Những vấn đề sinh viên năm thứ nhất Trường Cao đẳng Văn hóa Nghệ thuật Thanh Hóa gặp phải trong việc phát triển từ vựng để nói về các chủ điểm khác nhau

iii Abstract The importance of vocabulary is undeniable in language learning Therefore, understanding the difficulties faced by students in learning vocabulary is apparently necessary to gain effective learning This minor thesis was carried out with an attempt to investigate the difficulties and obstacles that the first year students at Thanh Hoa College of Culture and Arts (THCCA) have faced when learning English vocabulary It first described the issues which prompted the study It then reviewed the literature relevant to the topic of research which served as a theoretical framework for the study The data were collected by means of questionnaires and interviews From that the findings emphasized the problems influencing on the learners’ vocabulary development In addition, based on the findings, some solutions were suggested to improve the quality of learning English vocabulary in speaking sections at THCCA iv List of abbreviations Clt: Communicative Language Teaching THCCA: Thanh Hoa College of Culture and Arts ESP: English for Specific Purposes v List of tables Table 1: Criteria for selection Table 2: Students’ purposes of learning English Table 3: Students’ opinions about learning vocabulary for developing speaking skills Table 4: Teachers’ effectiveness method of teaching vocabulary Table 5: Students’ difficulties in learning vocabulary in speaking skills Table 6: Students’ opinions about the effectiveness of teaching vocabulary in speaking lessons List of Charts Chart 1: Students' habit in speaking English Chart 2: Ss' attitudes towards the importance of speaking skills Chart 3: Ss' opinions about the vocabulary introduced in speaking topics in the course book vi Table of contents Page Declaration i Acknowledgement ii Abstract iii List of abbreviations iv Table of contents v Part A: INTRODUCTION 1 Rationale Aims of the study Research questions Scope of the study Method of the study Design of the study Part B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Speaking skills 1.1.1 Concept of speaking 1.1.2 Characteristics of speaking 1.1.3 The role of speaking in language teaching and learning 1.2 Vocabulary and its role in language teaching and learning 1.2.1 Definition of vocabulary 1.2.2 Classification of vocabulary 1.2.3 The role of vocabulary in language teaching and learning 11 1.2.4 Criteria for selection to teach vocabulary 12 1.3 Methodology in vocabulary teaching 13 1.3.1 The Grammar-translation Method 13 1.3.2 The Direct Method 13 1.3.3 The Audio-lingual Method 14 1.3.4 The Communicative Language Teaching (CLT) 15 vii 1.4 The role of vocabulary in speaking skills 15 1.5 Summary 16 CHAPTER II: THE STUDY 17 2.1 Research setting 17 2.1.1 An overview of the research site 17 2.1.2 The current situation of English teaching and learning at THCCA 17 2.1.2.1 Description of the teachers of English in THCCA 2.1.2.2 Description of the students at THCCA 2.1.2.3 The learning materials 18 2.1.3 Objectives of Basic English at the THCCA 18 2.1.4 The learning of English vocabulary at THCCA 19 2.2 Methodology 19 2.2.1 Participants 19 2.2.2 Research instruments 19 2.3 Summary 20 CHAPTER III: DATA ANALYSIS AND DISCUSSION 21 3.1 Data analysis and discussion from the finding 21 3.1.1 The reality of learning vocabulary and speaking skills at THCCA 21 3.1.2 Difficulties that the first year students have faced with in learning vocabulary in speaking skills 28 3.1.3 The solutions to the improvement of learning vocabulary in speaking skills at THCCA 29 3.2 Summary 30 CHAPTER IV: FINDING AND SUGGESTED SOLUTIONS FOR BETTER LEARNING ENGLISH VOCABULARY 32 4.1 Findings 32 4.2 Suggested solutions 33 4.3 Summary 35 viii III Conclusion 36 Conclusion 36 Limitation of the study 36 Suggestions for further studies 37 REFERENCE 38 Appendix 1: Survey questionnaire i Appendix 2: Interview iv PART A: INTRODUCTION Rationale In Vietnam, the teaching and learning of English have recently gained significance firstly because it is an international language; secondly it is also seen as a means to promote mutual understanding and cooperation between Vietnam and other countries, especially since Vietnam has became an official member of WTO It has an increasing number of people desiring to know English with the hope of keeping up with the latest modern technology in the world English has now been taught at all universities and colleges, and it is considered as a compulsory subject at secondary school At THCCA, where the author carries out the research, English is a compulsory subject in the curriculum It is taught with the purpose that students have some basic knowledge of English in order to communicate well To achieve this aim, speaking skills should be focal content of English language teaching However, there still exist many difficulties facing English language teachers in Vietnam in general and those in THCCA in particular In reality they find it difficult to teach speaking successfully Many students who have good knowledge of grammar and can well at reading and