Nghiên cứu êề mối liên hệ giữa kiến thức nhận thức và thực ha hành của giáo viên đối với các kỹ thuật dạy từ vựng của một số giáo viên tại mốt số trường tiểu học a lưới

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES PHAN THI THU HA AN INVESTIGATION INTO THE RELATIONSHIP OF TEACHERS’ KNOWLEDGE, BELIEF, AND PRACTICE OF VOCABULARY TEACHING TECHNIQUES OF TEACHERS IN SOME A LUOI PRIMARY SCHOOLS MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.24.01.11 SUPERVISOR: Dr PHAM HONG ANH HUE, 2016 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƢỜNG ĐẠI HỌC NGOẠI NGỮ PHAN THỊ THU HÀ NGHIÊN CỨU VỀ MỐI LIÊN HỆ GIỮA KIẾN THỨC, NHẬN THỨC VÀ THỰC HÀNH CỦA GIÁO VIÊN ĐỐI VỚI CÁC KĨ THUẬT DẠY TỪ VỰNG CỦA MỘT SỐ GIÁO VIÊN TẠI MỘT SỐ TRƢỜNG TIỂU HỌC A LƢỚI LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƢƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƢỜI HƢỚNG DẪN KHOA HỌC: TS PHẠM HỒNG ANH HUẾ, 2016 ii STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Date: 07/7/2016 Author PHAN THI THU HA iii ABSTRACT This project aims to find out the relationship of teachers‟ knowledge, belief and practice of vocabulary teaching techniques of teachers in some A Luoi Primary Schools Qualitative and quantitative approach was used for this study The research methods consist of questionnaire and follow-up interviews Questionnaire was given to 23 primary English teachers taught in A Luoi primary schools Additionally, interviews were conducted with 10 teachers, who have already answered in questionnaire The results show that there is not a linear relationship of teachers‟ knowledge, belief and practice of vocabulary teaching techniques because teachers‟ practice of vocabulary teaching techniques in classroom is dominated by not only teachers‟ knowledge, teachers‟ belief but remarkably other factors Based on the findings, it is recommended that the teachers need to raise teachers‟ self-awareness of the impact of vocabulary teaching The pedagogical issues of vocabulary teaching are to improve themselves in term of their practice in the vocabulary teaching for primary students iv Acknowledgements This thesis would not have been possible without the encouragement and whole-hearted assistance of many people Firstly, I would like to express my deepest to my supervisor, Dr Pham Hong Anh, whose encouragement, guidance, and support from the initial to the final level has enabled me to overcome many difficulties and develop my research skills It is an honor for me to extend my special thanks to all the staff, especially, the teaching staff at Hue College of Foreign Languages Without their help and encouragement, I would not have accomplished my thesis Secondly, I owe deeply my family, especially my parents, and my brother, whose continuous encouragement, support, and has helped me pass through insurmountable difficulties during my project Finally, my sincere thanks go to my peer students in the MA in the Theory and Methodology of English Language Teaching course in the academic year 2014-2016 The data collection for my research paper would not have been impossible without the support of the primary teachers at A Luoi I thus owe them a great deal v TABLE OF CONTENTS Contents Pages SUB COVER PAGE i STATEMENT OF AUTHORSHIP iii ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF CHARTS ix CHAPTER I - INTRODUCTION 1.1 Background of the Study 1.2 Aims of the study 1.3 Scope of the study 1.4 Significance of the study 1.5 Structure of the study CHAPTER II - LITERATURE REVIEW 2.1 Introduction 2.2 Background 2.2.1 The Teaching of English to Young Learners 2.2.2 Teachers‟ knowledge in vocabulary teaching techniques 2.2.2.1 Showing actual objects or models 10 2.2.2.2 Using demonstrations and showing pictures 10 2.2.2.3 Teaching words in context 12 2.2.2.4 Etymology 12 2.2.2.5 Drawing pictures 12 2.2.2.6 Using associated vocabulary 13 2.2.2.7 Using morphological analysis of words 13 2.2.2.8 Using collocation 13 2.2.2.9 Using synonyms 14 2.2.2.10 Using antonyms 15 vi 2.2.2.11 Using words often confused 15 