PROBLEM STATEMENT AND RATIONALE
Vocabulary plays a crucial role in language learning and usage, significantly impacting comprehension, fluency, and overall achievement A limited vocabulary can lead to communication breakdowns, highlighting its importance in effective language acquisition.
& Scott, 2000) Therefore, it is of great importance for teaching and learning vocabulary
Despite the extensive efforts of teachers at Vietnam University of Commerce to enhance vocabulary learning through various methods such as glosses, translation, and visuals, many students struggle to remember and effectively use new words This lack of engagement often stems from their discomfort with unfamiliar vocabulary, which hinders their confidence in social interactions Therefore, it is crucial to explore effective strategies for improving vocabulary comprehension and usage Linguistic researchers, including Nation (1982) and Nation & Coady (1988), emphasize that vocabulary acquisition is most successful when new words are learned in context, allowing learners to infer meanings independently.
The author conducted action research to evaluate the effectiveness of presenting and practicing vocabulary in minimal context for second-year students at Vietnam University of Commerce, addressing initial challenges identified in the learning process.
AIMS OF THE STUDY
This was an action research whose purpose was to investigate the effectiveness of presenting and practicing vocabulary in minimal context for the second-year non
English major students at Vietnam University of Commerce (VUC) were the focus of a study investigating the impact of presentation and practice in minimal contexts on vocabulary acquisition The research sought to determine the extent to which these methods enhance learners' ability to acquire target vocabulary Additionally, it examined whether presenting and practicing vocabulary in minimal contexts influences students' motivation to learn new words.
This study's findings are essential for enhancing English instruction at VUC, as they provide valuable insights for teachers to better engage their students By implementing these strategies, educators can effectively motivate their classrooms, fostering the development of students' language skills.
SCOPE OF THE STUDY
This study was conducted on 40 second-year non English majors at the University of Commerce They were taught during two weeks (five contacts) of the intervention
This study examined vocabulary items from the course book, specifically focusing on collocations and nouns, while intentionally excluding the grammatical aspects of vocabulary The primary emphasis was on vocabulary meaning recognition, resulting in the neglect of the productive aspects of vocabulary.
This study examined the role of linguistic and situational context in comprehension, highlighting that participants relied on their prior knowledge when interpreting single-context sentences It was found that having appropriate schemata is essential for participants to effectively understand minimal contextual information.
METHOD OF THE STUDY
An action research was applied in this minor thesis to find out students‟ achievement and interest in learning vocabulary after new vocabulary items were taught in minimal context
In order to collect sufficient and relevant data for the study, three research techniques were employed:
- using a pre-test and post-test to evaluate the teaching and learning results
- observing classes to find out how students participate in the intervention
- Conducting a survey questionnaire to investigate how much students are interested in the intervention
ORGANIZATION OF THE THESIS
The study consists of three parts: Introduction, development and conclusion
The Introduction presents the rationale, aims, scope and method of the study The development includes three chapters
Chapter One covers an in-depth review of the literature in which relevant theoretical background and reviews of related studies concerning teaching vocabulary in context and minimal context
Chapter Two continues with the research method including the participants of the study, the methods and procedures of data collection and data analysis
Chapter Three demonstrates the findings accompanied by data analysis and discussion
The Conclusion ends the report with the summary of the findings, pedagogical implications, limitations of the study and suggestions for further studies
THEORETICAL BACKGROUND AND LITERATURE REVIEW 4
THEORETICAL BACKGROUND
In language and discourse studies, the term "context" often lacks clarity, leading researchers to explore its definition within vocabulary learning frameworks.
Context is crucial for understanding events, statements, or ideas, as defined by the New Oxford American Dictionary (2010), which describes it as the circumstances surrounding an occurrence that enable comprehensive assessment Crystal (1991) emphasizes that context in linguistics refers to the specific parts of an utterance that influence the meaning of a focal unit, while Blackburn (1984) expands on this by noting that context also includes the broader situation of the speaker and surroundings, which can significantly impact the interpretation of a statement.
