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iv TABLE OF CONTENTS PAGE Acceptance page i Acknowledgements ii Abstract iii Table of contents iv List of figures, tables, and abbreviations vi PART A: INTRODUCTION Rationale Aims of the study Research questions Scope of the study Significance of the study Methods of the study An overview of the rest of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Vocabulary 1.1.1 Definition of vocabulary 1.1.2 The roles of vocabulary 1.1.3 Aspects of vocabulary to be taught 1.2 Approaches and Methods in teaching vocabulary 1.2.1 Grammar translation method 1.2.2 The Direct method 1.2.3 Audio-lingual method 1.2.4 Communicative Language Teaching approach 1.3 Pictures 1.3.1 Definition of pictures 1.3.2 Benefits of pictures 1.3.3 Main types of pictures in vocabulary teaching 10 CHAPTER 2: METHODOLOGY 2.1 Participants 12 2.2 Data collection instruments 13 2.3 Procedures of data collection 15 2.4 Data analysis methods and procedures 16 v CHAPTER 3: RESULTS AND DISCUSSION 3.1 The current exploitation of pictures to teach vocabulary 18 3.2 Advantages of using pictures 22 3.3 Main difficulties in using pictures to teach vocabulary 24 3.4 Desires and pedagogical suggestions 27 PART C: CONCLUSION Conclusion 30 Pedagogical suggestions 32 Limitations of the study 33 Suggestions for further research 34 REFERENCES 36 APPENDICES Appendix 1A: Contents of the course book New English File Elementary Appendix 1K: Contents of the course book New English File Pre-intermediate Appendix 1H, 1I, 1J, 1N: Samples of vocabulary bank from the course books Appendix 1B, 1C, 1D, 1E, 1F, 1G, 1L, 1M, 1N, 1O, 1P, 1Q: Suggested worksheets Appendix 2A, 2B: Questionnaires for teachers and students Appendix 2C, 2D: Interviews for teachers and students Appendix 3: Transcription of the Interviews vi LISTS OF TABLES, FIGURES, AND ABBREVIATIONS List of Tables Table 1: A classification of the 120 surveyed students according to their majors and classes Table 2: Advantages of using pictures in teaching vocabulary as perceived by teachers Table 3: Advantages of using pictures in teaching vocabulary as perceived by students List of figures Figure 1: Using pictures to teach vocabulary according to teachers and students’ answers Figure 2: The frequency of using pictures to teach vocabulary Figure 3: Teachers’ ways to exploit pictures to teach vocabulary Figure 4: Difficulties in using pictures to teach vocabulary perceived by teachers Figure 5: Difficulties in using pictures to teach vocabulary perceived by students Figure 6: Teachers and students’ attitudes towards the necessity of using pictures to teach vocabulary List of abbreviations CLT: Communicative Language Teaching VNU, HUEB: Vietnam National University, Hanoi University of Economics and Business VNU, HULIS: Vietnam National University, Hanoi University of Languages and International Studies M.A: Master of Arts PART A: INTRODUCTION This initial part states the rationale for the study, the aims, the scope and methods of the thesis More importantly, the research questions are identified to work as clear guidelines for the whole research Lastly, this part concludes with an overview of the rest of the thesis, serving as a compass to orientate the readers throughout the study Rationale According to Harmer (1993, p.153), “If language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh.” Apparently, vocabulary functions as a cornerstone without which any language could not exist Speaking would be meaningless and perhaps impossible having only structure without vocabulary Vocabulary limitation makes learners difficult to express their ideas, emotion, as well as fulfillment of communication targets David Wilkin (1972) pointed out “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” (as cited in Thornbury, 2002, P.47) Therefore, vocabulary, one of the major components of language, reserves a consideration in both teaching and learning English In the context of Viet Nam National University, Hanoi University of Economics and Business, English is being taught as a compulsory subject for non-major students As far as the situation of English language learning and teaching is concerned, students have confronted a number of obstacles preventing them from achieving communicative competence After several years of learning English, the students may be very good at grammar exercises but they always find it hard to communicate successfully in English They have many difficulties in expressing their ideas because of lacking vocabulary In addition, they may know very well the meaning of words when doing exercises but hardly use them in real situations To overcome these disadvantages, the gap between classroom knowledge and students‟ ability in real communication should be bridged One of the ways to narrow this gap is to implement pictures in teaching vocabulary to maximize the active vocabulary of students Last but not least, pictures have been used to teach many aspects of language for the fact that this type of visual aids is useful in providing students with interest motivation and a