2.2.2.12 Using homonyms 15 2.2.2.13 Using word map 16 2.2.2.14 Using idioms 16 2.2.2.15 Using games 17 2.2.2.16 Reading the word 17 2.2.2.17 Using series, scales, systems 18 2.2.2.18 Using poetry 18 2.2.2.19 Using dramatization 19 2.2.2.20 Using video 19 2.2.3 Teachers‟ belief in vocabulary teaching techniques 20 2.2.3.1 Teachers‟ belief in language teaching techniques 20 2.2.3.2 Teachers‟ belief in vocabulary teaching techniques 21 2.2.3.3 Teachers‟ practice in vocabulary teaching techniques 22 2.3 Related studies 22 CHAPTER III - METHODOLOGY 26 3.1 Introduction 26 3.2 Research design 26 3.3 Research site and context 26 3.4 Research approach 27 3.5 Research methods 27 3.5.1 Questionnaires 27 3.5.2 Interviews 28 3.6 Participants 29 3.7 Procedure of data analysis 29 3.7.1 Data analysis methods 29 3.7.2 Data analysis procedures 30 3.8 Conclusion 30 CHAPTER IV- FINDINGS AND DISCUSSION 31 4.1 Introduction 31 4.2 Findings 31 vii 4.2.1 Teachers‟ knowledge about vocabulary teaching techniques 31 4.2.2 Teachers‟ belief about the usefulness of vocabulary teaching techniques 33 4.2.3 Teachers‟ use of vocabulary teaching techniques 37 4.3 Discussion 42 4.3.1 Research question 1: Is there a linear relationship of teachers‟ knowledge, teachers‟ belief and teachers‟ practice of vocabulary teaching techniques? How is the relationship presented in reality? 42 4.3.2 Research question 2: What other factors apart from teachers‟ knowledge, teachers‟ belief influence teachers‟ practice? 45 4.4 Summary 48 CHAPTER V - CONCLUSION AND SUGGESTIONS 49 5.1 Introduction 49 5.2 Summary of findings 49 5.2.1 A linear relationship of teachers‟ knowledge, belief, and practice of vocabulary teaching techniques 49 5.2.2 Other factors apart from teachers‟ knowledge, teachers‟ belief influence teachers‟ practice of vocabulary teaching techniques 50 5.3 Suggestions 51 5.3.1 For teachers 51 5.3.2 For future researchers 51 5.4 Conclusion 52 REFERENCES 53 APPENDICES 56 viii LIST OF CHARTS Chart 4.1: Teachers‟ knowledge about vocabulary teaching techniques in general 31 Chart 4.2: Teachers‟ knowledge about vocabulary teaching techniques in particular 32 Chart 4.3 Teachers‟ belief about the usefulness of vocabulary teaching technique in general 34 Chart 4.4 Teachers‟ belief about the usefulness of vocabulary teaching technique in particular 34 Chart 4.5 Teachers‟ use of vocabulary teaching techniques 37 Chart 4.6 Comparing teachers‟ yes answers to each part of the questionnaire 42 Chart 4.7 Comparing teachers‟ yes answers to part B, part C, and no answers to part D of the questionnaire 43 ix CHAPTER I INTRODUCTION 1.1 Background of the Study As early as the 1970s, research into vocabulary learning began to receive attention and gain development in the field of language teaching British linguist David Wilkins (1972) stated, “While without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” Moreover, vocabulary is the solid foundation to learn English for children It is a primary skill which should be mastered by the children before they acquire another language skill, such as listening, speaking, reading, and writing It means that vocabulary plays an important role in communication both in spoken and written Richards and Renandya (2002, p.255) say, “Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write.” So, vocabulary is a main skill which should be mastered by the students to get and understand whole English skill; receptive skill (listening and reading) and productive skill (speaking and writing) The problems may occur when the students not master the vocabulary well They will not be able to comprehend the content of the text if they have less vocabulary They also cannot speak fluently if their vocabulary is low Moreover, they cannot write when they want to convey their opinion or ideas Schmitt and Mc Carthy (1997, p.11) in their book “Vocabulary: Description, Acquisition and Pedagogy” stated that the learners clearly needed to know the 3,000 or so high frequency words of the language Related to their opinion, the learners