Nguyen Hoa (2000) defines context as comprising two key components: linguistic context (cotext) and situational or extralinguistic context Cotext refers to the surrounding text that aids in interpreting the meaning of a word, phrase, or longer utterance by providing relevant textual elements before and after it In contrast, situational context encompasses the physical environment in which communication occurs, including the type of event, its topic and purpose, the setting, the participants involved, their relationships, and the background knowledge relevant to the interaction (Nunan, 1999) This broader social context plays a crucial role in understanding how linguistic items are utilized.
On the whole, it is widely agreed that context has two aspects which are co-text (linguistic context) and situational context
While the role of linguistic context in language learning and teaching has been widely explored in academic literature, there is a lack of discussion regarding the effectiveness of different types of context in enhancing language acquisition and instruction.
In this study, the author introduces the concept of "minimal context," which refers to co-text limited to a single sentence and non-linguistic context that encompasses only the essential background knowledge of the participants involved in the communication.
The term "minimal context," as defined by Laufer and Shmueli (1997), refers to a single meaningful sentence, a concept further explored by Webb (2007) in his investigation of vocabulary learning through "single-context sentences." Webb's study analyzed vocabulary acquisition across five dimensions: orthography, meaning and form, syntagmatic associations, paradigmatic associations, and grammatical functions However, previous research on minimal context primarily focused on co-text types, resulting in limited findings and benefits due to the restricted nature of the context examined.
There are some examples below illustrating the minimal context used to teach the word “tsunami”:
Example 1 :Non-linguisitc context Japanese people were killed because of the tsunami on the March 11 th ,
In this type of context, prior knowledge was built to reveal the meaning of the target word
A tsunami is a series of water waves caused by the displacement of a large volume of a body of water
This context used definition, synonyms surroundings to illustrate the meaning of the target word
In the present study, the author would adapt context in terms of co-text and situational context featuring background knowledge which is embedded in one sentence
In foreign language teaching, it is crucial to know words, because every grammatical structure, every expression consists of them They play a very important role in communication
Vocabulary encompasses all the words a person knows or uses, the entirety of words in a language, and specialized terms related to specific subjects It can also refer to a list of words with their meanings, particularly in language learning contexts According to Nash and Snowling (2006), vocabulary is defined as the knowledge of words and their meanings, while Sheehan (2002) emphasizes it as the ability to understand and utilize words for effective communication.
Vocabulary is widely recognized as a crucial carrier of meaning, essential for understanding a topic Learners must possess knowledge of the subject matter to effectively grasp the vocabulary associated with it Even if a reader knows all the words in a text, lacking prior knowledge of the topic can lead to confusion and misunderstanding Therefore, word meanings should be viewed as interconnected elements within broader knowledge structures.
In short, for the purpose of the study, vocabulary is word meaning and its relation with background knowledge.
OVERVIEW OF VOCABULARY ACQUISITION IN CONTEXT
1.2.1 Vocabulary implicit learning and explicit teaching
Recent studies have focused on vocabulary acquisition and instruction, exploring methods such as implicit incidental learning, explicit teaching, and independent learning strategies Research indicates that combining implicit learning with explicit vocabulary instruction can be particularly advantageous.
The naturalistic approach to language teaching prioritizes implicit incidental vocabulary acquisition, encouraging learners to deduce meanings from context and utilize monolingual dictionaries while avoiding definitions and translations This method fosters unconscious understanding of new words through repeated exposure in diverse contexts This perspective aligns with Krashen's Input Hypothesis (1989), which posits that vocabulary acquisition occurs when learners receive comprehensible input as a crucial component of their learning environment.
Focusing solely on implicit learning for vocabulary acquisition can be ineffective due to several challenges Firstly, guessing words from context is often a slow and error-prone method, particularly for students with low proficiency, leading to frustration and potential damage from incorrect guesses Secondly, even with training in flexible reading strategies, students may struggle with comprehension if their vocabulary knowledge is insufficient Moreover, relying on context clues does not guarantee long-term retention of new words Research indicates that students engaging in extensive reading without accompanying vocabulary exercises show smaller gains in word acquisition compared to those who practice vocabulary actively Lastly, emphasizing inference skills overlooks the fact that learners have diverse strategies for acquiring new vocabulary, and students with extensive vocabularies may not excel at inferring meanings from context.
