nghiên cứu thái độ của giáo viên và học sinh đối với việc sử dụng giáo cụ trực quan để dạy và học từ vựng ở Trường THPT chuyên Lê Quý Đôn - Điện Biên tt

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN HẠNH TUYẾT AN INVESTIGATION INTO TEACHERS’ AND STUDENTS’ ATTITUDES TOWARDS THE USE OF VISUAL A

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

NGUYỄN HẠNH TUYẾT

AN INVESTIGATION INTO TEACHERS’ AND STUDENTS’ ATTITUDES TOWARDS THE USE OF VISUAL AIDS IN

TEACHING AND LEARNING VOCABULARY AT LE QUY DON

GIFTED HIGH SCHOOL, DIEN BIEN

NGHIÊN CỨU THÁI ĐỘ CỦA GIÁO VIÊN VÀ HỌC SINH ĐỐI VỚI VIỆC

SỬ DỤNG GIÁO CỤ TRỰC QUAN ĐỂ DẠY VÀ HỌC TỪ VỰNG

Ở TRƯỜNG THPT CHUYÊN LÊ QUÝ ĐÔN – ĐIỆN BIÊN

M.A MINOR THESIS

Field: English Teaching Methodology Code: 60 14 10

Hanoi, 2011

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

NGUYỄN HẠNH TUYẾT

AN INVESTIGATION INTO TEACHERS’ AND STUDENTS’ ATTITUDES TOWARDS THE USE OF VISUAL AIDS IN TEACHING AND LEARNING VOCABULARY AT LE QUY DON

GIFTED HIGH SCHOOL, DIEN BIEN

NGHIÊN CỨU THÁI ĐỘ CỦA GIÁO VIÊN VÀ HỌC SINH ĐỐI VỚI VIỆC

SỬ DỤNG GIÁO CỤ TRỰC QUAN ĐỂ DẠY VÀ HỌC TỪ VỰNG

Ở TRƯỜNG THPT CHUYÊN LÊ QUÝ ĐÔN – ĐIỆN BIÊN

M.A MINOR THESIS

Field: English Teaching Methodology Code: 60 14 10

Supervisor: Nguyễn Thị Vượng, M.A

Hanoi, 2011

ABSTRACT

This study aims at finding out the attitudes of the teachers and students at Le Quy Don gifted high school in Dien Dien towards the use of visual aids in teaching and leaning English vocabulary

In the study, the quantitative and qualitative methods are employed The instruments to collect data for the study are survey questionnaires and interview After gathering and analyzing the collected data, some major findings have been revealed The first finding is that most of the teachers and students at LQD gifted high school in Dien Bien have positive attitudes towards the use of visual aids in teaching and learning vocabulary The second finding shows that most of the teachers tend to use different types of visual aids in teaching vocabulary Nevertheless, they still restrict themselves to some visual types only Moreover, their ways of exploiting visual aids to teach vocabulary is limited They just mainly focus on using visual aids to present new words This means that the teachers have not made use of visual aids to their fullest potential to aid their students or arouse their interest in leaning vocabulary The third finding is that both the teachers and students still encounter certain challenges when using visual aids in teaching and learning vocabulary

It is hopeful that this study can be of some help to the teachers at LQD gifted high school and the school itself about their teachers’ and students’ attitudes towards the use of visual aid in teaching vocabulary or other teachers and schools interested in the subject matter

LISTS OF ABBREVIATIONS

LQD Le Quy Don (gifted high school)

LISTS OF FIGURES AND TABLES

Figure 1: Data collected from question 1 of the teachers’ questionnaire 19 Figure 2: Teachers’ interest in using visual aids to teach vocabulary 20 Figure 3: Teachers’ evaluation of the visual aids in general 20 Figure 4: Data collected from question 5 of the teachers’ questionnaire 21 Figure 5: Data collected from question 9 of the teachers’ questionnaire 24 Figure 6: Data collected from question 12 of the teachers’ questionnaire 26 Figure 7: Students’ interest in learning vocabulary through visual aids 28 Figure 8: Students’ evaluation on the usefulness of visual aids in vocabulary teaching 28 Figure 9: Data collected from question 3 of the students’ questionnaire 28 Figure 10: Students’ preference of the sources of the pictures 30 Figure 11: Students’ preference of the sources of real objects 30 Figure 12: Data collected from question 10 of the students’ questionnaire 32 Figure 13: Teachers’ attitudes towards the importance of vocabulary in language teaching 33 Figure 14: Data collected from question 2 of the interview for the teachers 33

Table 1: The teachers’ evaluation of the specific visual aids 21 Table 2: The teachers’ frequency of visual aids use in teaching vocabulary 22 Table 3: The teachers’ ways of using of visual aids to teach vocabulary and the

frequency of the teachers using these ways to teach vocabulary

23

Table 4: The types of visual aids and their impressions on the students 23 Table 5: The teachers’ frequent sources of getting visual aids 24 Table 6: The teachers’ reasons for using visual aids in teaching vocabulary 25 Table 7: The challenges faced by teachers when using visual aids to teach vocabulary 26 Table 8: The students’ evaluation of visual aids in facilitating their vocabulary learning 29 Table 9: The students’ evaluation on their teachers’ frequency of using visual aids to 30

teach vocabulary

Table 10: The reasons for the students’ interest in learning vocabulary through visual aids 31 Table 11: The reasons for the students’ de-motivation in learning vocabulary

