USING SUPPLEMENTARY READING MATERIALS TO DEVELOP VOCABULARY FOR FIRST YEAR STUDENTS AT THE COLLEGE OF TECHNOLOGY AND FOREIGN RELATION ECONOMY HANOI

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ KIM OANH USING SUPPLEMENTARY READING MATERIALS TO DEVELOP VOCABULARY FOR FIRST-YEAR STUDENTS AT THE COLLEGE OF TECHNOLOGY AND FOREIGN RELATION ECONOMY, HANOI (Sử dụng tài liệu đọc hiểu bổ trợ để phát triển từ vựng cho sinh viên năm thứ trường Trung Cấp Công nghệ Kinh tế đối ngoại, Hà Nội) M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 140 111 Hanoi – 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ KIM OANH USING SUPPLEMENTARY READING MATERIALS TO DEVELOP VOCABULARY FOR FIRST-YEAR STUDENTS AT THE COLLEGE OF TECHNOLOGY AND FOREIGN RELATION ECONOMY, HANOI (Sử dụng tài liệu đọc hiểu bổ trợ để phát triển từ vựng cho sinh viên năm thứ trường Trung Cấp Công nghệ Kinh tế đối ngoại, Hà Nội) M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 140 111 Supervisor: Assoc. Prof. Dr. Kiều Thị Thu Hương Hanoi – 2015 DECLARATION I certify that this minor thesis entitled “Using supplementary reading materials to develop vocabulary for first-year students at the College of Technology and Foreign Relation Economy, Hanoi”, which is submitted in partial fulfillment of the requirement for the degree of Master of Arts, is the study of my own research and that the substance of this thesis has not, wholly or in part, been submitted for a degree to any other universities or institutions. Hanoi, March 2015 Nguyen Thi Kim Oanh ACKNOWLEDGEMENTS First, I would like to express my deepest gratefulness to Assoc. Prof. Dr. Kiều Thị Thu Hương, my supervisor, who has given me great help with this study. Without her experienced guidance, valuable suggestions and dutiful supervision, my study would be far from finished. Next, my thanks are due to the lecturers and the staff of the Faculty of Post-Graduate Studies at University of Languages and International Studies – Vietnam National University for their useful lectures, careful guidance and enthusiasm, which fostered and nurtured my love of learning and doing research. I take this opportunity to thank the teachers and students at the College of Technology and Foreign Relation Economy for their support and kind assistance during my study. I am also grateful to Assoc. Prof. Dr. Lê Văn Canh who has sent me documents and helped me to develop ideas for the study. Great acknowledgement is made to all authors of the books and the articles listed in the references whose ideas have inspired and stimulated my thinking and my writing of this study. Last but not least, my thanks go to my family members and my best friends whose support and continual encouragement have been indispensable for the fulfillment of this challenging study. Hanoi, March 2015 Nguyen Thi Kim Oanh ABSTRACT In order to broaden students’ vocabulary, the researcher has planned to use supplementary reading materials in line with the core material. This study aims at developing vocabulary for firstyear students at the College of Technology and Foreign Relation Economy through supplementary reading materials. It is based on a survey research to obtain its objectives. The subjects of the study are 85 fi rs t-y ear students at the elementary level in the academic year of 2014-2015, and three classes have been observed. The data have been collected from two main sources: two sets of questionnaires and class observations. The results of the study show that there have been improvement in students’ vocabulary knowledge after students took part in the program. Therefore, it is necessary for teachers to use the supplementary reading materials besides the core material. However, they should pay attention to the selection of suitable reading texts plus vocabulary-enhancement exercises and additional vocabulary exercises so as to develop students’ vocabulary. LIST OF ABBREVIATIONS - CTFRE: College of Technology and Foreign Relation Economy - L2: Second Language - EFL: English as a Foreign Language - ESL: English as a Second Language - SRP: Supplementary Reading Program LIST OF TABLES Table 1: First-year students’ syllabus…………………………………………… .16 Table 2: Key points of units taught for first-year students………………………17 Chart 1: Students’ attitudes towards the role of vocabulary in learning English… 22 Chart 2: Students’ perceptions of the necessity of vocabulary development…… .22 Table 3: The sources from which the students learn new words………………… 23 Table 4: Students’ difficulties in learning new words…………………………… 23 Chart 3: Students’ interests towards the teachers’ vocabulary teaching………… 24 Table 5: Students’ attitudes towards supplementary reading materials……………25 Chart 4: Students’ assessment of the benefits supplementary of the reading materials………………………………………………………………. .26 Chart 5: Students’ assessment of the benefits of the supplementary reading texts 27 Chart 6: Students’ assessment of their vocabulary knowledge gained through the SRP…………………………………………………………………… 28 Table 6: Students’ perceptions of the effect of the SRP on their vocabulary knowledge……………………………………………………………… 28 Table 7: Students’ favorite topics in the supplementary reading texts…………….29 Table 8: Students’ suggestions for good supplementary reading texts…………….30 TABLE OF CONTENTS 10 24. Nation, I. S. P. (1990). Teaching and Learning Vocabulary. New York: Newbury House. 25. Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. 26. Nunan, D. (1991). Language Teaching Methodology. Series: English Language Teaching. Phoenix ELT. 27. Nunan, D.(1992).Research Methods in Language Teaching, Cambridge. 28. Nuttall, C. (1996). Teaching reading skills in a foreign language. Oxford: Heinemann. 29. Matsuoka, W. & Hirsh, D. (2010). Vocabulary learning through reading: Does an ELT course book provide good opportunities? Reading in a Foreign Language, 22 (1), 56-70. 30. Pazhakh, A. & Soltani, R. (2010). The effect of extensive reading on Vocabulary development in EFL learners in Dehdasht Language Institute. Practice and Theory in Systems of Education, 5(4), 387-398. 31. Pigada, M. & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18 (1). 32. Ricketts, J., Nation, K. & Bishop, D. (2007). Vocabulary is important for some, but not all reading skills. Scientific Studies of Reading, 11(3), 235-257. 33. Schmitt, N. (2000). Vocabulary in Language Teaching. New York: Cambridge University Press. 61 34. Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research 12 (3), 329-363. 35. Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge University Press. 36. Tran, V. T. (2008). Developing Grade 10 Students’ English Vocabulary through the Guided Extensive Reading Program: A Quasi-Experimental Study. Viet Nam National University, Hanoi. 37. Tze-Ming Chou, P. (2011). The Effects of Vocabulary Knowledge and Background Knowledge on Reading Comprehension of Taiwanese EFL Students. Electronic Journal Foreign Language Teaching, 8(1), 108-115. 38. Yali, G (2010). L2 Vocabulary Acquisition through Reading —Incidental Learning and Intentional Learning, Chinese Journal of Applied Linguistics, 33 (1),74-93. 39. Ur, P. (1996). A course in Language Teaching. Cambridge: Cambridge University Press. 40. Wallace, M. (1982). Teaching Vocabulary (p.32). London: Heinemann Educational Books. 41. Wilkins, D.A. (1972). Linguistics in Language Teaching. London: Edward Arnold. 42. Wisker, (2001). The post graduate handbook. Palgrave. 62 APPENDICES APPENDIX 1: QUESTIONNAIRE I This survey questionnaire is designed for my study “Using supplementary reading materials to develop vocabulary for the first students at the College of Technology and Foreign Relation Economy, Hanoi”. Your assistance in fulfilling the following questions is greatly appreciated. Please put a tick (√) in the given boxes to indicate your choice. For some questions, you can choose more than one option. Thank you so much for your help. 1. What you think of the role of vocabulary in learning English? a. Very important c. b. Rather important d. Not important at all Not very important 2. Do you think it is necessary to develop English vocabulary? a. Strongly agree c. b. Agree d. Disagree Strongly disagree 3. What you learn new words from? (You can choose more than one option) a. The textbook c. Newspapers and magazines b. The exercises given d. Other sources by the teachers 63 4. What are your difficulties in learning new words? (You can choose more than one option) a. Memorizing the spelling and meaning of new words b. Pronouncing words c. Using words in authentic contexts d. Remembering words for a long time 5. What would you like your teachers to in vocabulary lesson? (You can choose more than one option) a. Using language activities in teaching vocabulary b. Helping you how to pronounce words correctly c. Checking learned vocabulary regularly d. Giving many examples of word usage 64 APPENDIX 2: BẢNG CÂU HỎI ĐIỀU TRA (Trước áp dụng chương trình đọc hiểu bổ trợ để phát triển từ vựng) Những câu hỏi sau nhằm phục vụ cho nghiên cứu phát triển từ vựng thông qua đọc hiểu bổ trợ cho sinh viên năm trường Trung Cấp Công Nghệ Kinh tế đối ngoại, Hà Nội. Mong em vui lòng trả lời câu hỏi sau cách đánh dấu (√) vào ô trống để rõ lựa chọn em. Chân thành cảm ơn cộng tác em! 1. Em nghĩ vai trò học từ vựng việc học Tiếng Anh? a. Quan trọng c. Bình thường b. Khá quan trọng d. Không quan trọng 2. Em có nghĩ cần thiết để phát triển từ vựng việc học Tiếng Anh? a. Hoàn toàn đồng ý c. Không đồng ý b. Đồng ý d. Hoàn toàn không đồng