Sử dụng giai điệu bài hát để dạy từ vựng tiếng anh cho trẻ em tại các trường tiểu học ở huyện lệ thuỷ

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES - MAI THI HUYEN TRANG USING CHANTING IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS AT PRIMARY SCHOOLS IN LE THUY DISTRICT MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: TRAN QUANG NGOC THUY, Ph D HUE, 2015 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - MAI THỊ HUYỀN TRANG SỬ DỤNG GIAI ĐIỆU CỦA BÀI HÁT ĐỂ DẠY TỪ VỰNG TIẾNG ANH CHO TRẺ EM TẠI CÁC TRƯỜNG TIỂU HỌC Ở HUYỆN LỆ THỦY LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRẦN QUANG NGỌC THÚY HUẾ, 2015 ii STATEMENT OF AUTHORSHIP I hereby acknowledge that the information reported in this paper is the result of my own work, except where due references are made The data and findings are true and with permission from associates The thesis has not been submitted for any other degree or diploma or appeared in any other media Author Mai Thị Huyền Trang iii ABSTRACT The purpose of this research is to study teachers‟ perceptions of using chanting to teach English vocabulary to young learners, how English vocabulary is taught through chanting and teachers‟ challenges with vocabulary teaching when using chanting The present study involved both qualitative and quantitative data The tools of data collection were questionnaire and interview Thirty primary school teachers selected for the study provided responses in the questionnaire survey and continued with the in-depth interviews about using chanting to teach English vocabulary to young learners The results of this study showed the teachers‟ positive attitude about the effect of using chanting to teach English vocabulary to young learners at primary schools The statistical analysis displayed how teachers taught English vocabulary and some main difficulties teachers faced in teaching English vocabulary through chanting iv ACKNOWLEDGEMENTS I would like to express my deepest appreciation to the help and the encouragement from many people Firstly, I would like to thank my sincere gratitude to my supervisor, Dr Tran Quang Ngoc Thuy, who has supported me throughout my thesis with her patience, enthusiasm and knowledge Her guidance helped me in all the time of research and writing of this thesis Besides my supervisor, I am also grateful to the teachers and students at Duong Thuy Primary School and other primary schools in Le Thuy District who took part in this study Their enthusiasm and agreement for my data collection have helped my project be completed I would like to thank my parents and my younger brothers for their support, both financially and emotionally They always give me strength and encourage me during the hardest time Finally, I would like to thank my friends, who always there cheering me up and stood by me v TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims and research questions of the study 1.3 Significance of the study 1.4 Scope of the study 1.5 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 Theoretical framework ………………………………………………………… 2.2.1 Overview of vocabulary 2.2.1.1 Definition of vocabulary 2.2.1.2 The importance of teaching vocabulary 2.2.2 Principles of teaching vocabulary 2.2.3 Chants 2.2.3.1 Definition of chants 2.2.3.2 Effect chants on second language acquisition of young learners 10 2.2.4 Young learners 12 2.2.4.1 Young learner 12 2.2.4.2 Characteristics of young learners 13 2.3 Teaching vocabulary for young learners 15 2.4 Using chanting to teach vocabulary to young learners 17 2.4.1 Guidelines for teaching chants 17 2.4.2 Possible procedures to teach vocabulary to young learners by using chanting 19 2.4.3 Challenges teachers encounter when using chanting in classrooms 25 2.5 Previous related studies 26 CHAPTER 3: RESEARCH METHODOLOGY 28 3.1 Introduction 28 3.2 Participants 28 3.3 Research instruments 28 3.3.1 The questionnaire 28 3.3.2 The interviews 29 vi 3.4 Data Collection Procedures 30 3.5 Data Analysis 30 3.6 Summary 31 CHAPTER 4: FINDINGS AND DISCUSSION 32 4.1 Introduction 32 4.2 Teachers‟ perception of using chants to teach English vocabulary to young learners.33 4.2.1 Teachers‟ perception of teaching vocabulary