skkn cấp tỉnh improving english vocabulary for 10 graders at lam son gifted high school through activities of designing personal dictionary in the class

An effective measure to improve English vocabulary for10th graders is through guiding students to design personalized dictionaries right in the classroom.. This dictionary isnot just a v

PART I: INTRODUCTION

1.1 Reasons for choosing the topic

Mastering English vocabulary not only gives them confidence incommunicating, but also opens up opportunities to study and interact with theworld across borders An effective measure to improve English vocabulary for10th graders is through guiding students to design personalized dictionaries right

in the classroom

Creating personal dictionaries is a powerfully motivating approach thatencourages students to build their own personal dictionaries This dictionary isnot just a vocabulary list, but also reflects the individualization and interaction

of students with the words In this way, students will create a diverse vocabularypicture, reflecting their own interests and world

Furthermore, when guiding students to design their own personaldictionaries, the emphasis is on letting students select words that interest themand relate to everyday life, personal interests, or current study topic This helpscreate cohesion and excitement in learning new vocabulary

In addition, each new word can be connected to specific images, examples

or personal stories This helps students memorize vocabulary more effectivelyand promotes their ability to apply vocabulary to real-life situations Teachersneed to guide students to set up a plan to use new vocabulary in learning and indaily life Applying vocabulary in essay writing, class discussion, or evenchatting with friends helps strengthen vocabulary On the other hand, thisactivity encourages students to use self-study resources to supplement theirpersonal dictionaries

From those practical reasons, I boldly researched and developed the report

topic: “Improving english vocabulary for 10 graders at Lam Son gifted high school through activities of designing personal dictionary in the class”.

Hopefully, the topic will have many discoveries and useful contributions toforeign language teaching methods at local institutions as well as across thecountry

1.2 Objectives and tasks of the study

 Vocabulary Expansion: Help 10th graders strengthen and expand theirEnglish vocabulary through selecting and learning new vocabulary

 Personalize the learning process: Encourage students to activelyparticipate in the learning process by designing and managing their ownpersonal dictionaries

 Apply vocabulary: Guide students to use new vocabulary in real-lifesituations, from writing and conversing to participating in everydaylearning and communication activities

 Encourage creativity: Encourage students to make personal connectionsand use pictures, examples and stories to remember vocabulary moreeffectively, creating motivation and creativity in the learning process

To achieve the above objectives, the specific tasks of the project include:

 Personal dictionary design guide: Provide tutorials and resources for 10thgraders so that they can design their own personal dictionaries

 Encourage creativity: Ensure that instruction not only focuses onmemorizing vocabulary but also encourages students to use theircreativity in making connections and personal examples

 Promote application: Teach how to apply vocabulary to real-life situations

by creating hands-on activities in the classroom and out of class

 Build a positive learning environment: Create a friendly classroomenvironment, encourage the sharing and exchange of vocabulary, helpstudents feel more comfortable and more confident in the learningprocess

 Evaluation of results: Conduct assessments and monitor student’sprogress in boosting vocabulary

In total, the goals and tasks of this topic propose an innovative andinteresting learning method, help 10th grade students master and apply Englishvocabulary effectively because vocabulary growth is directly related to schoolachievement

 10th graders: Research will focus on 10th graders, an important age group

in vocabulary formation and learning ability

 Personal dictionary design method: Research will focus on guidingstudents to build personal dictionary Specific steps and methods ofsupport will be explored and evaluated

 Impact on vocabulary: The study will examine the impact of the designand use of personalized dictionaries on students' English vocabulary

 Vocabulary applicability: The study will track students' ability to applynew vocabulary in real-life situations, such as writing, speaking, orparticipating in learning activities

 Active learning process: The study will examine how personalizeddictionary design methods can enhance the learning process, encouragecreativity and positive interaction with the language

 Integrating into teaching: The study will suggest how to integrate thismethod into the English teaching process in the 10th grade classroom

1.4 Research Methodology

The research method of the topic will include the following main steps toachieve the goals and tasks:

Step 2: Design a research plan

 Identify the main research objective and question regarding the impact ofpersonalized dictionary design on students' vocabulary and vocabularyapplication

 Proposing methods to guide students in designing personalizeddictionaries and related activities in the research process

Step 3: Collect data

 Conduct activities to guide 10th graders to design and use personalizeddictionaries in the learning process

 Use observation, note-taking, and conversation methods to collect data onhow students use dictionaries and how to apply vocabulary in real-lifesituations

Step 4: Data processing and analysis

 Analyze the collected data to determine the correlation betweenpersonalized dictionary design and students' ability to increasevocabulary

 Evaluate how personalized dictionary design affects creativity and activelearning

Step 5: Evaluate effectiveness

 Compare the results of the group of students who participated in thepersonalized dictionary design activities with the group that did notparticipate in

 Evaluate how the use of personalized dictionaries affects the ability toapply vocabulary in real-life situations

Step 6: Propose a teaching interface

 Based on the research results, it is proposed to integrate the personalizeddictionary design method into teaching English for 10th grade students