writing tasks but can not express themselves in spoken English In fact, in real-life situations, students find it hard to communicate with English speaking people Being a teacher of THCCA, the researcher found that one of the main reasons why students are not positive in English is that they not have adequate vocabulary In fact they are provided with almost every word necessary for their learning and their communication outside the classroom, but for some certain reasons, these words are not appropriately used Many of my students complain that they learn a lot of new words, but they soon forget most of them There may be problems in their ways of learning vocabulary and problems in teaching it All of the above reasons have inspired the author to carry out a research on “Problems faced by the first-year students at Thanh Hoa College of Culture and Arts in developing vocabulary for speaking in different subject areas” with the hope of making a small contribution to finding out some problems students at THCCA have met with when they use vocabulary in English speaking activities and some suggested solutions to the problems are provided as well Aims of the study This study aims at finding out the difficulties that the first year students at THCCA have faced with in learning vocabulary for speaking skills To fulfill this aim, the following objectives are established: + Surveying the current learning situation at THCCA by delivering questionnaires and interviews to the participants Then analyzing the collected data from the participants and evaluating the results from the surveyed data + Giving some solutions to the development of vocabulary learning From these, the researcher tries to give some recommendations to teach vocabulary more effectively Research questions To achieve the objectives of the study, the following questions were raised: What is the reality of learning vocabulary in speaking skills at THCCA? What difficulties have the first year students at THCCA faced with in developing vocabulary for speaking skills? What techniques should be applied to improve vocabulary learning for speaking skills? Scope of the study The study is limited to the area of learning vocabulary in the current learning materials for the first year students at THCCA This minor thesis deals with the common problems which students have met, and basing on these problems, some effective and feasible solutions will be provided Methodology In order to find out the answers to the research questions, this study is to be conducted as a descriptive study that utilizes both quantitative and qualitative approaches The quantitative analysis is employed through the process of data collected from written questionnaires and the qualitative approach is used to deal with the data collected from interviews with the teaching staff and the first year students that are fully responsible for the teaching and learning English vocabulary in speaking sections in the learning material “Lifeline-Elementary” for speaking skills The combination of these data collection methods will help ensure both reliability and validity of the study Design of the study This study consists of three parts: Introduction, Development and Conclusion  Part A: Introduction presents the rationale, the aims and objective, the scope, the methods and design of the study  Part B: Development The development comprises three chapters: + Chapter I provides relevant literature concerning definition of speaking skills and the role of vocabulary in teaching and learning speaking skills A brief introduction of the vocabulary teaching methods is mentioned + Chapter II describes the methods employed in the study and introduces the situations of learning vocabulary at THCCA + Chapter III presents the data analysis discussion and offers some recommendations for vocabulary learning at THCCA  Part C: Conclusion This chapter gives a brief of description of the study and states the limitations as well as recommendations further research PART B: DEVELOPMENT for 32 Chapter IV: Findings and suggested solutions FOR better learning English vocabulary As mentioned at the beginning of the study, the objective of the study was to improve the quality of learning English vocabulary at THCCA Therefore, within the scope of the study, the researcher put forward some suggested solutions 4.1 Findings According to the findings from the survey questionnaires and interview delivered to 90 first year students of English at THCCA, they were deeply aware of the importance of vocabulary The major issues addressed in the study were summarized in the following answers to the stated research questions: The students’ low English proficiency was one of the major factors that prevented them from using English for communication Although the participants of the study had learnt English for a few years at secondary and high school, they could not express their ideas in English appropriately This cause came from their low level of proficiency, their lack of words or structures and poor pronunciation so that they lost their confidence to speak in public It seemed that the more mistakes they made, the more frightened