sense of the context With regard to M.A theses of VNU, HULIS although there are a number of studies on exploitation of pictures, most of them deal with listening, speaking, and reading In other words, applying pictures to teach vocabulary has received little attention, leading to a needed consideration for further studies especially with first-year students at VNU, HUEB From the above mentioned reasons, this thesis on exploitation of pictures in teaching vocabulary meets the research demand of the context Aims of the study The research thesis is expected to find out whether pictures have been exploited in teaching vocabulary for first year students at VNU, HUEB If they already have, a closer look would be taken at the different ways they are employed Secondly, the study aims at clarifying the fundamental advantages of using pictures in teaching vocabulary according to the perceptions of both teachers and students In addition, subsequently, hindrances for further exploitation of pictures in the same context are also detected paving the ways for several pedagogical implications for better employments of pictures in the context of teaching vocabulary to first year students at VNU, HUEB In brief, these aims could be summarized into four research questions Research questions How have pictures been exploited by teachers in teaching English vocabulary for first year students at Vietnam National University, Hanoi University of Economics and Business? What are the advantages of pictures in teaching vocabulary as perceived by teachers and students? What are the main difficulties in exploiting pictures in teaching vocabulary as perceived by teachers and students? Do teachers and students desire to use pictures in teaching vocabulary? What are their suggestions for more exhaustible exploitation of pictures in teaching vocabulary? Scope of the study The study is restricted to the area of investigating in the uses of pictures-one type of visual aids in teaching vocabulary not a wide range of visual aids The samples of the study are also limited to only first year students from main stream classes at Vietnam National University, Hanoi University of Economics and Business Significance of the study As one of the trail-blazing studies on teaching vocabulary with the help of pictures to freshmen at VNU, HUEB, the thesis could be particularly useful for students, teachers, and researchers who develop an interest in the topic Specifically, since the study delves into exploiting pictures to teach vocabulary in the light of CLT approach as a means of bridging the gap between classrooms and the real world, its findings hopefully would contribute to first year students‟ better use of English as a tool of communication As for the teachers, they would get useful information on different types of pictures, source of pictures, as well as uncommon ways to apply pictures in the light of CLT More importantly, they would have more ideas of students‟ perceptions and desires of this technique In addition, the study also provides teachers with some helpful suggestions so that they could take their own initiatives to effectively exploit pictures in their classroom situations Finally, with regard to the researchers, those who happen to develop the same interest in this topic could certainly rely on this research to find reliable and useful information for their related study Methods of the study 6.1 Data collection methods During the process of data collection, the researcher employed the questionnaires and interviews To be more detailed, two sets of questionnaires were used for 120 students and 11 teachers respectively so that the data about the exploitation of using pictures to teach vocabulary could be gathered from different viewpoints In addition, six sets of semistructured interviews questions were applied to exploit further information from three teachers and students of classes 6.2 Data analysis methods In the first place, the collected data would be classified according to four research questions The needed combination of gathered responses from both teachers and students was to analyze four research questions For each research question, responses were calculated and transferred into numerical forms The data was then clearly presented in the forms of tables and charts to facilitate the synthesis, comparison and generalization of the data Pie charts and graphs were principally utilized to analyze and compare figures in general sense, while tables were preferably applied when further details were required The participants‟ answers to open-ended questions in questionnaires and interviews would be summarized and presented in the form of quotation and cited if necessary An overview of the rest of the study The rest of the thesis includes five chapters Chapter (Literature review) provides the background of the study, including definitions of key concepts and aspects of vocabulary Chapter (Methodology) describes the participants and instruments of the study, as well as the procedures employed to carry out the research Chapter (Data analysis and