to young learners 33 4.2.2 Teachers‟ perception of using chants to teach English vocabulary to young learners 34 4.2.2.1 Using chants to teach vocabulary is useful 36 4.2.2.2 Chants are very fun and children- friendly tools in teaching second language 36 4.2.2.3 Using chanting can improve learners‟ speech, rhymes, intonation and pronunciation 37 4.3 How teachers teach English vocabulary by using chanting 38 4.3.1 Teachers‟ use of chanting to review vocabulary 40 4.3.2 Students are encouraged to chant in groups/ pairs 41 4.3.3 Teachers set the scene before chanting 41 4.3.4 To help students learn vocabulary by chanting, teachers choose some vocabulary and put them together with a bit of repetition 42 4.3.5 Use of clapping, gestures, actions and rhythmic instruments is particularly appropriate to teach chants to children 43 4.4 Teachers‟ challenges in using chants to teach English vocabulary to young learners 43 4.5 Chapter summary 47 CHAPTER 5: CONCLUSION 48 5.1 Introduction 48 5.2 Summary of findings 48 5.3 Contributions of the study 49 5.4 Limitations of the study 49 5.5 Implications 49 5.6 Suggestions for further studies 50 REFERENCES 51 APPENDICES 45 vii A LIST OF TABLES AND FIGURES Table 3.1: Distribution of questionnaire items 29 Table 4.1: The reliability statistics of the questionnaires 32 Table 4.2 Teachers‟ perception of using chants to teach English vocabulary to young learners 34 Table 4.3 Using chanting can improve learners‟ speech, rhymes, intonation and pronunciation 38 Table 4.4 Mean of cluster 39 Table 4.5: The ways teachers teach English vocabulary by using chanting 39 Table 4.6: Students are encouraged to chant in groups/ pairs 41 Table 4.7: Teachers set the context before chanting 41 Table 4.8: Use of clapping, gestures, actions and percussion instruments is particularly appropriate to teach chants to children 43 Table 4.9: Teachers‟ challenges in using chants to teach English vocabulary 43 Table 4.10 Teachers were not trained to teach English for primary schools 44 Table 4.11 Different levels, learning styles, characteristics of young learners cause troubles in teaching vocabulary by using chanting 44 Table 4.12 Children usually pay less attention to the lesson than older, so keeping young learners‟concentration is a problem 45 viii B LIST OF FIGURES Figure 4.1.Teachers‟ perception of teaching vocabulary to young learners 33 Figure 4.2 Teachers‟ perception of using chanting to teach English vocabulary to young learners 35 Figure 4.3: Using chanting to teach vocabulary is useful 36 Figure 4.4 Using chanting to teach vocabulary creates fun and children- friendly environment for young learners in learning second language 28 Figure 4.5 Teachers‟ use of chanting to review vocabulary 40 Figure 4.6: To help students learn vocabulary by chanting, teachers choose some vocabulary and put them together with a bit of repetition 42 Figure 4.7 There are many long and difficult words, therefore it is sometimes difficult to apply chanting to teach 46 ix CHAPTER INTRODUCTION 1.1 Rationale of the study It cannot be denied that English is the most popular and widely used all over the world Therefore, in recent years, English has become a compulsory subject and been taught early in elementary schools in many countries such as Italy, Turkey, Taiwan (Meclosker, Orr, & Dolitsky, 2006) Graddol (2006) stated that English learners are becoming younger Hu (2007) and Nunan (2003) also assumed that it is necessary to begin teaching English to young learners In his study, Johnstone (2009) agreed that widespread of learning language in primary schools is as “possibly the world‟s biggest policy development in education” (p 33) In the same vein, Brewster, Ellis and Girard (2003) point out that “Educationalists all over the world have recognized the need for English language learning at primary level and are doing whatever they can to promote it ” (p.1) In addition, in 2010, the Vietnam‟s Ministry of Education and Training has made a decision that children in primary schools should study English starting at Grade (Nguyen, 2011) It can be concluded that educational strategy of Vietnam is to teach English as a basic subject for the development