Using pictures in teaching vocabulary of English to the second year students of Mechanical Department at Haiphong Industrial Vocational College Nguyễn Thị Thu Hòa Trường Đại học Ngoại ngữ Luận văn Thạc sĩ ngành: English teaching Methodology; Mã số: 60 14 10 Người hướng dẫn: M.A. Khoa Anh Việt Năm bảo vệ: 2010 Abstract. Pictures have played an important role in teachers and students’ success in teaching and learning. In acquiring a foreign language, learning vocabulary is considered as one of the main tasks, especially for those who are not majors in that language. They often find learning English in general and vocabulary in particular have a lot of difficulty. Therefore, the question raised here is that what the teachers can do to help the students learn vocabulary more effectively. So, using pictures is one of methods which have been highly appreciated in teaching vocabulary so far. In this case, the study is carried out to investigate the current situation of using pictures in teaching vocabulary to the second year students of Mechanical Department at Haiphong Industrial Vocational College. Keywords. Từ vựng; Tiếng Anh; Phương pháp dạy học Content 1. Rationale Nowadays, English is not only seen as an effective medium of international communication but it also has wide and deep influence on many various fields of life such as science, technology, education, economics, politics, culture, etc. It plays an important role in the development of society. Millions of people in all over the world are learning and using English in their study or in their work. English teaching involves four language skills Listening, Speaking, Reading and Writing. In teaching and learning a language, there are four elements that support four language skills above: grammar, vocabulary, spelling and pronunciation that are also taught in English teaching and learning process. In four elements above, vocabulary plays an important role in learning language as Wilkin (1972:11) emphasizes: “Without grammar, very little can be conveyed, without vocabulary nothing can be conveyed”. In Vietnam in general and Haiphong Industrial Vocational College in particular vocabulary teaching has not been paid attention deservedly. Vocabulary has been taught within lesson of reading, writing, speaking and listening. There are many difficulties in teaching such as mixed- level students, large class, and passive students in order to apply suitable teaching method. So skills and techniques of teaching vocabulary are crucial for language teachers. Besides, students in Haiphong Industrial Vocational College in particular and Vietnam students in general have not changed their habits of learning vocabulary through the teacher ’ s explanations. Being a teacher of English at Haiphong Industrial Vocational College, the author realizes a number of problems that the teachers and students encounter in teaching and learning vocabulary. That is the reason why the author would like to carry out this research entitled: “Using pictures in teaching vocabulary of English to the second year students of Mechanical Department at Haiphong Industrial Vocational College”. As states by Gerlach and Emily (1980:273) “A picture may not only be worth a thousand words but it may also be worth a thousand years or a thousand miles. Through pictures, learner can see people, place and things from areas far outside their own experiences. Pictures can represent images from ancient times or portray the future.” 2. Aims of the study The study is aimed at: a. better understanding the notions, types and roles of vocabulary and pictures b. offering English teaching and learning context at Haiphong Industrial Vocational College. c. determining the effectiveness of using pictures in teaching vocabulary of English to the second year students of Mechanical Department at Haiphong Industrial Vocational college. Hopefully, based on the results of the study, the research aims to offer English teachers some suggestions for the better use of pictures in their classes. 3. Scope of the study It is impossible to cover every aspect of language theory and practice in this study. Therefore, the study focuses on using pictures in teaching vocabulary to the second year students of Mechanical Department at Haiphong Industrial Vocational College. 4. Methods of the study The study applied both qualitative and quantitative approaches with two methods of data collection: survey and observation. The quantitative data were collected from questionnaires and were analyzed statistically, while the qualitative data were collected from the class observation. Survey questionnaires were used to collect information and evidence for study with the hope that the research would be reliable. Class observation was carried out to supplement the survey questionnaires. It is hope the combination of the two methods would make the data more valid and reliable. 5. Design of the study This study is divided into three parts: Part A presents a general introduction of study including the rationale, the aims, the scope, the method and the design of the thesis. Part B presents the development consisting of four chapters: Chapter 1 deals with the theoretical background of the research. It is concerned with the issues relevant to the topic of the research: Vocabulary theory consists of definitions of vocabulary, the classification of vocabulary, the roles of vocabulary, the stages in teaching vocabulary and picture theory includes concept of pictures, the principles of selecting a pictures, the types of pictures, the roles of pictures. Chapter 2 presents English teaching and learning vocabulary context at Haiphong Industrial Vocational College. Chapter 3 presents the methodology including the research, the information of instruments, participants, and the procedures of data collection. Chapter 4 deals with the data presentation and discussion consisting of the data collected from the survey questionnaires and class observation and discussion of these data. Part C is the conclusion of the study consisting of the implication and review of the study ending with suggestions for further research. Finally, the appendix, presents the survey questionnaires. 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