discussion) presents, analyzes and discusses the collected data from the questionnaires, interviews and class observations Conclusion summarizes the main issues discussed in the thesis, the findings that the researcher found out from the data collected according to the four research questions, the limitations of the research, several pedagogical recommendations concerning the research topic as well as some suggestions for further studies Following this chapter are bibliography and appendices Summary In this chapter, the researcher has elaborated the following points: Rationale Aims of the study Research questions Scope of the study Significance of the study Methods of the study An overview of the rest of the study In brief, these elaborations have not only justified the major contents and structure of the study but it also works as the guidelines for the rest of the thesis PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW This chapter provides an overview of the literature, specifically the background and a number of studies related to the research topic, laying the solid foundations for the subsequent development of the thesis Not only are key terms like vocabulary and picture defined but background information about the key terms is also presented to ensure the thorough understanding of the research matters 1.1 Vocabulary 1.1.1 Definition of vocabulary As the current thesis tackles vocabulary acquisition, it is first necessary to demonstrate the definition of vocabulary According to Oxford Advanced Learners‟ Dictionary Sixth Edition (2000), vocabulary is “all the words a person knows or uses or all the words in a particular language.” Each linguist or scholar in his specialized field with his own set of criteria worked out different definitions of vocabulary In terms of methodology, Penny Ur (1999, p.60) stated: “Vocabulary can be defined roughly as the words we teach in the foreign language However, a new item of vocabulary may be more than a single word and also multi-word idioms” With regard to the semantic criterion, Pyles and Algeo‟s (1970, p.96) believed: It is true that vocabulary is the focus of language It is word that sounds and meanings interlock to allow us to communicate with one another and it is word that we arrange together to make sentences, conversations and discourse of all kinds It is worth noting that there are various definitions of vocabulary and each has its own features reflecting some aspects of vocabulary Actually, making a complete definition covering all aspects of vocabulary is categorically a great work However, it can be drawn from the above definitions of different views: vocabulary is all the words including a single word or multi-word items that a language possesses 1.1.2 The roles of vocabulary in language teaching and learning It is widely accepted that vocabulary is the most important dimension of all language materials According to Sinclair (1996, p.67), “Vocabulary is crucial for getting meaning from a written or oral text Without knowledge of key vocabulary in a text, a learner may have serious trouble understanding the massage Besides, Harmer (1991: p.153) mentioned: “If language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh to make up its perfect body” Therefore, to most of language learners, the acquisition of vocabulary is a fundamental and important component in the course of language learning It is undeniable that students mastering a variety of vocabulary perform better in the practical and communicative language activities as well as four skills: speaking, listening, reading and writing From the above we can see that vocabulary is the leading factor for learners to gain their target language Hence, vocabulary deserves an important position in foreign language teaching and learning 1.1.3 Aspects of vocabulary to be taught A matter of great concern for teachers is what aspects of a word should be taught in a language class To understand a text, learners need to know words and “knowing a word involves knowing: its spoken and written context of use, its pattern with words of related meaning, (Cater, 2001, p.43), (as cited in To Thu Huong et al, 2008, P.77) When teaching vocabulary in CLT, it is then necessary to consider aspects like meaning, forms, grammar, collocation, word formation and uses Because the main goal of language teaching in CLT is to develop communicative competence through interaction in the target language and to enable students to produce grammatically sentences in real situations Ur (2000, p.60-62) and Harmer (1993, p.156-157) agreed on listing the fundamental features, which need to be included within vocabulary teaching Besides knowing the form of the word, learners also need to be familiar with its grammar Learners need to know irregular forms of verbs or plural nouns, the position of adjectives etc Another aspect in teaching vocabulary is the word formation Learners should know how to change a word form and when to use it Teaching the meaning includes mainly connecting a word with its equivalent in the real world It is called denotation Apart from