Step 7: Summarize the research results

 Summarize the research results, summarize the strengths and limitations

of the method of guiding students to design personalized dictionaries

 Propose directions for further development and research related to thistopic

1.5 Some new factors of the study

Designing a personal dictionary can be an innovative and engaging approach toimproving English vocabulary for 10th graders at an ethnic high school Hereare some new factors to consider when implementing this solution:

 Cultural Relevance: Since this approach is being implemented at an ethnichigh school , it's important to incorporate elements of the students' cultureinto the vocabulary-building activities Choose words and topics thatresonate with their cultural background, which can make the learningexperience more relatable and meaningful

 Multimedia Integration: Utilize various multimedia resources to enhancethe vocabulary learning process Incorporate audio clips, videos, andimages that showcase the correct pronunciation, context, and usage ofnew words This can appeal to different learning styles and create a moreimmersive learning environment

 Collaborative Learning: Encourage students to work together in pairs orsmall groups to design their personal dictionaries This promotes peerlearning, allows for the exchange of ideas, and fosters a sense ofcommunity in the classroom

 Real-World Application: Connect the vocabulary-building activities toreal-world situations Have students design entries for words they mightencounter in various scenarios such as travel, job interviews, or socialinteractions This emphasizes the practicality of learning and motivatesstudents to use their dictionaries outside the classroom

 Project-Based Learning: Turn the creation of personal dictionaries into aproject-based learning experience Have students research and compilespecialized vocabulary related to their interests or potential future careers.This approach promotes autonomy, critical thinking, and deeperengagement

 Performance Assessments: Besides traditional assessments, considerevaluating students based on how effectively they use their personaldictionaries For instance, you could assess their ability to incorporatenewly learned words into essays, presentations, or debates

 Feedback and Reflection: Regularly provide feedback on the content andquality of entries in students' personal dictionaries Encourage them to

reflect on their progress and the impact of their dictionaries on theiroverall language skills.

PART II: CONTENTS

Positive Learning: "Knowing a language consists of knowing its wordsand grammatical structures." (Nation, 2001) However, learning vocabulary isoften viewed as monotonous and difficult To overcome this situation, NormanLewis (2014) emphasized making personal and enjoyable associations withvocabulary, which helps to promote learning and memorization

Language Personalization and Interaction: "Language not only representsthe world, it creates the world." (Whorf, 1956) Personalization in vocabularylearning creates associations between words and personal meanings, and createsstrong interactions with language through creative association of images,examples, and sentences stories (Schmitt, 2008)

Applying Vocabulary in Real Context: "The ability to use new vocabulary

in context is an important element of language ability." (Laufer, 1998) To learnmeaningful vocabulary, students need to know how to apply vocabulary in dailycommunication and learning Creating opportunities for students to usevocabulary in real-life contexts creates lasting effects

As such, language is not only a means of conveying information, but also

a part of personal and cultural identity Making connections between vocabularyand personal worlds strengthens this connection, helping students build strongerrelationships with language and culture

Therefore, forming a measure to improve English vocabulary for 10thgraders through guiding students to design personalized dictionaries is the steptowards optimizing the learning and discovery process individual language,promoting active use of vocabulary, and strengthening linguistic connections

2.2 Practical situation of problems

The current situation of teaching English vocabulary to 10th graders at LamSon gifted high school brings a series of advantages, but faces difficulties andchallenges

 Advantages:

Recognizing these advantages can help educators build upon the strengths ofthe learning environment Here are some potential advantages:

 Cultural Diversity: The diverse backgrounds of students can create a richlearning environment where they bring various perspectives andexperiences to vocabulary activities

 Focused Learning Environment: High school offers a controlledenvironment where students can be more focused on their studies,potentially leading to greater concentration and engagement invocabulary-building activities

 Cohesive Curriculum: In an academic setting like a high school , it might

be easier to align vocabulary instruction with other subjects, creatinginterdisciplinary connections that reinforce learning

 Teacher-Student Relationships: The close proximity of students andteachers in a high school setting can foster strong relationships

By capitalizing on these advantages, educators can create a more effectiveand tailored approach to teaching English vocabulary to 10th graders at highschool , enhancing both their language skills and overall educational experience

 Difficulties

Understanding the practical opportunities and challenges faced in teachingEnglish vocabulary to 10th graders at Lam Son gifted high school is crucial fordesigning effective solutions Students may come from various languagebackgrounds and have different levels of English proficiency This diversity canmake it challenging to design vocabulary activities that cater to the needs of allstudents

 Limited Exposure to English: Students from certain ethnic backgroundsmight have limited exposure to English outside the classroom This lack

of exposure can hinder their ability to practice and reinforce newlyacquired vocabulary in real-life contexts

 Lack of Motivation: Students might struggle to see the practicalapplication of learning new words and might lack motivation to activelyparticipate in vocabulary-building activities

 Time Constraints: Curriculum demands and time constraints could limitthe amount of time available for vocabulary-focused activities

 Cultural Barriers: Some words and concepts in English might not directlytranslate to the students' native languages or cultural contexts This couldresult in confusion or hinder comprehension of new vocabulary words

 Retention and Application: Even if students learn new words, ensuringthat they retain and correctly apply these words in various contexts can bechallenging Without consistent reinforcement, vocabulary retentionmight be limited

 Assessment Methods: Traditional assessment methods like written examsmight not effectively capture a student's true vocabulary proficiency.Students could potentially memorize words for exams without truly

understanding their meaning and usage.