are obviously expected to get 3, 000 or more new words, so they will be able to use and practice English Thus, it is important apply some vocabulary learning strategies to build students” vocabulary in order that their vocabularies are increased and improved Vocabulary knowledge is a key component of literacy and language acquisition Students must have a wide knowledge of vocabulary to comprehend activities and materials to teach English to primary students It is observed that both of the teachers place room for repetition, role-playing, singing songs, picture drawing and coloring in their classes This current study has been designed in order to provide insights into teaching English to primary students within the frame of 23 teachers working in primary schools, in A Luoi 5.3 Suggestions 5.3.1 For teachers As one of the factors in the educational process, teachers can positively make contribution to the initiation of the educational innovation Seen that way, the most important step to be taken is to the raise the teachers‟ self-awareness of the impact of vocabulary teaching, the pedagogical issues of vocabulary teaching Once the awareness has been raised, the improvements will soon occur Referring to the awareness of the impact of vocabulary teaching, it is required that teachers find the most appropriate method of learning vocabulary for students, hoping to help them utilize that particular method no matter what vocabulary they encounter such as reading plus vocabulary enhancement activities Moreover, teachers should know about the pedagogical issues of vocabulary teaching In essence, learners need a relatively large vocabulary to function in a language, and must know a lot about each word in order to use it well This kind of extensive vocabulary knowledge is only going to come from long-term study, where learners are exposed a wide range of words, and exposed to those words numerous times But how can teachers ensure this? The first thing that must be said is that there is no best teaching methodology As in all things concerning language instruction, the best teaching method depends on many factors which vary from situation to situation 5.3.2 For future researchers The study was conducted in a limited scope It focused on exploring the relationship of teachers‟ knowledge, teachers‟ belief and teachers‟ practice of vocabulary teaching techniques of some teachers in A Luoi primary schools Therefore, I would like to give some suggestions for future researchers 51 Firstly, the participants were teachers from A Luoi primary schools, the data were thus confined to the setting of A Luoi primary schools Therefore, future researchers should expand their research on exploring the same issue in other primary schools settings so as to have an overview on the relationship of teachers‟ knowledge, teachers‟ belief and teachers‟ practice of vocabulary teaching techniques at a variety of primary schools in Vietnam Secondly, the research only focused on the relationship of teachers‟ knowledge, teachers‟ belief and teachers‟ practice of vocabulary teaching techniques Future research may place its emphasis on other skills such as listening, speaking, and writing teaching techniques Last but not least, although the research did mention about the other factors apart from teachers‟ knowledge, teachers‟ belief influence teachers‟ practice of vocabulary teaching techniques like students' characteristic, students‟ level, and class-size, time of each lesson, teaching facilities, textbook, however, it did not focused on the solutions to solve those factors Future study should focus its aim on the disentanglement of vocabulary teaching problems 5.4 Conclusion In conclusion , this project aims to the relationship of teachers‟ knowledge, teachers‟ belief and teachers‟ practice of vocabulary teaching techniques of some teachers in some A Luoi Primary Schools Qualitative and quantitative approach was employed as the main research approach for this study Questionnaire and teacher interview were used to collect