denotation, connotation of the word (associations and feelings, which arise when the word is heard) should be taught Many vocabulary items have several meanings depending on different contexts Moreover, according to Harmer (1993, p.157) “word meaning is frequently stretched through the use of metaphor and idiom.” Furthermore, learners need to be provided with the word sense relations to other words such as synonyms, antonyms, hyponyms etc Another challenge the learner will face when learning a new item is collocation On top of that, the student needs to acquire the ability to recognize when it is appropriate to use a particular word – speaking or writing, informal conversation with a friend or formal polite conversation (Ur 2000, p.60-62; Harmer 1993, p.156-157) To sum up, it is not enough to learn just the form of a new vocabulary item and its denotation In order to be able to understand properly and to use a new item of vocabulary in a given language correctly, the learner must be familiar with the word connotation, grammar and formation as well as its collocation and the right way and appropriateness of use 1.2 Approaches and Methods in teaching vocabulary 1.2.1 Grammar translation method According to Richards and Rodges (1996), “In the nineteenth century, the Grammar Translation Method was the primary method used to teach English” (As cited in To Thu Huong et al, 2008, p 28) This method focuses on translating grammatical forms, memorizing vocabulary, and learning rules Priority is given to accuracy not to fluency Moreover, emphasis is on form and not on meaning It also aims at providing the students with a wide literary vocabulary in written exercises However, there are a number of weak points of this method shown quite clearly in terms of communicative goal Norbert Schmitt (1997, p.12) stated, “One of the main problems with Grammar translation methods was that it focused on the ability to analyze language and not the ability to use it” In addition, Prato and Celce-Murcia (1979, p.35) claimed, “In the grammar translation method, classes are taught in the mother tongue with little active use of the target language Much vocabulary is taught in the forms of lists of isolated words” Therefore, students taught in this method are generally good at grammar, reading, and translation skills but could hardly communicate in the target language and engage in even simple conversation 1.2.2 The Direct method Towards the end of the late 1800s, a revolution in language teaching vocabulary, seen as the dawn of modern foreign language teaching, took place The appearance of the Direct method moves as far away variety of typical techniques of the Grammar translation method It emphasizes oral communication with speaking, listening and pronunciation This method is highly appreciated in teaching foreign language in general and in teaching vocabulary in particular Students are asked to put words in lists or complete various vocabulary exercises When teachers apply this method students are taught vocabulary in direct relation to concrete objects and experiences Besides, the grammar rules are often presented through repetition of forms and action made by teachers, so students find it easier to master the lesson This method, however, like all the other approaches, it had problems It required teachers to be proficient in the target language, which was not always the case In the United States, the 1929 Coleman Report took this limit into account and concluded that the Direct Method was not sufficient to develop overall language proficiency (Norbert Schmitt, 1997, p.13) 1.2.3 Audio-lingual method Because of weak points of previous methods in developing students‟ communicative skills, a new pedagogical direction was needed and Audio-lingual method naturally continued as a rule of development Because the emphasis in Audiolingualism was on teaching structural patterns, the vocabulary needed to be relatively easy and so was VI Appendix 1E Worksheet for Family David Frank Julia Susan Janet Mary Tony Tom Mina Judy Ben Look at the family tree and complete the sentences on Liz Ed Katy John the right! The word list can help you Not all the words are in the list! Hi, I’m Ed I’ve got a ………………………………, Liz Our ………………………………… are Janet and Aunt Tom My mom’s parents, David and Julia are my ………………………………… on my mother’s Cousin side David and Julia have a ……………………………, Frank, and two …………………………………… Daughter Susan and Janet Frank is my ………………………………… and Susan is my …………………………… Grandchild Frank and Susan haven’t married yet Grandparents On my father’s side there is my ……………………………… Tony and my ……………………………… Husband Mary Tony and Mary have two children: my dad and my ………………………………… Mina Nephew Mina is married Her ……………………………… name is Ben Mina and Ben have two Niece Son children: Katy and John They’re my ………………………………… Uncle Complete the sentences! Wife David is Julia’s Julia is David’s Complete! Liz is Tom and Janet’s _ My brother’s son is my ……………………………………… Liz is Susan and Frank’s My brother’s daughter is my …………………………… Ed is Susan and Frank’s Liz and Ed have another