and integration of the country in the future Finally, parents want their children to gain English skills to keep up with the world's development to put pressure on governments to introduce English to younger children (Moon, 2000) Kuattiningsih (2008) emphasized that primary school students need know the basic of the vocabulary, the meaning and the pronunciation of English Therefore, teachers should maximize their roles not only in providing and giving the basic materials but also choosing the suitable ways and techniques to teach English for young learners If elementary schools it well, the students will not get significant difficulties in learning English in the future An important component of teaching and learning English is vocabulary Nowadays, students realize the importance of learning vocabulary; however, they - In order to use chanting in teaching English vocabulary effectively, teachers must consider levels, characteristics, interests, learning styles of the students to use chanting effectively and suitable in teaching vocabulary - There are also some complaints that there are many new words in an English lesson, so that teachers are difficult to apply chanting to teach The solution here is that teachers should be more flexible in choosing important words to conduct this activity - Furthermore, in order to make this activity more interesting and challenging, teachers should provide students many chances to their chanting 5.6 Suggestions for further studies Using chanting to teach English vocabulary to young learners is a really practical and interesting topic Therefore, studies with a larger scope need to be conducted Suggestions for a further study will include topics like using chanting to teach both vocabulary and grammar to young learners or using chants to improve students‟ speaking skill 50 REFERENCES Ahn, K (2011) Learning to teach under curriculum reform: The practicum experience in South Korea In K E Johnson & P Golombek (Eds.), Research on second language teacher education (pp 239–253) New York, NY: Routledge Annie, H (1995) Using Songs and Rhymes Retrieved August 12 2014 from https://www0.gtcfla.net/cai/jpkcw/jpkcj/gjj_sj/xxyyjxyyj/files/wlxt/Unit%20III% 20Songs,%20rhymes%20and%20chants_JA.htm Berman, A (2014) Music as a second language.Teaching Music, 21 (4), 36-39 Brewster, J., Ellis, G & Girard, D (2003) The primary English’s guide Harlow: Pearson Education Limited Cambridge Advance Learner‟s Dictionary Third edition, Cambridge: Cambridge University Press Cameron, L (2001) Teaching Languages to Young Learners New York: Cambridge University Press Carless, D (2004) Issues in teachers‟ re-interpretation of a task-based innovation in primary schools TESOL Quarterly, 38, 639-662 Ersöz, A (2007) Teaching English to young learners Ankara: EDM Publishing Forster, E (2006) The Value of Songs and Chants for Young Learners Retrieved August 08 2014 from http://www.encuentrojournal.org/textos/16.7.pdf Gower, R., Phillips, D & Walters, S., (2005) Teaching Practice: A handbook for teachers in training, Macmillan Books for Teachers, Oxford: Macmillan Publishers Limited Graddol, D (2006) English next Plymouth: The English Company (UK) Ltd Graham, C.(1978) Jazz Chants Oxford: Oxford University Press Graham, C (1979) Jazz Chants for Children Oxford:Oxford University Press Graham, C (1992) Singing, chanting, telling tales: Arts in the language classroom New York: Harcourt Brace Graham, C (1999) Holiday Jazz Chants Oxford: OUP 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In J Enever, J Moon, & U Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp 31–41) Reading, England: Garnet Education Kampa, K (2014).Chants and Songs in the Young Learner Classroom A Comparison of Music Use, Purpose, and Effectiveness Minnesota: St Cloud State University Klein, K (2005) Teaching young learners English Teaching Forum 43 (1): 12-17 Koce, G (2009) Playing with vocabulary, English Teaching professional: Keyway Publishing Ltd, (pp.23) Kuattiningsih, N (2008) The use of songs to teach English vocabulary to year students of SD Negeri Sekip I No 161 Surakarta: Sebelas Maret University Kunnan, A J (2005) Language assessment from a wider context In E Hinkel (Ed.), Handbook of research in second language teaching and learning (pp 779– 794) Mahwah, NJ: Lawrence Erlbaum 52 Lewis, M (1993).The Lexical Approach: The State of ELT and a Way Forward Hove, England: Language Teaching Publications Longman Dictionary of Contemporary English (1995) Longman McCarthy, M.