data It revealed from the findings that there are many factors influences on vocabulary teaching techniques, however, teacher should balance or mix effective vocabulary teaching techniques for each students, each level, each class-size Based on the findings, it is recommended that the teachers firstly need to master in vocabulary teaching techniques, then have belief of the usefulness of vocabulary teaching techniques, both of two area will effect on teachers‟ practice in teaching vocabulary Hopefully, this research can make some contribution to the improvement of the teachers‟ practice in the vocabulary teaching for primary students at A Luoi and else 52 REFERENCES Brenner, M., (2011) Phases of a reflective conversation Retrieved from: http://www.cdd.unm.edu/ecln/hvt/common/pdfs/2011_2.pdf Carter, R (1987), VOCABULARY, Rutledge, London Davis, J.H & Behm T, (1978) Terminology of Drama/Theatre with and for Children, Children‟s Theatre Review, 271:10-11 Diamond, L & Gutlohn, L (2006) Vocabulary Handbook Consortium on Reading Excellence, Inc Reproduction of this material is prohibited without permission from the publisher Gleitman H Psychology New York: Norton; 1981 Gerlach, S, Vernon, Teaching and Media: A Systematic Approach New York: PrenticeHall, 1980, p 273 Harmer, Jeremy 1998 How to teach English London: Longman Harmer Jeremy, The Practice of English Language Teaching: Longman Group, London 1991, 153 Hadfield, (1998) “The Belfast Agreement, Sovereignty and the State of the Union”, Public Law, pp.599-616 Hornby.1987 Oxford Advanced Learner’s Dictionary of Current English New York: Oxford University Press Jack C Richards and Willy A Renandya, Methodology Language Teaching: An Anthology of Current Practice, (New York: Cambridege University Press), 2002, p.255 Johnson, K E (1992a) Learning to teach: Instructional decisions of preservice ESL teachers TESOL Quarterly, (26) 3, 507-535 Johnson, K.E (1992b) The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English Journal of Reading Behavior, (24) 1, 83-108 McCarthy, M (1988), VOCABULARY, Oxford University Press, Oxford 53 Mehta, N K (2009) Vocabulary Teaching: Effective Methodologies The Internet TESOL Journal , 15 (3), Retrieved from the Internet TESOL Journal Website: http://iteslj.org/Techniques/Mehta-Vocabulary.html Nation, I S P 1990 Teaching and Learning Vocabulary New York: Harper & Row Pajares, F (1992) Teachers' beliefs and educational research: Cleaning up a messy construct Review of Educational Research, 62, 307-332 Pavičić Takač, V (2008) Vocabulary Learning Strategies and Foreign Language Acquisition Clevedon-Buffalo-Toronto: Multilingual Matters Ltd Pinter, A (2006) Teaching young language learners Oxford: Oxford University Press Richards, J., and D Mahoney 1996 Teacher and Textbooks: A survey of Belief and Practices in Perspectives:Working Papers (City University of Hong Kong, Department of English) 8(1): 40-61 Schmitt, N (1997) Vocabulary learning strategies In N Schmitt, & M McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy Cambridge: Cambridge University Press Shei and H Pain 2000 An esl writer’s collocational aid Computer Assisted Language Learning, 13(2):167–182 Shin, D and Nation, I.S.P (2008) Beyond single words: the most frequent collocations in spoken English ELT Journal 62, 4: 339-348 Stahl, S (2005) Four problems with teaching word meanings (and what to to make vocabulary an integral part of instruction) In E H Hiebert and M L Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp 95–114) Mahwah, NJ: Lawrence Erlbaum Retrieved August 18, 2009, from PsycINFO database Visnja Pavicic (2003), "Vocabulary and Autonomy" Wallace, M J (1991) Training Foreign Languages Teachers Cambridge University Press 54 Wallerstein, J.S (1983) Children of Divorce: Preliminary Report of a Ten Year Follow-up of Young Children American Journal of Orthopsychiatry, 53 (3), 444-458 Wilkins, David A 1972 Linguistic in Language Teaching London: Arnold, 190-206 esp White, M.D., (Ed.) (1999) Analyzing Electronic Question/Answer Services: Framework and Evaluations of Selected Services CLIS Technical Report no 99-02 College Park, MD: College of Information Studies, University of Maryland 55 APPENDICES APPENDIX QUESTIONNAIRE ON TEACHING VOCABULARY (PHIẾU ĐIỀU TRA VỀ VIỆC DẠY TỪ VỰNG) This questionnaire is an attempt to gather information about teaching vocabulary Your responses are highly valued and your cooperation is genuinely appreciated The data gathered just serves this research and will remain confidential Please feel free to share your ideas when answering the following items Thank you (Phiếu điều tra nhằm mục đích thu thập thơng tin việc dạy từ vựng Sự hợp tác phản hồi bạn thực có giá trị Các liệu thu thập phục vụ cho nghiên cứu giữ kín Xin vui lịng chia sẻ ý kiến bạn thơng qua việc trả lời mục sau Cám ơn bạn.) Part A: Personal information (Phần A: Thông tin cá nhân) Your name: (Tên bạn) …………………………………… Your age: (Tuổi bạn)…………… Your school name: (Tên trường mà bạn công tác) How many years have you taught English? year(s) (Bạn dạy tiếng Anh năm?) Have you received any training on how to teach vocabulary? (Bạn có đào tạo để dạy từ vựng không?) Yes (Please specify what type of training : ) No 56 Part B: Teachers’ knowledge about vocabulary teaching techniques (Phần B: Kiến thức giáo viên kỹ thuật dạy từ vựng) Read the following techniques of teaching vocabulary Decide if you know or have knowledge about each technique and put a tick () on the appropriate column Yes or No (Bạn vui lịng đọc đánh dấu  vào Yes No với kĩ thuật dạy từ vựng mà bạn học biết đến.) Number Vocabulary teaching techniques Showing actual objects or models (Dạy từ vựng cách đưa vật cụ thể mẫu vật cụ thể) Using demonstrations and showing pictures (Dạy từ vựng cách diễn tả đưa hình ảnh cụ thể ) Teaching words in context (Dạy từ vựng cách lấy ví dụ bối cảnh cụ thể.) Etymology (Dạy từ vựng cách hỏi học sinh nghĩa khác từ nghĩa gốc) Drawing pictures (Dạy từ vựng cách vẽ hình ảnh liên quan tới từ vựng) Using associated vocabulary (Dạy từ vựng cách đưa chủ đề hỏi học sinh từ vựng liên quan đến chủ đề đó) Using morphological analysis of words (Dạy từ vựng cách phân tích hình thái khác từ trạng từ, động từ, tính từ ) 57 Yes No Using collocation (Dạy từ vựng cách kết hợp từ đơn để tạo thành cụm từ định) Using synonyms (Dạy từ vựng cách đưa từ đồng nghĩa) Using antonyms 10 (Dạy từ vựng cách đưa từ trái nghĩa) Using words often confused 11 (Dạy từ vựng cách đưa từ thường nhầm lẫn) Using homonyms 12 (Dạy từ vựng cách đưa từ đồng âm khác nghĩa) Using word maps 13 (Dạy từ vựng cách yêu cầu học sinh kết nối từ vừng chủ đề ) Using idioms 14 (Dạy từ vựng thông qua thành ngữ) Using games 15 (Dạy từ vựng thơng qua trị chơi trị chơi chữ (Crossword puzzle), đốn chữ (Guessing game) ) Reading the word 16 (Dạy từ vựng cách yêu cầu học sinh đọc từ nhiều lần) Using series, scales, systems 17 (Dạy từ vựng cách đưa từ loại, , hệ thống) 58 Using poetry 18 (Dạy từ vựng thông qua thơ) Using dramatization 19 (Dạy từ vựng cách cho học sinh đóng kịch) Using video 20 ( Dạy từ vựng thông qua phim, video) Can you please give other vocabulary teaching techniques that you know or have knowledge about? (Bạn đưa thêm kĩ thuật dạy từ vựng khác mà bạn học biết đến không?) Part C: Teachers’ belief about the usefulness of vocabulary teaching techniques (Phần C: Giáo viên có tin kỹ thuật dạy từ vựng sau hữu dụng hay không) Read the following techniques of teaching vocabulary Do you believe each technique is useful in your class? Put a tick () on the appropriate column Yes or No (Bạn vui lòng đọc xem thử kỹ thuật dạy từ vựng sau có hữu dụng lớp bạn dạy hay không? Đánh dấu  vào ô Yes No với kĩ thuật mà bạn tin chúng hữu dụng.) Number Vocabulary teaching techniques Showing actual objects or models (Dạy từ vựng cách đưa vật cụ thể mẫu vật cụ thể) Using demonstrations and showing pictures (Dạy từ vựng cách diễn tả đưa hình ảnh cụ thể ) 59 Yes No Teaching words in context (Dạy từ vựng cách lấy ví dụ bối cảnh cụ thể.) Etymology (Dạy từ vựng cách hỏi học sinh nghĩa khác từ nghĩa gốc) Drawing pictures (Dạy từ vựng cách vẽ hình ảnh liên quan tới từ vựng) Using associated vocabulary (Dạy từ vựng cách đưa chủ đề hỏi học sinh từ vựng liên quan đến chủ đề đó) Using morphological analysis of words (Dạy từ vựng cách phân tích hình thái khác từ trạng từ, động từ, tính từ ) Using collocation (Dạy từ vựng cách kết hợp từ đơn để tạo thành cụm từ định) Using synonyms (Dạy từ vựng cách đưa từ đồng nghĩa) Using antonyms 10 (Dạy từ vựng cách đưa từ trái nghĩa) Using words often confused 11 (Dạy từ vựng cách đưa từ thường nhầm lẫn) Using homonyms 12 (Dạy từ vựng cách đưa từ đồng âm khác nghĩa) 13 Using word map 60 (Dạy từ vựng cách yêu cầu học sinh kết nối từ vừng chủ đề ) Using idioms 14 (Dạy từ vựng thông qua thành ngữ) Using games 15 (Dạy từ vựng thơng qua trị chơi trị chơi chữ (Crossword puzzle), đốn chữ (Guessing game) ) Reading the word 16 (Dạy từ vựng cách yêu cầu học sinh đọc từ nhiều lần) Using series, scales, systems 17 (Dạy từ vựng cách đưa từ loại, , hệ thống) Using poetry 18 (Dạy từ vựng thông qua thơ) Using dramatization 19 (Dạy từ vựng cách cho học sinh đóng kịch) Using video 20 (Dạy từ vựng thông qua phim, video) Can you please give other vocabulary teaching techniques that you believe is useful in your class? (Bạn đưa thêm kĩ thuật dạy từ vựng khác mà bạn tin chúng hữu dụng lớp học không?) 61 Part D: Teachers’ use of vocabulary teaching techniques (Phần D: Những kĩ thuật dạy từ vựng đƣợc giáo viên sử dụng) Read the following techniques of teaching vocabulary Have you used the techniques in your class? Put a tick () on the appropriate column Yes or No (Bạn vui lòng đọc xem thử bạn sử dụng kỹ thuật sau lớp bạn dạy hay chưa? Đánh dấu  vào ô Yes No với kĩ thuật mà bạn sử dụng.) Vocabulary teaching techniques Number Showing actual objects or models (Dạy từ vựng cách đưa vật cụ thể mẫu vật cụ thể) Using demonstrations and showing pictures (Dạy từ vựng cách diễn tả đưa hình ảnh cụ thể ) Teaching words in context (Dạy từ vựng cách lấy ví dụ bối cảnh cụ thể.) Etymology (Dạy từ vựng cách hỏi học sinh nghĩa khác từ nghĩa gốc) Drawing pictures (Dạy từ vựng cách vẽ hình ảnh liên quan tới từ vựng) Using associated vocabulary (Dạy từ vựng cách đưa chủ đề hỏi học sinh từ vựng liên quan đến chủ đề đó) Using morphological analysis of words (Dạy từ vựng cách phân tích hình thái khác từ trạng từ, động từ, tính từ ) Using collocation (Dạy từ vựng cách kết hợp từ đơn để tạo thành cụm từ định) 62 Yes No Using synonyms (Dạy từ vựng cách đưa từ đồng nghĩa) Using antonyms 10 (Dạy từ vựng cách đưa từ trái nghĩa) Using words often confused 11 (Dạy từ vựng cách đưa từ thường nhầm lẫn) Using homonyms 12 (Dạy từ vựng cách đưa từ đồng âm khác nghĩa) Using word map 13 (Dạy từ vựng cách yêu cầu học sinh kết nối từ vừng chủ đề ) Using idioms 14 (Dạy từ vựng thông qua thành ngữ) Using games 15 (Dạy từ vựng thơng qua trị chơi trị chơi chữ (Crossword puzzle), đốn chữ (Guessing game) ) Reading the word 16 (Dạy từ vựng cách yêu cầu học sinh đọc từ nhiều lần) Using series, scales, systems 17 (Dạy từ vựng cách đưa từ loại, , hệ thống) Using poetry 18 (Dạy từ vựng thông qua thơ) Using dramatization 19 (Dạy từ vựng cách cho học sinh đóng kịch) 63 Using video 20 (Dạy từ vựng thông qua phim, video) Can you give other vocabulary teaching techniques that you have used in your class? (Bạn đưa thêm kĩ thuật dạy từ vựng khác mà bạn sử dụng để dạy lớp không?) ** If you are interested in the survey, please leave your email: (Nếu bạn quan tâm đến việc khảo sát, vui lòng để lại địa email bạn.) Thanks a lot for your corporation☺ (Cám ơn hợp tác bạn) 64 APPENDIX CÂU HỎI PHỎNG VẤN (KỸ THUẬT DẠY TỪ VỰNG Ở TRƢỜNG TIỂU HỌC A LƢỚI) Theo thầy (cơ) dạy từ vựng đóng vai trò quan trọng học tiếng Anh? Các kỹ thuật mà thầy (cô) hay sử dụng để dạy từ vựng nhất? Thầy (cô) cho biết lí do? Thầy (cơ) cho biết thầy nghĩ kĩ thuật dạy từ vựng (mà thầy cô chọn phiếu điều tra) hữu dụng? Vì có số kĩ thuật dạy từ vựng thầy (cô) thấy hữu dụng lại khơng áp dụng lớp được? Với điều kiện lớp thầy/cô, thầy cô cho kỹ thuật dạy từ vựng nói chung cần hữu dụng? 65