1997) As Coady (1997:226) and Schmidt (2000) investigate that the implicit learning is still very limited and is not widely available to students around the world
Vocabulary acquisition requires a balanced approach that incorporates both explicit instruction and implicit learning Contemporary vocabulary teaching should integrate explicit vocabulary instruction, emphasizing the necessity of conscious engagement in the learning process This involves learners actively noticing new words, employing various strategies, and inferring meanings from context (Gass, 1999; Schmidt, 1990) Such explicit instruction not only enhances the efficiency of implicit learning but also positively influences students' learning strategies, interest, and motivation in vocabulary acquisition According to Schmidt (2000), a well-structured vocabulary program must blend explicit teaching with opportunities for incidental learning For beginners, it is essential to explicitly teach all vocabulary until they develop a sufficient word bank to engage with unfamiliar terms encountered in context.
This study aligns with contemporary approaches to second language vocabulary instruction, integrating both implicit learning and explicit teaching methods It emphasizes a structured vocabulary teaching plan that is deliberate and focused, utilizing strategies that help educators introduce and clarify new words' meanings and forms Additionally, the study encourages practices that promote review, recycling, and assessment of vocabulary knowledge Importantly, while teachers may not overtly present target vocabulary, they foster understanding by eliciting word meanings from minimal contextual cues.
Teaching English vocabulary is a crucial aspect of language education that has garnered significant attention from methodologists and linguists The emphasis on vocabulary instruction stems from its essential role in facilitating meaningful communication and enhancing both receptive skills (listening and reading) and productive skills (speaking and writing) Thornbury (2000) outlines a comprehensive approach to vocabulary teaching, highlighting three key stages for effective learning: presenting, practicing, and producing.
The initial stage of vocabulary instruction involves identifying which words to teach, focusing on their usefulness However, the relevance of specific words can vary significantly depending on the context, making it essential to tailor the selection criteria to the specific teaching scenario.
According to Harmer (2001), effective vocabulary selection is guided by key principles, including frequency, where commonly used words should be prioritized in teaching, and coverage, which emphasizes the importance of teaching words with broad meanings Additionally, Gairns and Redman (1986) highlight the significance of cultural factors, as well as the principle of need and level, acknowledging that learners have diverse lexical requirements based on their specific goals, thereby enhancing motivation to retain new vocabulary.
Selecting the right vocabulary is essential in English language teaching, yet many programs rely on pre-determined lists created by textbook authors.
For the present study, a range of vocabulary items is selected in Vocabulary Section of the course book
The presentation stage aims to embed the correct meaning and form of new vocabulary in learners' memory Various teacher-centered methods are employed to introduce new items, often selected by the teacher rather than the students (Gairns & Redman, 1986) Techniques for presenting vocabulary include translation, visual aids like pictures and realia for beginners, and contextualization, definitions, synonyms, and antonyms for advanced learners The majority of language theorists advocate for teaching vocabulary within a meaningful context Haycraft (1978) outlines a traditional approach: prioritize spoken form before written form, present new words in context, and incorporate revision by blending previously taught words into future practice.
Thornbury (2000) emphasizes several key considerations for ESL teachers when introducing new vocabulary He suggests that the number of words taught should be based on their difficulty rather than limited to a few A common method is to clarify the meaning of a new word before presenting its various forms While verbal explanations can be time-consuming, they are effective if kept clear and simple Additionally, highlighting the spoken form through clear models, phonemic scripts, and repetition is crucial Elicitation techniques actively engage learners, enhance speaking opportunities, maintain attention, and challenge more advanced students to stay involved in the lesson.
Višnja (2008) highlights that while learners are often thought to passively absorb linguistic facts when taught selected vocabulary, there are common presentation methods that actively engage their participation.