(1990).Vocabulary Oxford: OUP viii Meara, P (1980) Vocabulary acquisition: a neglected aspect of language learning Retrieved August 12 2014 from http://www.lognostics.co.uk/vlibrary/meara1980.pdf Meclosker, M., & Orr, J., Dolitsky, M (Ed) (2006) Teaching English as a foreign language in primary school Teacher of English to Speakers of Other Language Inc Moon, J (2000) Children learning English: English language teaching Macmillan Phublishers Limited Mori, N (2011) Effects of singing on the vocabulary acquisition of university Japanese foreign language students University of Kansas Murphey, E (1992) The Developing Child California: CPP Nation, I.S.P (1990) Teaching and learning vocabulary Massachusetts: Heinle & Heinle Publishers Nation, P., (2000) Teaching Vocabulary, Asian EFL Journal Retrieved August 2014 from engengine.googlepages.com/teachingvocabularybyPaulNation.pdf Nguyen, T M H (2011) Primary English language education policy in Vietnam: Insights from implementation Current Issues in Language Planning, 12(2), 225249 Retrieved on August 10, 2014 from http://dx.doi.org/10.1080/14664208.2011.597048 Nunan, D (2003) The impact of English as a global language on educational policies and practices in the Asia-Pacific region TESOL Quarterly, 37, 589– 613.doi:10.2307/3588214 Phillips, S (1993) Young Learners, Oxford: Oxford University Press Read, C (2007) J is for Jazz chants, Oxford: Macmillan Reddy, B & Gopi, M (2013) Challenges in Teaching ESL to Very Young Learners Confluence ISSN: 2250-138X Retrieved December 10, 2014 from http://www.tgpcet.com/Ejournal/80%20PAPERS%20PDF/B.Balaji%20Reddy.pd f 53 Schmitt, N (1997) Vocabulary Learning Strategies In: Schmitt & McCarthy (Eds.) Vocabulary, Description, Acquisition and Pedagogy, pp 199-227 Cambridge: Cambridge University Press Scovel, T (1988) A Time to speak: A psycholinguistic inquiry into the critical period for human speech New York: Newbury House/Harper & Row Seliger, H W (1975) Inductive method and deductive method in language teaching: A re- examination IRAL- International Review of Applied Linguistics in Language Teaching, 13, 1-18 Stahl, S A (2005) Four Problems with Teaching Word Meanings (And What to Do to Make Vocabulary an Integral Part of Instruction) In E H Hiebert & M L Kamil (Eds.), Teaching and Learning Vocabulary: Bringing Research to Practice (pp 95–114) Mahwah, NJ: Lawrence Erlbaum Associates Thornbury, S (2002) How to teach vocabulary, Essex, England: Pearson education limited Thornbury, S (2006), An A-Z of ELT, Macmillan Books for Teachers, Oxford: Macmillan Publishers Limited.Thornbury, S ,(2002), How to teach vocabulary, Essex, England: Pearsoneducation limited Tomlinson, B (2011a) Glossary In B Tomlinson (Ed.), Materials Development in Language Teaching(pp ix-xviii) Cambridge: Cambridge University Press Unit III Songs, Rhymes and Chants Retrieved August 2014 from https://www0.gtcfla.net/cai/jpkcw/jpkcj/gjj_sj/xxyyjxyyj/files/wlxt/jxwj_ptlx03.h tm Wallace, M (1998) Practical Language Teaching, Teaching Vocabulary, Oxford: Heinemann Wilkins, A (1972) Linguistics and Language Teaching London: Edward Arnold Zhao, A.H.Q., & Morgan, C., (2007), Consideration of Age in L2 Attainment: Children, Adolescents and Adults 54 UK: Asia EFL Journal APPENDICES APPENDIX QUESTIONNAIRES (for teachers) This questionnaire is designed with the aim to collect necessary information for my research paper on the topic “Using chanting to teach English vocabulary to young learners at primary schools in Le Thuy district” In order to complete this study, I would like to invite your cooperation in answering the questionnaires below about your experience of using chanting to teach English vocabulary to young learners at your school All the data collected in these questionnaires are only for the purpose of this research Your responses will be very helpful and available to my