too; her name is Mina Mina’s _ is Ben Ben is Liz and Ed’s , too Katy and John are Ed’s Katy is Janet and Tom’s John is Janet and Tom’s _ Read about Judy’s family very carefully Plan her family tree and draw it in the space provided Judy is 45 years old and an only child Her parents’ names are Claire and Chris She’s got an uncle on her mother’s side His name is Ted Ted’s wife is called Edna Ted and Edna have got a daughter, who is of course Judy’s cousin Her name is Tracy Tracy’s husband is called Jonathan Judy has also got a niece named Dawn and a nephew named Steve Judy is married to Dave They’ve only got a son, Stewart In your notebook draw your own family tree and write a paragraph to present the members of your family! Use the tree and the paragraph about Ed’s family as an example My mother’s husband is my ……………………………… My father’s wife is my ……………………………………… My mother’s sister is my …………………………………… My mother’s brother is my ……………………………… My uncle’s children are my ……………………………… My father’s parents are my ……………………………… My son’s children are my …………………………………… Judy VII Appendix 1F Worksheet for Hobbies VIII Appendix 1G Worksheet for The weather Match the words and pictures Write the number in the box rainbow ice cold wet snow sunny rain stormy windy 10 dry 11 hot 12 cloudy A C What is the weather like in the mountains? It’s What is the weather like in the city? It’s What is the weather like at sea? It’s What is the weather like at the beach? It’s D E Help the man find his way home Then answer the questions B F Read and match It is a very hot day Jane and John are going to the beach It is cold and windy but it isn’t snowing Jane and John are going to the cinema It is cold and it is snowing Jane, John and Anna are making a snowman It is a sunny day Jane, John and Anna are playing by the river It is windy but it is sunny Jane, John and Anna are playing in the park It is raining and windy Anna hasn’t got her umbrella IX Appendix 1H Pictures from the course book: New English File Elementary X Appendix 1I Pictures from the course book: New English File Elementary XI Appendixn 1J Pictures from the course book: New English File Elementary XII Appendix 1K The contents of the couse book New English File preintermediate for A2 level at the second semester XIII XIV Appendix 1L Worksheet7 for POSITIVE NEGATIVE friendly reliable honest polite warm extroverted determined generous funny chatty POSITIVE NEGATIVE Personality POSITIVE NEGATIVE unfriendly unreliable dishonest impolite cold shy/introverted stubborn selfish boring/dull quiet punctual unpunctual good-hearted cruel kind unkind good-natured bad-tempered peacequarrelsome cheerful moody/serious loving lazy thoughtful forgetful harddisrespectful discreet gossip working intolerant permissive* strict respectful conceited/boastful sensitive callous tolerant dumb sensible impulsive modest narrow-minded witty dull intelligent catty (women) * It can be considered negative openminded sweet HOW DO WE USE THE ADJECTIVES IN A SENTENCE? There are many possibilities Have a look! My friend Rose is a very nice person I like her because she is friendly, warm and generous She’s not a very extroverted person In fact, she’s quite shy and quiet, but she’s really understanding and sensitive She’s never moody or bad-tempered What I really love about her personality is that she’s very discreet and thoughtful She’s never told a secret and she’s never forgotten my birthday! TOM Who am I describing? From the picture I can see that this person is quite mysterious and serious He seems determined and rather cruel or insensitive I don’t think I could rely on someone like that He doesn’t seem to have a sense of humour He seems very cold and cunning He might be intelligent and calculating I think he has a mind to murder! SAM Let’s describe Ellen! She seems quite and I think she must be with her friends She is probably a , _, person I’m sure she’s never _ or _ Her friends must consider her a _, person I think her best quality is that she’s a girl ELLEN How about your best friend? What kind of person is he/she? Follow the model in activity and describe your best friend My best friend is a _, _ person I like him/her because he/she is _, and _ His/Her best quality is that _ _ and his/her worst fault is that he/she is _ Who is it? How would you describe yourself? Which are your strong points? Which are your faults? a) This person seems quite serious and strict He must be very authoritarian with those who surround him He doesn’t seem very humorous or witty He must be rather moody and cold I think he is a very bad-tempered man b) This person seems to be quite good-hearted and peace-loving He is also a romantic boy, so he must be sweet, kind and warm, too c) The girl in the picture seems to be rather conceited and full of herself I think she is a bit selfish and unreliable Although, on the other hand, she’s got a sweet face and she could also be kind and trustworthy I don’t think she’s punctual, anyway d) The boy in the picture seems to be quite passive and lazy I don’t think he’s a hard-working, energetic person He is probably