In the context of language teaching, the teacher establishes a scenario that effectively contextualizes a lexical item, allowing learners to infer its meaning from the cumulative impact of surrounding sentences To strengthen the connection between meaning and form, it is essential for learners to engage with both the orthographic and phonological aspects of words through methods like oral drills, phonetic transcription, and graphic presentations Furthermore, when presenting meaning and form, it is advisable to introduce them in either sequence, providing flexibility in the teaching approach.
This study explores the effectiveness of teaching vocabulary in minimal context, emphasizing a technique that encourages student elicitation The author prioritizes meaning-first presentation to enhance vocabulary acquisition.
While presenting new vocabulary, teachers need to involve students in some of the activities to check vocabulary comprehension, practice and and production
The National Reading Panel (2000) emphasizes that vocabulary instruction should be integrated with other language activities such as speaking, listening, writing, and reading to enhance retention in long-term memory (Thornbury, 2000) Teachers can employ a variety of decision-making activities, including identifying, selecting, matching, sorting, ranking, and sequencing, alongside production tasks like completing and creating sentences and texts The final stage of vocabulary acquisition focuses on production, encouraging students to incorporate new words into their lexicon through communicative activities that require them to actively retrieve and use previously learned vocabulary.
In the present study, the author would follow the stages and the options suggested above to design the action plan of this study
1.3 ADVANTAGES AND DISADVANTAGES OF PRESENTING
VOCABULARY IN CONTEXT AND MINIMAL CONTEXT
There is a fair amount of literature on context effects and vocabulary teaching in context A number of ELT researchers have their different points of view on this issue
For one group, presenting vocabulary in context brings various advantages
RESEARCH METHODOLOGY
BACKGROUND OF THE STUDY
The University of Commerce offers a comprehensive four-year training program in commerce and economics, attracting numerous high school graduates each year To ensure high-quality education, the university includes six English courses across seven semesters, specifically English 1.1 to 1.6 First to third-year students focus on foundational English skills in courses 1.1 to 1.4, while fourth-year students engage in English for specific purposes through courses 1.5 and 1.6 The curriculum utilizes the New Market Leader series, designed for business English learners and developed in collaboration with the Financial Times Recognizing the significance of English proficiency, the university invests heavily in enhancing English education for its students.
PARTICIPANTS
The participants of the study were 40 second-year students who are at the age of
The study focused on participants aged 18 to 22 from suburban and rural areas, with English proficiency levels ranging from 5.5 to 7.0 in the previous semester, equivalent to a TOEIC score of 250-300 Having previously studied basic economics, these individuals possessed foundational knowledge that facilitated their understanding of economic terminology in English Additionally, as adult learners, they exhibited unique characteristics that contributed to their learning experience (Harmer, 2001:40).
- These students can engage with abstract thought
- They have a whole range of life experiences to draw on
- They have expectations about the learning process, and may already have their own set patterns of learning
- Adults tend, on the whole, to be more disciplined than some teenagers, and crucially they are often prepared to struggle on despite boredom
- They come into classrooms with a rich range of experiences, which allow teachers to use a wide range of activities with them
- Unlike young children and teenagers, they often have a clear understanding of why they are learning and what they want to get out of it
Participants were categorized based on their scores from the previous semester's English course The study commenced at the beginning of the third term, following their completion of the New Market Leader – Elementary course book in the prior term.
The researcher conducted the study herself at the E-commerce department.
RESEARCH DESIGN
The study focused on enhancing vocabulary teaching and learning at the University of Commerce by implementing a technique that introduces and practices new words in minimal contexts To achieve this, the author recommended the use of action research in the current investigation.
Action research is defined as an inquiry aimed at understanding, evaluating, and ultimately changing practices to enhance educational outcomes (Bassey, 1998) It merges practical action with research methodologies, serving as a disciplined approach to personal understanding while fostering improvement and reform (Hopkins, 2002) Koshy (2005) encapsulates the essential characteristics of action research, highlighting its focus on reflective practice and iterative processes for continuous enhancement.
