(LUẬN văn THẠC sĩ) supporting young learners’ vocabulary through pictures an action research approach

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ********************* DƯƠNG THU TRANG SUPPORTING YOUNG LEARNERS’ VOCABULARY THROUGH PICTURES: AN ACTION RESEARCH APPROACH (Hỗ trợ việc học từ vựng học sinh tranh ảnh) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 HANOI - 2019 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ********************* DƯƠNG THU TRANG SUPPORTING YOUNG LEARNERS’ VOCABULARY THROUGH PICTURES: AN ACTION RESEARCH APPROACH (Hỗ trợ việc học từ vựng học sinh tranh ảnh) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Assoc Prof Lê Văn Canh HANOI - 2019 TIEU LUAN MOI download : skknchat@gmail.com DECLARATION I hereby make an oath that this thesis is my own work and it has not been submitted anywhere for any award Hanoi, July 2019 Dương Thu Trang i TIEU LUAN MOI download : skknchat@gmail.com ACKNOWLEDGEMENTS I would like to express my gratitude to all people who gave a hand with giving me the chances to complete this thesis First of all, I would like to show my deep appriciation to my supervisor, Prof Lê Văn Canh for his worth advice, careful instruction and endless encouragement during my time of conducting this thesis Secondly, it is my lecturers in the Faculty of Post – graduate Studies, the University of Foreign Languages and International Studies that gave me various beneficial lecturers motivating me to investigate my own teaching situation to reach a more professional level Thirdly, I would like to send my thanks to all the teachers and students at the chosen English center in hanoi for being willing to join my research for eight weeks Finally, my family and friends are the people I would like to show my genuine appriciation Without their support and encouragement, I could not have completed this thesis due to daily life routine ii TIEU LUAN MOI download : skknchat@gmail.com ABSTRACT Vocabulary is one the most important elements in English acquisition Without words, human cannot express their ideas, feelings or thoughts In the chosen English center in Hanoi, teaching and learning is paid attention to with a view to improve the students‟ English acquisition and one of the major concern here is vocabulary teaching and learning through images of young learners To explore how images support young learners‟ vocabulary acquisition, the study was carried out among forty 2th grade students for eight weeks with six units in their books They were divided equally into two groups and each one was taught in two different ways of vocabulary teaching: one with traditional method – the translation method while the other by using pictures The classroom observations and tests were instruments to collect the data for the research After the treatment time, the results showed that the experimental group gained higher scores by using pictures to learn vocabulary and the classroom atmosphere was vey comfortable and ludic while the control group obtained not as good results as the experimental one It can be inferred from the results that images make a greater dedication to enhancing not only young learners‟ vocabulary acquisition but also their motivation in English learning than not using them iii TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach (LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF CHARTS vi LIST OF TABLES vii CHAPTER 1: INTRODUCTION 1 Rationale of the study .1 Aims of the study Method of the study Significance of the study .2 Structure of the thesis .2 CHAPTER 2: LITERATURE REVIEW 2.1 Vocabulary knowledge .4 2.2 Approaches to vocabulary learning and teaching 2.3 The role of images in vocabulary learning 2.4 Teaching vocabulary to young learners .9 2.4.1 Characteristics of young learners 2.4.2 Techniques of teaching vocabulary to young learners 12 2.5 Studies on teaching vocabulary to young learners through pictures 15 CHAPTER 3: METHODOLOGY 19 3.1 Action research in language teaching 19 3.1.1 Purposes of action research .19 3.1.2 Features of action research 20 3.1.3 Steps in action research 21 3.2 Why is action research chosen? 21 3.3 The context of the study .22 3.3.1 The current situation of teaching and learning English at the center 22 3.3.2 The teaching program and materials .23 iv TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach (LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach 3.4 Research procedures 23 3.4.1 Research question 23 3.4.2 The participants .24 3.4.3 Design of the procedures 24 3.5 Data collection instruments 28 CHAPTER 4: DATA ANALYSIS AND DISCUSSION 30 4.1 Analysis on classroom observations 30 4.1.1 Interest .30 4.1.2 Interaction .33 4.2 Analysis on test results .35 4.2.1 Analysis on immediate tests 35 4.2.2 Analysis on delayed tests 38 4.3 Discussion of the findings 39 CHAPTER 5: RECAPITULATION .42 Conclusion 42 Implications 43 Limitations and recommendations for further studies 43 REFERENCES 45 APPENDICES I APPENDIX I APPENDIX IV APPENDIX VIII APPENDIX IX APPENDIX X APPENDIX XII v TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach 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with (5 mins.) new words in the lesson Review Ask Ss to name the words they have Tell T the words (2 mins.) already been taught Conduction Give Ss immediate test and then Do the tests in allowed already known words of Immediate play the recorder for them to tick the time and then give T test (5 right pictures them mins.) Wrap up - State the topic of the lesson - Tell T the topic (2 mins.) - Give homework to Ss - Write homework in the notebooks VII TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach (LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach APPENDIX Name:…………………………………… Date:……………………… IMMEDIATE TEST – UNIT 3: On the street Time allowed: minutes Teacher’s comments Mark Exercise: Listen and tick Question 1: a b Question 2: a b VIII TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach 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peach IX TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach 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Tree A B X TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach 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B XII TIEU LUAN MOI download : skknchat@gmail.com (LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach(LUAN.van.THAC.si).supporting.young.learners’.vocabulary.through.pictures.an.action.research.approach 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