơng thích tiếp xúc với nhiều người) a19 Phát âm từ a20 Không nhớ tiền tố hậu tố từ a21 Không nhớ từ đồng nghĩa, trái nghĩa a22 Học ý nghĩa từ qua ngữ cảnh mà từ xuất a23 Không nhớ chức ngữ pháp từ a24 Không sử dụng từ số ngữ cảnh mà từ xảy PHẦN B - KHÓ KHĂN PHÁT SINH TỪ GIÁO VIÊN                                         TỪ CÁCH TIẾP CẬN TỪ VỰNG CỦA GIÁO VIÊN b1 Liệt kê từ nghĩa tiếng Việt từ b2 Chẽ từ thành phần nhỏ tiền tố, gốc từ hậu tố b3 Hướng dẫn bạn suy nghĩa từ từ ngữ cảnh mà từ xuất b4 Dạy từ qua việc kết hợp kiến thức với kiến thức mà bạn biết b5 Cách khác: ………………………………………………………… TỪ CÁCH TRÌNH BÀY TỪ MỚI CỦA GIÁO VIÊN b6 Dịch từ sang tiếng Việt b7 Định nghĩa ý nghĩa từ b8 Trình bày ý nghĩa thông qua ngữ cảnh b9 Liên hệ từ với vật thật hay tượng thực tế b10 Yêu cầu bạn tham gia trình bày ý nghĩa từ b11 Lặp lại từ nhiều lần b12 Phiên âm đánh dấu nhấn cho từ b13 Trình bày từ thơng qua hình vẽ minh họa b14 Khuyến khích bạn đánh vần từ b15 Cách khác :……………………………………………………………… TỪ CÁCH GIÁO VIÊN ÔN TẬP TỪ MỚI b16 Lặp lại từ cách máy móc b17 Sao chép từ nhiều lần để nhớ b18 Cho bạn làm nhiều tập từ vựng b19 Kết hợp từ với từ biết b20 Vẽ hình minh họa ý nghĩa từ b21 Liên hệ từ với kiện kinh nghiệm bạn trãi qua b22 Sử dụng từ ngữ cảnh có nghĩa, câu, hay đoạn thoại b23 Giúp bạn tiếp xúc với từ nhiều lần b24 Cách khác: ………………………………………………………………… CÓ      KHÔNG      CÓ           KHÔNG           CÓ         KHÔNG           PHẦN C - KHÓ KHĂN KHÁC BẠN GẶP PHẢI KHI HỌC TỪ C1 Những khó khăn khác bạn gặp phải từ giáo viên? 93 C2 Những khó khăn khác bạn gặp phải từ bạn? PHẦN D - ĐỀ NGHỊ CỦA BẠN Bạn đưa số đề nghị để giúp giáo viên dạy từ cho bạn tốt hơn? Xin chân thành cám ơn hợp tác nhiệt tình bạn! 94 APPENDIX E INTERVIEW TO TEACHERS Interview questions What are the difficulties that you may encounter from your learners when teaching English vocabulary to elementary adult learners at the FLCUSSH? What are the difficulties that you may encounter from yourself in teaching English vocabulary to elementary adult learners at the FLC-USSH? What are the difficulties that you may encounter from physical classroom environment when teaching English vocabulary to elementary adult learners at the FLC-USSH? What recommendation can you give to help improve teaching English vocabulary to elementary adult learners at the FLC-USSH? 95