- involves researching your own practice – it is not about people out there;
- is situation-based; can be useful in real problem-solving;
- deals with individuals or groups with a common purpose of improving practice;
The initial problem highlights the current situation that needs improvement (Elliot, 1991:72) This study aimed to enhance vocabulary knowledge by introducing and practicing target vocabulary in minimal context for second-year students at the University of Commerce.
The researcher identified a significant issue regarding students' low performance in the previous semester, specifically linked to their limited vocabulary in expressing ideas during English class Through classroom observations and discussions with colleagues, the researcher aimed to explore the challenges associated with vocabulary teaching and learning.
A questionnaire was conducted among 40 English teachers at the Faculty of English, University of Commerce, to investigate the vocabulary teaching techniques they employ The study aimed to uncover the underlying reasons for the challenges faced in teaching and learning English vocabulary.
Figure 2.1: The frequency of adapting vocabulary teaching techniques
The analysis of Figure 2.1 reveals that translation is the most commonly utilized technique among teachers, while methods such as teaching vocabulary in context, definitions, miming, or using real objects are significantly underused Only 15% of teachers incorporate contextual learning into their vocabulary instruction Among those who do, opinions vary; three teachers find the technique quite useful, while another three note that students often struggle with inferring meanings from context, leading to limited benefits from this approach.
In an effort to enhance vocabulary acquisition, the author initiated a project aimed at refining the process of introducing and practicing new words within minimal context This action plan was implemented over five sessions during a two-week period in the first semester of the 2012-2013 academic year.
The materials used in the action research were 22 vocabulary items and equivalent designed minimal contexts
The New Market Leader (Pre-Intermediate Level) course book introduces twenty-two new vocabulary items, organized by unit topics such as Careers, Selling Online, and Companies.
According to Nunan (1989, cited in Sanderson, 1999:15), several factors influence the difficulty level of a text, including grammatical complexity, information density, information recycling, the presence of low-frequency vocabulary, clarity of information, discourse structure, and the chronological organization of content.
The current study focuses on providing minimal context that is easily understandable for students Additionally, the information presented aligns with their existing background knowledge, academic experiences, and everyday life.
Therefore, it promises to create an authentic and interesting materials for students‟ motivation in vocabulary acquisition
To effectively address the research questions outlined in the introduction, a mixed-methods approach incorporating both quantitative and qualitative techniques was utilized, as suggested by Nunan (1992) The quantitative method was prioritized for its ability to provide objective, quantifiable, and generalizable data (Bordens & Abbott, 1999) Conversely, the qualitative method was selected for its capacity to offer an insider perspective and generate rich, in-depth data (Brown & Rodgers, 2002) While quantitative research focuses on metrics such as accuracy and volume, qualitative research delves deeper into understanding the phenomena comprehensively (Bordens & Abbott, 1999) Thus, the integration of both methods allows for a more robust and complementary analysis (Firestone, 1987, as cited in Burnes, 1999).
Data were gathered using three instruments: pretests and posttests, questionnaires, and observations This diverse approach to data collection established triangulation, which enhances the reliability and validity of the findings through multiple sources (Burns, 1994, as cited in Burnes, 1999) Detailed descriptions of these data collection methods will follow.
According to Baker (1989:3), a test serves as a means to make informed decisions To evaluate the participants' achievements following the intervention, the researcher developed two primary tests specifically for second-year non-English major students at Vietnam University of Commerce.
The validity and reliability of the test were ensured through the use of pre-test and post-test formats, specifically Multiple Choice Questions (MCQs), which are well-received by students at the Vietnam University of Commerce Familiarity with MCQs from previous examinations enhances the testing experience As noted by Coombe, Folse, & Hubley (2007), MCQs are a prevalent format in professionally developed language assessments, effectively measuring learning at recall and comprehension levels The typical structure of MCQs includes a stem and response options, which consist of the correct answer and distractors Students are required to identify the best response, utilizing context clues provided in the stem to construct meaning.