extroverted and a bit forgetful XV Appendix 1M Worksheet for Clothes Match the words and pictures Write the number in the box T P C A S E R T D R O O L H K U R Y O A A W O T E E T U B T N E S I H R S C X Z S A O B A E N O P L K I L I R F C V X Z F O N S E S K I R T U E T R U J L P I S R Y H A T P A W E S J A C K E T R A Q F L I P F L O P S flipflops socks hat boots sweater scarf coat swimming trunks t-shirt 10 blouse 11 handbag 12 glasses 13 skirt 14 shirt 15 trousers 16 shoes 17 gloves 18 jacket 19 dress 20 trainers Order the letters to find the words Across Down toac trossreu slevgso erdss loubes sskoc sssealg 10 fracs rtiks 11 trweeas ehoss XVI Appendix 1N: Pictures from the coursebook_New English File Pre-intermediate XVII Appendix Appendix XVIII Appendix 1O: Worksheet for Animals XIX Appendix 1P: Worksheet 10 for Apperance tall short (of) medium height [tɓ:l] [∫ɓ:t] well-built fat plump [ˊwelˊbılt] [fæt] [ˊmi:dıəm hait] slim (thin) [slım] [θın] [plʌmp] brown young middle-aged [jʌ He is in his 40s (forties) long curly short [lɒŋ] [ˊkɜ:lı] green hazel big small elderly/old [ˊeldəlı] ʤd] He is about 14 years old blue He is in his 70s (seventies) shoulder-length [∫ɓ straight wavy ə dark fair brown blonde red [dɑ:k] [bɓ:ld] [feə] [braʊn] [blɒnd] [red] round freckles [ˊfreklz] oval bald triangular əl] square long moustache beard [traiˊæŋgjʊlə] [skweə] [lɒŋ] [məˊstɑ:∫] [bıəd] beautiful [ˊbju:tıfəl] = pretty [ˊprıtı] handsome [ˊhænsəm] attractive [əˊtræktıv] ugly [ˊʌglı] XX Appendix Q Worksheet 11 for Appearnce Age: young, old, middle-aged; in Eyes: big, small, round, slanting; his twenties, in her early forties, in blue, green, black, brown POSITIVE NEGATIVE his middle fifties, in her late Nose: big, small, snub, flat, thirties straight pretty, ugly, homely, Height: tall, short, average height Mouth: big, small, generous; thin beautiful, unattractive, Weight: skinny (-), thin, lips, thick lips handsome, untidy, plain, underweight, slim, slender, plump, Complexion: pale, dark, tanned, attractive, vulgar, overweight, fat(-) olive-skinned elegant, tidy, scruffy, Hair: long, short, medium length; Built/Constitution: weak, stocky, good-looking, unpleasant HOW DO WE USE THE ADJECTIVES IN A SENTENCE? There are many possibilities Have a look! loose, ponytail, bunches, fringe, strong, muscular, stout striking, sideboards, parting, bald; muscular She has got long, dark,ADJECTIVES: a straight, OTHER curly hair He has She is/looks beautiful, untidy, healthy, tall, short, thin, skinny, strong, healthy wavy, medium length Hisfair, has gone grey Her face is quite chubby She’s curly; grey, blond, hair She’s long-legged, blue-eyed, crew-cut She usually wears a ponytail Her hair is brown, dark, reddish, red, black dark-skinned, curly-haired got big, slanting, black eyes She has got a big mouth with generous lips His complexion is quite dark Face: oval, square, round; wrinkled Who am I describing? She’s a very pretty young girl, who looks quite fashionable and smart She seems quite tall and slim She’s got long, dark, straight hair and she wears it loose Her face is oval She’s blue-eyed and her nose is straight and a bit long She’s got a big mouth with thick lips Her skin is tanned and she seems fit and strong Alice Eve Rebeca Lara Let’s describe Eve Choose Now, complete the sentences: You are ready to write a Eve is a , the adjectives from above that description on your own now! you are going to use: - opinion: girl She looks and Describe one of the two girls - age: Her hair is , left - height: _ and - weight: She’s got a _ face Her eyes - hair: are and _ She’s - face: _-nosed She’s got a - eyes: _ mouth with _ - nose: lips Her complexion is - mouth and she is - complexion: and _ - built: OPINION ADJECTIVES: Who is it? He’s a plain, middle-aged man He’s probably in his late forties He’s quite tall and thin His hair is reddish and his face is round He’s got a pale complexion and he looks rather healthy and fit He’s wearing elegant clothes She’s an unattractive, middle-aged woman She’s probably in her early sixties, though she’s wearing a lot of make-up to conceal it Her face is round and her skin is quite pale She’s wearing a sophisticated hairstyle and some jewels Her clothes are elegant She’s a beautiful, young girl She’s probably in her early twenties She’s long-legged and slender Her hair is long, dark and straight She’s wearing a ponytail Her face is round and her eyes are big She’s got rosy lips and a tanned-skin She seems fit and healthy ... their choices, some of teaches clarified that although pictures had a lot of profound advantages especially in boosting students‟ interests, teachers needed to consider different elements before choosing... all students in the class can see apparently Summary In short, this chapter briefly reviewed the theoretical background of the study In the first place, vocabulary and its connected issues like... number one In comparison with students‟ answers the researcher found out only 5/120 students (4.3%) choosing the option “never” Meanwhile, there were 4/11 teachers (36.4%) and 35/120 students (29.3%)