 Lack of Personalization: Generic vocabulary lists might not resonate withstudents personally, making it harder for them to relate to or rememberthe words they are learning

 Teacher Training and Support: Teachers might need specialized trainingand ongoing support to effectively implement innovative vocabulary-building strategies like personal dictionary design Without properguidance, the impact of these strategies could be diminished

 Integration with Overall Language Skills: Isolating vocabulary instructionfrom other language skills like reading, writing, speaking, and listeningmight hinder students from effectively using newly learned words inpractical communication

Understanding these challenges is essential for designing solutions thataddress the specific needs and circumstances of the students By consideringthese practical problems, educators can tailor their approach to create a moreeffective and engaging vocabulary instruction for 10th graders

Survey Question: Do you agree that the current learning environment promotes enough creativity and personal interaction in learning vocabulary?

The pie chart visually represents the responses to the survey question: "Doyou agree that the current learning environment promotes enough creativity andpersonal interaction in learning vocabulary?"

In the pie chart:

 The "Very Agree" response is represented by a portion of the circlecorresponding to 10% of the total responses This indicates that 10 out of

100 respondents strongly agreed with the statement

 The "Agree" response is represented by a segment accounting for 15% ofthe total responses, indicating that 15 respondents agreed with thestatement

 The "Disagree" response is depicted as the largest segment, taking up45% of the circle, representing the 45 respondents who disagreed with thestatement

 The "Very Disagree" response is shown as a portion of the circlerepresenting 30% of the total responses, indicating that 30 respondentsstrongly disagreed with the statement

The pie chart provides a visual breakdown of the distribution of opinionsamong the respondents regarding the current learning environment'seffectiveness in promoting creativity and personal interaction in learningvocabulary The varying sizes of the segments help convey the relativeproportions of each response category

It is necessary to consider specific measures to improve the learningenvironment, create more favorable conditions for students to promote creativityand interaction in the process of learning vocabulary This may include usinginteractive teaching methods, creating fun vocabulary-related activities, andproviding opportunities for students to practice and apply vocabulary in real-lifesituations

2.3 Measures to solve the problem

To address the challenge of creating interactive and creative vocabularylearning, we propose a fresh solution: "A Guide to Designing PersonalizedDictionaries." It is a method of engaging students actively in vocabularylearning by creating a unique and interactive material based on each student'sindividual interests and goals To implement this solution, we can follow thesesteps:

Step 1: Choose Vocabulary and Create List

Based on the textbook content, choose vocabulary related to topics of interest

to students Instruct students to create vocabulary lists by looking in textbooks,dictionaries, or online materials Here's how to do this step specifically:

 Familiarize yourself with the textbook content and the themes covered in

"English 10 - Global Success." Identify the main topics or units thatstudents will be studying, such as Family Life, Humans and theEnvironment, Music, and For a Better Community

 Check the contents of the 10th grade English textbooks to find units ofstudy with similar themes Identify key vocabulary words that appear inthose units, and select words that students can put into practice.

 Guide students to look up vocabulary from other sources such as Englishdictionaries or online learning materials

 Instruct students to write down words they have found from differentsources Try to create a wide and varied vocabulary list with the goal offocusing on important topics that interest students

 Based on the vocabulary list created, students should choose the wordsthat they feel are most relevant and attractive to them This will helpcreate a personalized association with the vocabulary and ensure that theywill be actively involved in the learning process

Vocabulary examples according to topics in grade 10 textbooks:

Unit 1: Family Life:

Step 2: Personalize the vocabulary

Once we've built our vocabulary list, we take the important step of reallymaking each student's dictionary personalized To do this, we ask students toassign individual meanings to each word in the list Here's how to do this step:

o Personalization Instruction: Explain to students what it means to personalizevocabulary They can think about how that vocabulary relates to their lives,hobbies, or learning goals

o Ask for a personal meaning: Have students assign a personal meaning to eachword on their list They are free to think about why that vocabulary isimportant to them, how they can apply it in their daily life or in differentsituations

o Take notes or write example sentences: Instruct students to record personalizedmeanings of words They can write example sentences or make notes on howthey might use the vocabulary in real-life situations

o Discuss and Share: Provide opportunities for students to discuss and share theirpersonal meanings with each other This helps create an interactive learningenvironment and encourages them to learn from each other

o Create a personalized table: Instruct students to create a personalizedvocabulary sheet by recording the individual meaning of each word along withexamples and application situations This board will become a valuabledocument for them in the learning process

Assigning personal meanings to words not only helps students deepentheir understanding of words, but also creates strong connections between themand vocabulary concepts This helps create a more meaningful and emotionallearning process for students