The author utilized test items from the Test Master CD-ROM of New Market Leader – Pre-Intermediate, focusing on the themes of Careers, Selling Online, and Companies The assessment comprised 10 items drawn from these three thematic units While the vocabulary tested in the pretest and post-test differed, both sets of items were derived from the intervention content.
FINDINGS AND DISCUSSION
STUDENTS‟ IMPROVEMENT IN ACQUISITION OF THE TARGET VOCABULARY
The research question, "How do presentation and practice using minimal contexts enhance learners' acquisition of target vocabulary?" aims to evaluate student performance following the intervention The effectiveness of this approach will be assessed through comparative analysis of pre-test and post-test results.
At the onset of the research, a pre-test was administered to assess the students' vocabulary knowledge prior to the intervention This initial evaluation allowed the author to gauge the students' understanding of words that would be addressed in the action research Following a two-week intervention, a post-test was conducted to measure the participants' progress and achievements The findings from both the pre-test and post-test are depicted in Figure 3.1.
Figure 3.1 Results of the students’ pretest and posttest
To analyze the vocabulary test achievement, SPSS, and the paired-sample T test of the pretest and posttest was used to obtain the results
Mean N Std Deviation Std Error Mean
Table 3.1 Means and Standard Deviations of the scores of the pretest and post test
Table 3.1 presents the means (M), number of cases (N), standard deviations (SD), and standard error of the means for two tests The pretest mean was 15.57, significantly lower than the posttest mean of 63.00 The standard deviations for the pretest and posttest were 11.07 and 16.52, respectively.
Table 3.2 Correlations of the pretest and posttest
The study revealed a moderate positive correlation (r = 534) between the pretest and posttest results, with a significance value of p = 000 This indicates that students who performed well on the pretest also tended to excel in the posttest.
Sig (2- tailed) Mean Std Deviation
95% Confidence Interval of the Difference Lower Upper
Table 3.3 presents a clear comparison of the mean scores from the pretest and posttest, revealing a t value of -21.13 and a significance value of 000 This indicates that the results are statistically significant, as the alpha level is set at 05.
The correlation coefficient of r = 534 indicates a strong linear relationship between the pretest and posttest results, with a significance level of p = 000, which is well below the threshold of p < 05 This suggests that both tests are reliable and valid measures for assessing students' vocabulary.
A paired sample t-test revealed a significant improvement in students' vocabulary knowledge after treatment, with pretest scores averaging 15.75 (SD = 0.07) compared to posttest scores averaging 26.00 (SD = 0.52) The statistical analysis showed t(40) = -21.13, p < 0.05, indicating a noteworthy difference between the pretest and posttest results.
One student demonstrated a lower score on the post-test compared to the pre-test, prompting an inquiry into potential factors affecting vocabulary retention during the teaching and learning process These factors may include mismatched learning styles, psychological influences, and emotional states during testing.
The structured approach to introducing and practicing new vocabulary significantly enhanced students' word knowledge By allowing students to explore word meanings and engage in practice, this method enabled them to effectively remember and recognize new vocabulary, particularly within context.
STUDENTS‟ MOTIVATION IN NEW VOCABULARY ACQUISITION 30
The second research question explored student motivation regarding attention, interest, and involvement in vocabulary acquisition when vocabulary was introduced and practiced in minimal context Findings will be supported by data collected from classroom observations and student questionnaires.
The observation was conducted at the conclusion of each intervention period, with discussions focusing on the mean scores for each period As illustrated in Figure 3.2, the overall class motivation, gathered from observation sheets across the three periods, yielded a mean score of 3.86 out of a maximum of 5.0.
Figure 3.2 Class motivation during the lessons
Overall class motivation showed a positive trend across three periods, with the mean score starting at 3.86 out of 5.0 in the first period, indicating a moderate level of motivation This motivation increased in the second period, reaching a mean score of 4.0, and further improved to 4.14 in the final period, demonstrating a consistent rise in student engagement and enthusiasm.
