Teaching vocabulary explictly to first - year students at Yen Bai medical college

Teaching vocabulary explictly to first - year students at Yen Bai medical college Dạy từ vựng cho sinh viên năm thứ nhất bằng cách cho nghĩa trực tiếp tại trường Cao đẳng Y tế Yên Bái Bùi Thị Kim Cúc University of Languages and International Studies M.A. Thesis. English Teaching Methodology; Mã số : 60 14 10 Supervisor : M.A. Vũ Mai Trang Năm bảo vệ: 2012 Abstract. This present study aims at finding out the perceptions of explicit vocabulary teaching held by a group of three teachers of English working at Yen Bai Medical College and examining how they teach vocabulary explicitly. The research methods used in this study included interviews, classroom observations and lessons analyses. The findings of the research showed that all the respondents have clear perceptions of the explicit vocabulary teaching and realized its suitability for first-year students of low English proficiency at YBMC. In classroom practice, they selected some useful and high-frequency words to teach, however, they focused on the meaning, form of words but not word use in context. Their explicit vocabulary techniques seemed quite limited and were not interesting enough to motivate students in vocabulary lessons. However, these techniques were rather relevant to the conditions of their teaching context. The study also suggests some pedagogical implications to help teachers understand more about explicit vocabulary teaching and implement explicit vocabulary techniques more effectively and successfully. Keywords. Tiếng Anh; Từ vựng; Phương pháp giảng dạy Content. There are three main parts in my thesis as follows: Part A is the Introduction presenting the rationale, aims, objectives, research questions, scope, methods and design of the study. Part B, the Development, includes three chapters: Chapter 1 is the Literature Review. In this chapter, a basic theoretical background for the study is created by reviewing the relevant issues related to English vocabulary, vocabulary teaching and learning focusing on explicit and implicit approaches. Chapter 2 entitled Methodology is composed of some smaller parts: a description of the current situation of English teaching and learning at YBMC, the participants, the instruments and the procedures of data collection as well as data analysis employed to reach the aims of the research. Chapter 3 is the Results and Discussions which presents, analyzes and discusses the findings that the researcher found out from the data collected by means of interviews, class observations and lessons analyses. Part C, the Conclusion gives the summary of the study, states some limitations of the study, draws pedagogical implications of explicit vocabulary teaching and offers suggestions for further studies as well. References. 1. Aganes, P. 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(1997), Vocabulary: Description, Acquisition and Pedagogy, Cambridge: Cambridge University Press. 21. Shafaei, A., and Nejati, M. (2009), Annals of Language Learning: Proceedings of the 2009 International Online Language Conference, Universal Publishers, Boca Raton, Florida. 22. Thornbury, S. (2002), How to Teach Vocabulary, Essex: Pearson Education Limited. 23. Ur, P. (1996), A Course in Language Teaching: Practice and Theory, Cambridge: Cambridge University Press. 24. West, M. (1953), A General Service List of English Words, London: Longman. . Teaching vocabulary explictly to first - year students at Yen Bai medical college Dạy từ vựng cho sinh viên năm thứ nhất bằng cách. out the perceptions of explicit vocabulary teaching held by a group of three teachers of English working at Yen Bai Medical College and examining how they teach vocabulary explicitly. The research. (2005). " ;Teaching Vocabulary& quot;, Asian Journal 7 (3), pp. 4 7-5 4. 15. National Reading Panel (2000), Report of the National Reading Panel: Teaching children to read: An evidence-based assessment