they would be They, therefore, became passive listeners instead of speakers as being expected Some difficulties the first year students had faced with in vocabulary learning were found: Firstly, being confused the meaning of words, students often misunderstood between meaning of words from dictionary and those from context One of the reasons was that students did not understand the content of the text, they looked up the meaning of words from dictionaries Therefore, it challenged them in using vocabulary appropriately in context 33 Secondly, students had faced with the problems of words order in sentences and utterances because Vietnamese structures were far different from those in English From this reason, students often got confused in ordering words in sentences In addition, the anxiety also was a cause to prevent students from using appropriate words in sentences They were scared of making mistakes and being assessed by the teachers with low marks so that they could not free themselves to express their ideas correctly Thirdly, retention also played an important role in the students’ leaning vocabulary One of the biggest problems with vocabulary learning is that what has ‘learned’ today is often forgotten tomorrow The main reason was due to the lack of concentration on their teachers’ presentation of vocabulary Moreover, the students did not spend much their time on learning vocabulary both in class time and at home Therefore, they found it difficult to remember vocabulary 4.2 Suggested solutions Here are some suggestions to the first year students of THCCA in learning vocabulary The students should set up speaking habits It means that they should use English during the English lessons In addition, the students should take more chance to practice To achieve this, students have to build up the independent habits in learning such as try to talk more, participate enthusiastically in speaking activities and pay special attention to their pronunciation, talk to people from other cultures or occupations to learn vocabulary, use new words in conversation as much as possible Naturally, teachers cannot provide students with all the words they need So dictionaries will serve as their best source of reference outside class time When facing with misunderstanding the meanings of words in dictionary and in context, students should pay more attention to the content of the topics and the teachers’ presentation In order to have a rich vocabulary, students should learn how to use a dictionary to look up the meaning and pronunciation of words and use a thesaurus to find synonyms for common words Besides, avoiding the influence of Vietnamese thinking students should take part in the extra activities in English like seminars or forming an English speaking club and film- 34 making contests in the school and try to make themselves be more confident in speaking in public In addition, in order to remember vocabulary, one way to overcome the above mentioned problems is that students should spend more time reading and building up sentences with words Besides, students should use learned words in real situations, especially those relevant to their study subjects with increasing intervals between learning lessons In order to help the first year students to develop vocabulary for speaking skills, some suggested techniques as follows: Students should enrich their vocabulary by learning collocation The reasons for this technique are not difficult to understand In other words, they not just learn words separately; they have to learn words in a network established by sense relations word formation and collocation and categories of words relating to the topics from the materials they have been using Moreover, students can keep a notebook to record words in different sections for different themes or topics so that they can develop their vocabulary systematically How can a teacher help students enlarge their vocabulary? Teachers can first help by raising students’ awareness of the importance of vocabulary learning and expansion As can be seen, not all students are fully conscious of the necessity of having a wide vocabulary of English Some students may emphasize the acquisition of linguistic structures over that of vocabulary because the former, in their opinion, can help them operate effectively in English However, it is not difficult to find cases in which it is words, not grammatical structures that help one get his message across For example, a speaker can still make himself understood even though he produces a grammatically incorrect sentence like ‘Yesterday I meet mine old friend’ Therefore, language teachers should give priority to making students aware of the important role that vocabulary plays in language learning Only when students realize the significance of knowing the lexis of a language will they make effort to learn words and increase their vocabulary Second, teachers can help students enrich their vocabulary by teaching words in context 35 The reasons for this technique are not difficult to understand For one thing, the environment in which a word occurs with other words that will decide which