Specifically, from the observation of the first phase , the observer recognized the students’ involvement, interest, attention levels The above criteria are clearly- illustrated as follows:
Students' attention Students' involvement Students' interest
Figure 3.3 Students’ motivation in guessing new vocabulary in minimal context
Figure 3.3 indicates that students displayed strong interest and attentiveness during the instructional activities, which resembled a puzzle for adult learners This engaging technique motivated students to deduce word meanings from minimal context, potentially enhancing their vocabulary acquisition and incidental learning Overall, while students demonstrated notable attention, interest, and involvement, there was a slight decrease in the average score across the three periods, dropping from 4.3 to 4.0.
Regarding the observation results in the second phase when the students were asked to involve in practicing and producing the target words, the findings were revealed as follows:
Figure 3.3 Students’ motivation (concentration, involvement, interest, effort) in vocabulary practice activities
The students demonstrated significant engagement in practice activities, with an initial motivation level of 3.75 during the first two periods, indicating a positive response to class activities As they adapted to the teaching techniques, their motivation soared to a remarkable 4.0, reflecting their enthusiasm for participation and task completion.
The teacher's engaging presentation of new vocabulary and interactive practice activities significantly motivated the class While the findings stemmed from the author's subjective observations, they provided valuable insights into the students' improvement reflected in their post-test results.
3.2.2 Data from the students’ questionnaire
The questionnaires were conducted to find out the participants‟ interest level and benefits of the intervention to the students The results are summarized as follows:
No Evaluation Disagreement Not certain Agreement
1 I am interested in the way the teacher presented new vocabulary in minimal context
2 I am interested in creating my own story with given vocabulary 0% 7.5% 92.5%
3 The lessons in this course were very boring 80% 20% 0%
4 Guessing word meaning in minimal context is very helpful for my vocabulary retention when it is challenging, appropriate/ closed to my knowledge and life.
5 I can use the word learned in the course into communication 17.5% 35% 47.5%
6 I have chance to practice listening skill when the teacher presents new words in minimal context
7 I learn incidentally some contextual clues to guess the word meanings 0% 5% 95%
8 I can make my own sentence with the words taught in the course 5% 37.5% 57.5%
Table 3.4 Students’ interest and benefits in the intervention
As shown in the table 3.4, the students highly appreciated the effectiveness of the intervention in enhancing the vocabulary acquisition
A significant majority of students, ranging from 90% to 92.5%, expressed a strong interest in using minimal context to learn and practice vocabulary, as it encouraged them to deduce the meanings of new words based on their existing knowledge and experiences Additionally, no students reported feeling bored during the lessons, although 20% remained uncertain about their level of interest Overall, most participants appreciated the teaching technique, highlighting its role in enhancing their motivation to study foreign languages.
A significant majority of students, 67.5%, found word guessing in minimal context beneficial for word retention Additionally, 57.5% reported being able to construct sentences using the vocabulary taught in the course, while nearly half (47.5%) indicated they could incorporate these new words into their communication Furthermore, an impressive 95% of students learned contextual clues incidentally, aiding their ability to guess words Notably, 100% agreed that the vocabulary presentation in minimal context enhanced their listening comprehension skills, an area they rarely had the opportunity to practice.
The study revealed that students significantly improved their vocabulary acquisition and usage through the teaching process However, some students remained disengaged or felt that the technique was not beneficial, potentially due to their individual learning styles, varying levels of foreign language proficiency, or the suitability of the minimal context used in instruction.
DISCUSSION
The findings showed the improvement of the students‟ vocabulary knowledge and their motivation in learning vocabulary, which were proved by the tests, the teacher‟s observation and the students‟ questionnaire
Recent findings align with Hulstijn's (1992) perspective on the benefits of students applying mental effort in vocabulary acquisition, reinforcing the importance of a balanced approach that combines explicit and implicit vocabulary instruction, as highlighted by Schmidt (2000).
Research highlights the significance of effectively introducing target vocabulary, as vocabulary instruction is intricate and necessitates an innovative approach to foster personal connections to the words When vocabulary is presented in meaningful contexts that relate to students' prior knowledge, they are more likely to retain and utilize the new terms Therefore, activating students' existing schema is a vital step in the successful introduction of target vocabulary.