study Thank you for your time and cooperation PART 1: BACKGROUND INFORMATION Please supply some personal information: Name (optional): …………………………… What class you teacher? …………………………… How long have you taught English to young learners at primary school? How many periods you have a week? Which textbooks have you taught? …………………………… Strongly Strongly Statement agree Agree dis Neutral Disagree agr ee *Your perception of using chanting to teach English vocabulary to young learners Chants are useful to teach vocabulary Chants are pedagogical tools Chants are fun and childrenfriendly tools in second 5 5 language acquisition Using chanting learners‟ can improve speech, rhymes, 45 intonation and pronunciation Chants help review vocabulary what children learned 5 5 Chants help children remember vocabulary more easily and actively Chants create a context for language use Chants create relaxing an interesting, atmosphere that helps students in acquiring the new language Others: * The way you use chants to help young learners acquire English vocabulary Teachers use chanting to review vocabulary 10 Teachers use chanting to teach speech rhythm and stress 11 Students are encouraged to chant in group/ pairs 12 Teachers review regularly learned chants 13 5 5 5 Teachers set the context before chanting to help students understand and remember the chant and vocabulary deeper 14 Chants are played from a CD or spoken by the teacher and the actions should be 46 demonstrated 15 Teachers choose some vocabulary and put them together with a 5 bit of repetition 16 Write chant simply with only to beats per line and only include one concept or idea 17 Use of clapping, gestures, actions and percussion instruments is particularly appropriate to teach chants to children Others: * Teachers’ challenges in using chants to teach English vocabulary to young learners 18 Teachers have difficulty in keeping young learners excited and motivated to 5 5 learn 19 Many English teachers were not trained in their major to teach young learners at primary schools 20 Young learners usually pay less attention to the lesson than older ones, so keeping young learners‟ concentration is a problem 21 Different levels, learning styles and characteristics of the learners also cause troubles in 47 teaching vocabulary by using chanting 22 There are many difficult words, therefore it is sometimes difficult for teachers to apply 5 chanting to teach 23 Students are uncooperative Others: II SCALING QUESTIONS Please indicate how much you disagree or agree with each of this statement basing on your experience of using chants to teach English vocabulary to young learners *Suggestions to improve the teaching English vocabulary to young learners THANK YOU FOR YOUR COOPERATION! APPENDIX TEACHER INTERVIEW QUESTIONS 1) In your experience, is it necessary to teach English vocabulary to young learners? Why/ Why not? 2) Do you think using chants to teach English vocabulary is useful? Why 3) In your experience, how effective is use of chants to teach vocabulary? 4) In your teaching process, how you teach English vocabulary by using chanting? 5) What challenges you have when using chanting to teach vocabulary to young learners? 48 THANK YOU FOR YOUR COOPERATION! APPENDIX THE REALIBILITY OF THE QUESTIONNAIRE- PILOT Reliability Statistics Cronbach's Alpha N of Items 781 23 Scale Scale Corrected Cronbach's Mean Variance Item- Alpha if if Item if Item Total Item Deleted Correlati Deleted Deleted on Q1 Chants are useful to teach vocabulary 86.9000 63.541 165 782 Q2 Chants are pedagogical tools 87.1333 63.706 102 788 86.9667 64.585 092 785 86.9000 54.369 785 742 86.8333 59.316 604 760 86.8667 59.154 436 766 87.2667 57.375 460 764 86.9000 63.197 491 772 Q3 Chants are fun and children- friendly tools in second language acquisition Q4 Using chanting can improve learners‟ speech, rhymes, intonation and pronunciation Q5 Chants help review vocabulary what children learned Q6 Chants help children remember vocabulary more easily and actively Q7 Chants create a context for language use Q8 Chants create an interesting, relaxing atmosphere that helps students in acquiring the new language 49 Q9 Teachers use chanting to review