meaning of the word is intended Lexical items should thus not be presented to student in isolation; they should be presented in clear and meaningful contexts so that students can work out which sense of the word concerned in used For another thing, students will get into the habit of guessing the meaning of new or unknown words form context, a badly needed skill for their vocabulary expansion It is because when they first encounter new vocabulary items students will rely on the context as a clue to their intended meaning In this way the meaning or use of the word will be retained longer in their mind Moreover, teachers can promote students’ vocabulary learning and expansion by teaching words in relation to other words It is highly recommended that specific words such as red, blue, yellow should be related to the generic term color, that words like happy should compared with happily, happiness, unhappy, unhappily and unhappiness, that words like book should be extended to notebook, textbook and handbook and that acceptable combinations like headache, earache, stomachache should be identified as opposed to illegitimate ones like eye ache or throat ache In other words, teachers not simply teach certain words as discrete lexical items; teachers have to present words in a network established by such language phenomena as sense relations word formation and collocation An additional teaching tip is that teachers can present vocabulary in categories of words depending on topics Teachers can ask students to keep a notebook to record words in different sections for different themes or topics so that they can develop their vocabulary systematically In this sense, students not only learn, for example, a single word happy but several connected forms like happily, happiness, unhappy, unhappily and unhappiness and other words referring to human emotional states like glad, pleased, sad, and depressed This will certainly lead to a massive increase in the number of words students learn and acquire One more thing that teachers can to help their students to widen their vocabulary is to train them in dictionary using skills Naturally, teachers cannot provide students with all the words they need So dictionaries will serve as their best source of reference outside class time And that is the reason why students should be given practice in using 36 dictionaries Teachers can start by recommending a good bilingual dictionary such as an Oxford or Cambridge or Longman learners’ dictionary Certainly, a monolingual dictionary has a role to play but an English – English dictionary would expose learners more to the language As learners’ dictionaries often define more complex words by means of simpler words, students can get at the meaning without switching back to their mother tongue What is more, as easy and familiar words are used to explain new words, the former are recycled, thus facilitating students’ comprehension and acquisition of the latter Then teachers can spend some of their class time showing students how to use the dictionary they have recommended For example, they can set exercises in which students have to look up some new words from their reading or listening texts This will force them to get to know the symbols and abbreviations used in the dictionary and to choose the most appropriate meaning of the words from a range of meanings listed in the dictionary In order to develop vocabulary for the first year students in speaking skills some teaching techniques should be applied, of which the most important were using pictures or visual aids, creating a relaxed atmosphere, giving vocabulary related to speaking topics, encouraging students to be confident when they speak English and encouraging them to employ words, etc Furthermore, teachers should give students some extra materials, encourage students to read short stories or watch proper TV channels in English to enrich their vocabulary so that they can practice more than what provided in the textbook In conclusion, there are just a few ways in which teachers can help their students enlarge their vocabulary It is hoped that with these help and guidance, students can first discover the value of vocabulary learning and expansion in language learning and then develop strategies to increase their vocabulary 4.3 Summary In this chapter, some major findings based on the data analysis of the study at THCCA context have been presented It has led to a conclusion that there were many difficulties that the students have faced when learning English vocabulary for speaking skills In order to develop learning English vocabulary for speaking skills more completely, some solutions were suggested Part C Conclusion 37 This study has achieved its second objective of measuring improvements in students’ passive vocabularies and matching them to suitable targets Students finishing the program have acquired sufficient knowledge of lexical items to comprehend different types of texts However, there was a limited degree of success in the first objective which was to look for evidence of improvements in the students’ usage of vocabulary learning strategies that occurs as the course