Table 12: The problems faced by the students when learning vocabulary through visual aids 33 Table 13: Teachers’ favorite ways of teaching vocabulary 34

TABLES OF CONTENT

Page number

DECLARATION i

ACKNOWLEDGEMENT ii

ABSTRACT iii

LISTS OF ABBREVIATIONS iv

LISTS OF FIGURES AND TABLES v

TABLE OF CONTENT vii

PART A: INTRODUCTION 1

1 Rationale of the study 1

2 Aims of the study 2

3 Research questions 2

4 Scope of the study 2

5 Methods of the study 3

6 Design of the study 3

PART B: DEVELOPMENT 4

CHAPTER 1: LITERATURE REVIEW 4

1.1 Vocabulary 4

1.1.1 What is vocabulary? 4

1.1.2 Classification of vocabulary 5

1.1.2.1 Vocabulary classified according to the concept of morpheme 5

1.1.2.2 Vocabulary classified according to the meaning 5

1.1.2.3 Vocabulary classified according to the functions 5

1.1.2.4 Vocabulary classified according to the frequency of use 6

1.2 Vocabulary and its significant role in language teaching and learning 6

1.3 Visual aids 7

1.3.1 Definitions of visual aids 7

1.3.2 Types of visual aids 8

1.3.2.1 Chalkboards 8

1.3.2.2 Real objects and presentational objects 9

1.3.2.3 Mime (Gesture and Facial expressions) 9

1.3.2.4 Pictures 10

1.3.2.4.1 Wall pictures and wall charts 11

1.3.2.4.2 Flash cards 12

1.3.2.4.2.1 Word flash cards 12

1.3.2.4.2.2 Picture flash cards 12

1.4 Benefits of using visual aids to teach vocabulary 14

CHAPTER 2: METHODOLOGY 16

2.1 Research question 16

2.2 Subjects of the study 16

2.2.1 The students 16

2.2.2 The teachers 16

2.3 The instruments 17

2.3.1 The questionnaires 17

2.3.1.1 The teachers’ questionnaire 17

2.3.1.2 The students’ questionnaire 17

2.3.2 The interview for the teachers 18

CHAPTER 3: DATA ANALYSIS AND DISCUSSION 19

3.1 Data analysis 19

3.1.1 Results from the survey questionnaires 19

3.1.1.1 Results from the teachers’ survey questionnaire 19

3.1.1.2 Results from the students’ survey questionnaire 28

3.1.2 Results from the interviews for the teachers 33

3.2 Findings and discussion 36

PART C: CONCLUSION 38

4.1 Summary of the study 38

4.2 Recommendations 38

4.3 Limitations and suggestions for further study 40

REFERENCES 41

APPENDIX 1 I

APPENDIX 2 IV

APPENDIX 3 VIII

PART A: INTRODUCTION

1 Rationale of the study

Wilkin (1972: 110) states that “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed” This means that to be a competent English communicator, one must acquire a good knowledge of English grammar and have a rich amount of English vocabulary as well Vocabulary is an essential element of language Whether in speaking or writing, learners need vocabulary to communicate and understand others

However, for many students at Le Quy Don gifted high school in Dien Bien, learning vocabulary is really a hard job As a result, many students often ask their teachers the same question about how they can learn vocabulary effectively As a matter of fact, what students are wondering is also a big question that always bare in the teachers’ mind which urges them try to find a suitable solution to better facilitate both the teachers’ and students’ vocabulary teaching and learning process

The idea of using visual aids to better aid students learn vocabulary has been conducted at LQD gifted school by many teachers including the researcher and all agree that visual aids are of great use to aid both the teachers and their students in teaching and learning vocabulary Many students admit that they can remember new words more easily by both listening to their teachers and looking at the visuals They also get involved to the lesson more actively by guessing the words’ meaning through the visuals, describing the visuals, asking and answering questions related to the visuals, etc Therefore, students gradually retain more words and can better communicate in the target language For teachers, many agree that they can reduce their talking time of explaining new words in stead of introducing words directly through different types of visual aids

From what the teachers and students have mentioned about some of benefits of visual aids, the researcher can partly know about their attitudes towards the use of visual aids in

teaching and learning vocabulary This inspires the researcher to conduct the study entitled “An

Investigation into Teachers’ and Students’ Attitudes towards the Use of Visual Aids in Teaching and Learning Vocabulary at Le Quy Don Gifted High School, Dien Bien.” with hope of

understanding more about not only the teachers’ and students’ attitude towards the use of visual aids but also the overall problems faced by them in teaching and learning vocabulary through visual aids Hopefully, this study will be of some values to those who want to improve their vocabulary teaching, especially by means of visual aids