The mix instruction began by presenting selected vocabulary within a minimal context, allowing learners to guess the meanings of new words During the practice phase, students internalized these meanings and took ownership by relating the words to new contexts Additionally, the numerous opportunities to manipulate, interact with, and produce the vocabulary significantly enhanced students' retention of the target words.
Teachers play a crucial role in facilitating second-language learning by carefully selecting and designing relevant activities They must scaffold new information using relatable language and minimal context to enhance student understanding By adapting contexts to match students' language levels and motivating them to engage in class, teachers can effectively mitigate the drawbacks of using context as an instructional method.
The research builds on previous studies (Laufer & Shmueli, 1997; Webb, 2007; Baleghizadeh & Shahry, 2011) and highlights the significant role of students' motivation in the teaching and learning process It supports the effective use of minimal context for presenting and practicing vocabulary, particularly in the context of second language learning at the University of Commerce.
Unlike previous studies that primarily targeted intermediate and advanced language learners, this research highlights the importance of low-level learners and their schemata, emphasizing the role of prior knowledge as a crucial factor in enhancing vocabulary acquisition and fostering learner engagement.
The action research aimed to evaluate the effectiveness of a teaching technique, but pinpointing the exact factors contributing to its success proved challenging The study encompassed the entire process of vocabulary teaching and learning within a minimal context, suggesting that positive outcomes likely stemmed from the interplay between vocabulary, students' prior knowledge, language proficiency, teaching methods, and instructional style This complexity highlights the need for further research in this area.
This study aimed to assess students' vocabulary knowledge and motivation in using minimal context for vocabulary instruction at Vietnam University of Commerce It also explored the benefits students experienced and provided recommendations for effective vocabulary teaching strategies.
The study revealed that students significantly enhanced their vocabulary acquisition through a process of guessing and practicing words within minimal context This improvement was statistically validated by a paired sample T test, showing a significance value of p = 000, which is less than the threshold of 05.
Many students reported that engaging in class activities with minimal context significantly improved their ability to remember English vocabulary Additionally, these activities boosted their motivation and interest in learning the language.
Third, after the research, the author concluded that there were some advantages for students when applying the teaching technique, including:
One significant advantage of using minimal context is that it effectively motivates students by aligning with their language proficiency and connecting to their existing background knowledge and life experiences.
The second advantage is that the vocabulary was directly used in context which embedded the students‟ prior knowledge, thus students‟ memorization would be stored longer
Third, through teacher presenting new vocabulary in minimal context orally, students could have chance to practice listening comprehension skill
One key advantage of this approach is that vocabulary is taught within context rather than in isolation, allowing students to effectively imitate sentence structures Over time, this method enables students to create their own sentences and expressions using the newly learned vocabulary in minimal contexts.
Lastly, by guessing word meaning from minimal context, students can incidentally learn about the contextual clues to figure out the new words
In general, the findings of the present research would have a significant contribution to the improvement in teaching and learning vocabulary at Vietnam University of Commerce
The findings of the present study indicated that presenting and practicing new English vocabulary in minimal context for non English major students facilitated the vocabulary development of learners
For adults with low language proficiency, it is essential to use minimal context in English foreign language classrooms, as emphasized by Baleghizadeh & Shahry (2011) This approach is particularly relevant for students at Vietnam University of Commerce, where many second-year learners have limited experience with vocabulary acquisition in minimal context.
Incorporating a diverse range of information within minimal context can engage students in discovering word meanings, making language learning more appealing Teachers should strategically design minimal contexts to stimulate interest in vocabulary development Additionally, to enhance students' vocabulary, educators must provide updated and relevant information that helps students connect existing knowledge with new words.
To enhance their proficiency, students learning English as a second language should immerse themselves in the target language extensively When direct equivalents are unavailable, utilizing translation can be beneficial.
Fourthly, the present study reassures the teaching principle of Thornbury (2000) involving the three stages of teaching vocabulary which ensure students‟ retention of vocabulary Therefore, teachers should follow those