progresses But the research clearly helped to define key areas for further actions Summary of the study With the hope of finding the way to develop learning vocabulary for speaking skills to the first year students at THCCA, this study has been carried out This study aimed at finding some common problems faced by students at THCCA in learning vocabulary for speaking skills and then offers some suggestions to overcome those problems The study was carried out in terms of both theory and practice The study started with some concepts of vocabulary teaching and speaking skills, criteria for selection to teach vocabulary and methodology in vocabulary teaching The study described important features about the context of learning and teaching vocabulary of the students at THCCA including teaching staff and teaching methods, students and their background and the learning materials In order to find out the problems, several instruments were employed to collect the data: survey questionnaire and interview The aim of these instruments was to find out problems that the first year students have faced with in learning vocabulary Based on the findings of the study, some solutions were suggested to overcome those difficulties including: misunderstanding the meanings of words in dictionary and context, confusing in organize words and remembering vocabulary And some techniques for students to develop their vocabulary in speaking skills were suggested as well Limitations of the study 38 Although the paper has accomplished the objectives which had been set at the beginning, the researcher could not avoid some limitations Firstly, the study is limited to only one specific part in teaching a foreign language: vocabulary in the course book “LifelineElementary” The target subjects of the study were also limited to the first year students of Faculty of Tourism and Culture of THCCA Besides, the author’s practical experience in teaching vocabulary is limited; the suggestions to overcome problems are likely to be subjective In addition, the quantity of interviewed students is limited The research would be served for further research on activities that help the first year students at Thanh Hoa College of Culture and Arts develop vocabulary for speaking skills effectively Moreover, some solutions were suggested to deal with those problems Despite of the unavoidable limitations, the researcher believes that this study will be beneficial in developing vocabulary for speaking skills of the first year students at THCCA Suggestions for further studies This study only focuses on the learning of English vocabulary for speaking skills of the first year students at THCCA; it has no chance to deal with other three skills in language teaching: Listening, Reading and Writing Moreover, the study has only mentioned a very small part of the issues related to the learning vocabulary for speaking skills There are some suggestions for further researches: - A study on the problems in teaching vocabulary to the second year students in Faculty of Tourism at Thanh Hoa College of Culture and Arts - A study on techniques and activities in teaching vocabulary to the second year students which help them improve their Reading and Writing skills 39 The author hopes that the further studies will overcome all the existing limitations of this study and help to improve the quality of the teaching and learning English at THCCA particular and at other colleges or universities in Thanh Hoa in general References Baker, Ann (1990) Pronunciation Pairs: An Introductory Course for Students of English Cambridge University Press 40 Bogaards, P & Laufer, B (1997) Vocabulary in a Second Language UK: CUP Brown, G and Yule, G (1983) Teaching the Spoken Language Cambridge: CUP Bygate, M (1987) Speaking Oxford: Oxford University Press Byrne, Donn, (1986) Teaching Oral English London: Longman Carter, Ronald, (1997) Exploring Spoken English, Cambridge University Press Crystal, David, (1997) English as a Global Language, Cambridge University Press Davies, Paul, (2000) Success in English Teaching, Oxford University Press Doff, A (1988) Teaching English: A Training Course for Teachers, CUP Englewood (2000) Guide to Language and Study skills for College Students of English as a Second Language., New York (A-D41/02488,3993 - 3994) Kayi, H ( 2006) Teaching Speaking The Internet TESL Journal, Vol XII, No11, November Hutchinson T (2002) Lifelines - Elementary, Student’s book, Oxford University Press Hutchinson T (2002) Lifelines - Elementary, Workbook, Oxford University Press Johnson, Keith, (1982) Communicative Syllabus Design and Methodology, OUP Jack C Richards and Theodore S Rodgers (1986) Approaches and Methods in Language Teaching Oxford University Press Larsen Freeman, Danie, (1986) Techniques and Principles in Language Teaching Oxford: Oxford University Press Lewis, M (1993) The Lexical Approach: The state of ELT and a Way Forward (M).Hove, England: Languages Teaching Publications Lewis, M (1997) Implementing the Lexical Approach: Putting Theory into Practice Hove , England: Languages Teaching Publications Mackey, W F (1971) Language Teaching Analysis London: Longman Macmillan English Dictionary for Advanced Learners (2002) McCarthy, M (1990) Vocabulary Oxford: Oxford University Press 41 Nunan, David, (1999) Second Language Teaching & Learning, Boston: Mass Nunan, D (1989) Designing Tasks for the Communicative Classroom CUP Nunan, D (1998) Language Teaching Method – Teachers book New Jersey: Prentice Hall International Nunan, D (1992) Research Methods in Language Learning, Cambridge University Press Rogerson, Pamela (1990) Speaking Clearly: Pronunciation and Listening Comprehension for Learners of English, Student’s book, CUP Revell, Jane, (1979) Teaching Techniques for Communicative English, OUP Pattison, P (1987) Developing Communication Skills Cambridge University Press Schmitt N (2000) Vocabulary in Language Teaching, Cambridge University Press Wilkins D (1972) Linguistics and Language Teaching, London: Edward Arnold i APPENDDIX Survey Questionnaire for students PHIẾU ĐIỀU TRA DÀNH CHO SINH VIÊN Những câu hỏi thiết kế để điều tra vấn đề sinh viên năm thứ Trường Cao đẳng Văn hóa Nghệ thuật gặp phải việc phát triển từ vựng để nói lĩnh vực chủ đề khác Rất mong em trả lời câu hỏi cách trung thực Mọi thông tin em đưa giữ bí mật hồn tồn để phục vụ cho mục đích nghiên cứu Cảm ơn giúp đỡ em THÔNG TIN CÁ NHÂN: Giới tính: Nam Nữ Dân tộc: ………………………………………………………………………………… Nơi sống lâu nhất: Thành thị Nông thôn Tuổi: …………………………………………………………………………………… Em bắt đầu học tiếng Anh từ nào? Từ lớp Từ lớp 10 Từ vào trường CĐ VHNT NỘI DUNG CÂU HỎI Mục đích học tiếng Anh em gì? (Em chọn nhiều đáp án) A Vì tiếng Anh mơn học bắt buộc B Để trường xin việc dễ dàng C Vì thích tiếng Anh D Để giao tiếp với người nước D Lý khác .………………………………………………………………………… Trong học ngoại ngữ em thường sử dụng ngôn ngữ nào? Tiếng Anh Tiếng Việt Cả hai Lý do:…………………………………………………………………………………… Em nghĩ vai trò từ vựng việc thể kỹ nói? A Rất quan trọng B Quan trọng C không quan trọng ii Mức độ thường xuyên em việc sử dụng từ vựng học việc thể kỹ nói là: A Thường xuyên B Thỉnh thoảng C Không Theo em, học từ vựng để phát triển kỹ nói cần: A Học từ nhiều chủ đề khác B Học từ trước giới thiệu chủ đề C Nói chủ đề tìm từ cần thiết cho chủ đề với giúp đỡ giáo viên D Lý khác .………………………………………………………………………… Em thường gặp phải khó khăn việc học từ vựng? (có thể chọn nhiều lựa chọn ) A Không biết cách xếp từ B Khơng thể nhớ xác từ học C Khơng biết cách sử dụng từ (nghĩa, cấu tạo từ) D Lý khác .………………………………………………………………………… Khi sử dụng từ vào việc thực kỹ nói em thường gặp khó khăn gì: (có thể chọn nhiều lựa chọn ) A Khơng phát âm xác từ B Không biết không hiểu rõ nghĩa từ C Sử dụng từ không phù hợp với tình hội thoại D Sử dụng khơng hình thức từ E Khơng có khả phục hồi từ vựng vừa học lớp F Lý khác .………………………………………………………………………… Ý kiến em nội dung phần từ vựng chủ đề nói giáo trình LifelineElementary A Thú vị B Khó C Phù hợp D Buồn tẻ Lý (xin nêu cụ thể)……………………………………………………………………… ……………………………………………………………………………………………… iii Em đánh giá hiệu thủ thuật dạy từ vựng giáo viên Hoạt động giáo viên Rất hiệu Có hiệu Bình Khơng quả thường hiệu A Sử dụng tranh để giới thiệu từ B Dịch từ sang tiếng Việt C Khuyến khích sinh viên đoán từ dựa vào khoá D Khuyến khích sinh viên tự tra từ điển E Hướng dẫn sinh viên đặt câu với từ F Thủ thuật khác mà giáo viên áp ………………………………………… dụng ………………………………………… 10 Theo em, giáo viên nên làm để giúp sinh viên vượt qua khó khăn việc học từ để phát triển tốt kỹ nói? A Tạo lập thói quen giao tiếp tiếng Anh B Tạo khơng khí lớp học thoải mái C Thường xuyên đưa từ vựng liên quan chủ đề nói D Khuyến khích sinh viên tự tin nói tiếng Anh E Khuyến khích sinh viên sử dụng nhiều từ F Khác: …………………………………………………………………………………… iv APPENDDIX Interview question Em có thích cách giới thiệu từ vựng giáo viên khơng? Em có thường xun sử dụng tiếng Anh ngồi lớp khơng? Em nghĩ động viên khích lệ giáo viên đến sinh viên học nói? Em có thường xun đọc tạp chí hay xem kênh truyền hình nước ngồi để nâng cao vốn từ vựng không? Khi sử dụng từ vựng theo chủ điểm giáo trình Lifeline-Elementary để học kỹ nói, em thường gặp khó khăn gì? Giáo viên có thường xuyên sử dụng tài liệu tham khảo bên ngồi để dạy từ vựng cho sinh viên khơng? Theo em sinh viên thường thấy khó khăn việc ghi nhớ sử dụng từ vựng nói chủ đề? Theo em giáo viên nên làm để giúp sinh viên thực hành từ vựng cách hiệu sau tiết học? Em đưa số cách nhằm giúp cho việc học nâng cao từ vựng trở nên thú vị không? Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge  Select specific page(s) to merge  Extract page(s) from different PDF files and merge into one ... ĐIỀU TRA DÀNH CHO SINH VIÊN Những câu hỏi thiết kế để điều tra vấn đề sinh viên năm thứ Trường Cao đẳng Văn hóa Nghệ thuật gặp phải việc phát triển từ vựng để nói lĩnh vực chủ đề khác Rất mong em... Không Theo em, học từ vựng để phát triển kỹ nói cần: A Học từ nhiều chủ đề khác B Học từ trước giới thiệu chủ đề C Nói chủ đề tìm từ cần thiết cho chủ đề với giúp đỡ giáo viên D Lý khác .…………………………………………………………………………... việc ghi nhớ sử dụng từ vựng nói chủ đề? Theo em giáo viên nên làm để giúp sinh viên thực hành từ vựng cách hiệu sau tiết học? Em đưa số cách nhằm giúp cho việc học nâng cao từ vựng trở nên thú vị