2 Aims of the study: The study aims at:

- Investigating the teachers’ and students’ attitudes towards the use of visual aids in teaching and learning vocabulary

- Exploring the extent to which visual aids have been used in vocabulary teaching and learning

- Finding out the possible problems faced by the teachers and students in teaching and learning vocabulary through visual aids

3 Research questions: In order to achieve the above-stated goals, the study was carried out to

seek answers to the following questions:

1 What are the teachers’ and students’ attitudes towards the use of visual aids in teaching and learning vocabulary?

2 To what extent have visual aids been used in teaching and learning vocabulary?

3 What are the problems faced by the teachers and students when teaching and learning vocabulary through visual aids?

4 Scope of the study

In fact, there are many different types of visuals that can be used to help the students better learn vocabulary However, due to the minor scope of this thesis, the research only aims at several types of visual aids such as pictures, chalkboards, real objects, mime-facial expressions which are available in class or can be easily made and applied by the teachers The study has not dealt with students of all levels but just 11th form students who have been familiar with their teachers’ method of teaching vocabulary through visual aids since they were in grade ten

5 Methods of the study

In the study, data was collected by two methods: survey and interview The survey consists

of two questionnaires, one for the teachers and the other for the students Besides, the researcher conducted informal interviews with the teachers in order to supplement the survey questionnaires

6 Design of the study: This study is divided into three main parts:

Part A: INTRODUCTION: In this part the rationale, the aims, the research questions, the scope, the methods and the design of the study are presented

Part B: DEVELPOMENT: This part consists of three chapters: the “Literature Review”,

“Methodology” and “Data Analysis and Discussion”

Part C: CONCLUSION: This part offers a summary of the study and some suggestions for further study

PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Vocabulary

1.1.1 What is vocabulary?

According to The Longman Dictionary of Language Teaching and Applied Linguistics, vocabulary is defined as “a set of lexemes, including single words, compound words and idioms” Otherwise, in the Oxford Advanced learner’s Dictionary, vocabulary is defined quite simple as

“all the words that a person knows or uses.”

In Stahl’s view, vocabulary is the knowledge of words and word meanings then he offered

a clear and specific definition of vocabulary by saying that “vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into world.” (Stahl, S.A 2005) The author emphasizes that when learning vocabulary, learners must acquire the knowledge of words or word meanings and understand how the word they have learnt can be used appropriately in the real-world situations

1.1.2 Classification of vocabulary

1.1.2.1 Vocabulary classified according to the concept of morpheme

McCarthy (1990: 5) divides words into three kinds: simple, derived and compound

+ Simple word : A simple word is one that consists of only a root morpheme, which can not be

further subdivided such as eat, do, learn, live

+ Compound word: Compound words are items that consist of more than one root but have a

single identity in that they name a single thing or concept such as sewing machine, campground,

electric fan

+ Derived word: A derived word is one that consists of a root and one or more derivational

morphemes such as teacher, worker, helpful

1.1.2.2 Vocabulary classified according to the meanings

Read (2000: 18) states that vocabulary can be divided into notional words and functional words

+ Notional words are words with clear lexical meaning They address objects, actions, qualities,

etc, and they have meaning in themselves Notional words form a great number of each speaker's

vocabulary For example, a boy, a ball, to make, to go

+ Functional words are words which only have meaning in relation to the other words with

which they are used Functional words are particles, articles, prepositions, auxiliaries,

conjunctions, etc For instance, on, for, at, the, and, because

1.1.2.3 Vocabulary classified according to the functions

In a sentence, word can possess many different functions Therefore, English words can

be classified into different items basing on functions as different parts of speech These parts of speech can be nouns, verbs, adjectives, adverbs, prepositions and pronouns (Quirk, 1987: 18) Each part of speech has its own position, complying with certain grammatical rules and relating

to others So that when learning English words, learners need to be aware of the parts of speech

of that word in sentence in order to understand the word clearly

1.1.2.4 Vocabulary classified according to the frequency of use

It is impossible for teachers to teach students every new word they come across instead of making them be aware of words with high frequency in use and those with low frequency Therefore students can save more time and energy to learn words they can use more frequently

1.3 Visual aids

1.3.1 Definitions of visual aids

In the Dictionary of English Language and Culture, visual aids are defined as “something that people can look at to help them understand, learn, remember, etc such as a picture, map, photograph, or film Visual aids are often used as materials in education” (1998: 1490) Andrew and Safia (1991) define visual aids as “anything learners can see used for different purposes in a language class

1.3.2 Types of visual aids

2.3.2.1 Chalkboards

Chalkboards are commonly found in most classes They are usually black or green, cheap

to install, easy and cheap to use and very adaptable Teachers can use them whenever they like to teach a lesson Hence, chalkboards are said to be the most common and helpful visual aids for every teacher

1.3.2.2 Real objects and presentational objects

According to Allen (1983: 4), real objects are of great value to show the meaning of a new word, especially when the objects are available in the classroom She reinforced that “in most cases, a picture of something is less helpful than the thing itself” She also gives the general recommendation “for showing the meaning of an English noun, use the real object whenever