vocabulary Q10 Teachers use chanting to teach speech rhythm and stress Q11 Students are encouraged to chant in groups/ pairs Q12 Teachers review regularly learned chants 86.8333 61.730 370 772 87.0333 58.240 434 766 86.7667 55.840 751 747 86.8667 63.568 208 779 86.8667 63.223 241 778 86.9333 65.306 028 788 86.9000 66.162 -.033 789 86.8333 64.006 158 781 86.7000 64.010 135 783 86.6000 64.455 090 786 86.7667 55.771 756 747 Q13 Teachers set the context before chanting to help students understand and remember the chant and vocabulary deeper Q14 Chants are played from a CD or spoken by the teacher and the actions should be demonstrated Q15 Teachers choose some vocabulary and put them together with a bit of repetition Q16 Write chant simply with only to beats per line and only include one concept or idea Q17 Use of clapping, gestures, actions and percussion instruments is particularly appropriate to teach chants to children Q18 Teachers have difficulty in keeping young learners excited and motivated to learn Q19 Many English teachers were not trained in their major to teach young learners at primary schools 50 Q20 Young learners usually pay less attention to the lesson than older ones, so keeping young learners‟ 87.1000 59.334 424 767 86.7333 61.789 331 773 87.6000 61.490 173 787 87.5000 57.431 383 771 concentration is a problem Q21 Different levels, learning styles and characteristics of the learners cause troubles in teaching vocabulary by using chanting Q22 There are many difficult words, therefore it is sometimes difficult for teachers to apply chant to teach Q23 Students are uncooperative 51 APPENDIX THE REALIBILITY OF THE QUESTIONNAIRE Reliability Statistics Cronbach's AlphaN of Items 767 23 Item-Total Statistics Scale Scale Corrected Cronbach's Mean Variance if Item Deleted Item- Alpha if Total Item Deleted Correlati- Deleted if Item on Q1 Chants are useful to teach vocabulary 86.9333 59.375 222 764 Q2 Chants are pedagogical tools 87.2667 59.995 065 775 87.1000 60.507 083 771 87.0333 51.275 708 730 87.0333 55.068 604 744 87.1333 55.016 387 754 87.4667 54.120 398 753 87.1000 58.714 509 757 87.0333 57.482 361 757 Q3 Chants are fun and children- friendly tools in second language acquisition Q4 Using chanting can improve learners‟ speech, rhymes, intonation and pronunciation Q5 Chants help review vocabulary what children learned Q6 Chants help children remember vocabulary more easily and actively Q7 Chants create a context for language use Q8 Chants create an interesting, relaxing atmosphere that helps students in acquiring the new language Q9 Teachers use chants to review vocabulary 52 Q10 Teachers use chants to teach speech rhythm and stress Q11 Students are encouraged to chant in groups/ pairs Q12 Teachers review regularly learned chants 87.2333 53.840 446 749 86.9667 51.413 778 728 87.0667 59.237 201 765 87.0667 58.340 290 761 87.1333 60.809 030 775 87.1000 61.886 -.055 777 87.0333 59.895 128 769 86.9000 59.059 180 767 86.8000 60.028 089 772 86.9667 51.344 784 728 87.4000 57.076 262 763 86.9333 57.306 344 758 Q13 Teachers set the context before chanting to help students understand and remember the chant and vocabulary deeper Q14 Chants are played from a CD or spoken by the teacher and the actions should be demonstrated Q15 Teachers choose some vocabulary and put them together with a bit of repetition Q16 Write chant simply with only to beats per line and only include one concept or idea Q17 Use of clapping, gestures, actions and percussion instruments is particularly appropriate to teach chants to children Q18 Teachers have difficulty in keeping young learners excited and motivated to learn Q19 Many English teachers were not trained in their major to teach young learners at primary schools Q20 Young learners usually pay less attention to the lesson than older ones, so keeping young learners‟ concentration is a problem Q21 Different levels, learning styles and characteristics of the learners cause troubles in teaching vocabulary by using chants 53 Q22 There are many difficult words, therefore it is sometimes difficult for teachers to apply 87.8000 57.821 134 777 87.7000 53.528 365 757 chant to teach Q23 Students are uncooperative 54