ý 3. Em thường học từ từ đâu? (Em chọn nhiều đáp án) a. Từ sách giáo trình c. Từ báo tạp chí b. Từ tập thầy d. Từ nguồn khác cô giao 65 4. Khó khăn mà em gặp phải việc học từ gì? (Em chọn nhiều đáp án) a. Khó nhớ nghĩa cách đánh vần từ b. Khó phát âm từ c. Khó sử dụng từ văn cảnh d. Khó nhớ từ trong khoảng thời gian dài 5. Em thích giáo viên dạy việc học từ vựng? (Em chọn nhiều đáp án) a. Sử dụng hoạt động ngôn ngữ b. Hướng dẫn phát âm từ xác c. Kiểm tra từ vựng đặn d. Cung cấp nhiều ví dụ cách sử dụng từ 66 APPENDIX 3: QUESTIONNAIRE II This survey questionnaire is designed for my study “Using supplementary reading materials to develop vocabulary for the first students at the College of Technology and Foreign Relation Economy, Hanoi”. Your assistance in fulfilling the following questions is greatly appreciated. Please put a tick (√) in the given boxes to indicate your choice. For some questions, you can choose more than one option. Thank you so much for your help. 6. In your opinion, should we use supplementary readings materials to develop vocabulary? a. 7. Do b. Yes you feel motivated while No your teachers use supplementary readings materials in vocabulary learning? a. b. Yes No 8. Do supplementary reading materials help you develop your vocabulary? a. b. Yes 67 No 9. Do supplementary reading materials make the lesson more interesting? a. 10. b. Yes No Is using supplementary reading materials a waste of time? a. b. No Yes 11. What are the benefits of vocabulary-enhancement exercises from supplementary reading materials? (You can choose more than one option) a. Consolidating the words learnt b. Improving my background knowledge c. Providing more words for my speaking and writing skills d. Broadening vocabulary 12. What are the benefits you gain from the supplementary reading texts? 68 (You can choose more than one option) a. Pronouncing words better 69 b. Know how to use words in authentic contexts c. Remembering words better d. Knowing the other forms of a word 13. How has your vocabulary knowledge been improved since you took part in the supplementary reading program? a. Much better than before b.Better than before c. Not better at all d.No idea 14. What are your perceptions of the supplementary reading program in vocabulary learning? a. Helping to revise a lot of words b. Making love to vocabulary learning 70 c. Motivating to learn more new words d. Helping know more English words Thank you again for your cooperation! 71 APPENDIX 4: BẢNG CÂU HỎI ĐIỀU TRA (Sau áp dụng chương trình đọc hiểu bổ trợ để phát triển từ vựng) Những câu hỏi sau nhằm phục vụ cho nghiên cứu việc sử dụng tài liệu đọc bổ trợ để phát triển từ vựng cho sinh viên năm thứ trường Trung Cấp Công Nghệ Kinh tế đối ngoại, Hà Nộị. Mong em vui lòng trả lời câu hỏi sau cách đánh dấu (√) vào ô trống để rõ lựa chọn em. Chân thành cảm ơn cộng tác em! 6. Theo em có cần thiết phải sử dụng tài liệu đọc bổ trợ để phát triển từ vựng không? a. Rất cần thiết b. Không cần thiết 7. Giáo viên sử dụng tài liệu bổ trợ có tạo cho em hứng thú học từ vựng không? a. Có hứng thú b. Không hứng thú 8. Tài liệu đọc bổ trợ có giúp em cải thiện từ vựng không? a. Có b. Không 9. Sử dụng tài liệu đọc thêm có tạo cho buổi học thêm thú vị không? a. Có 10. b. Không Sử dụng tài liệu đọc thêm thời gian không? a. Có 11. b. Không Các tập bổ trợ từ vựng từ tài liệu bổ trợ có lợi ích gì?(Em chọn nhiều đáp án) c. a. Củng cố lại từ học d. b. Cải thiện kiến thức e. c. Cung cấp thêm từ cho kĩ nói viết f. d. Phát triển từ vựng 72 12. Kiến thức từ vựng em cải thiện từ đọc bổ trợ lớp? (Em chọn nhiều đáp án) a. Phát âm từ tốt 73 b. Biết cách sử dụng từ văn cảnh c. Học thêm dạng từ từ d. Nhớ từ tốt 13. Kiến thức từ vựng em cải thiện nhờ có chương trình học từ vựng thông qua đọc? a. Cải thiện nhiều so với trước em tham gia b. Cải thiện nhiều so với trước em tham gia c. Không cải thiện nhiều so với trước em tham gia d. Không có ý kiến 14. Em có quan điểm chương trình đọc bổ trợ? a. Giúp em ôn tập nhiều từ b. Tạo thích thú học từ vựng c. Tạo hứng thú học thêm nhiều từ Giúp em biết nhiều từ Cảm ơn em hợp tác! Chúc em học tập tốt 74 75 APPENDIX 5: SUPPLEMENTARY READING MATERIALS 76 [...]... of Technology and Foreign Relation Economy 2 Aims of the study The study aims at exploring the use of supplementary reading materials to develop vocabulary for first- year students at the College of Technology and Foreign Relation Economy and to give recommendations on how to use supplementary reading materials efficiently The aims of the research are as follows: • Finding out first- year students attitudes... effectiveness of developing vocabulary through the supplementary reading materials so far Hence, as a teacher of English at the College of Technology and Foreign Relation Economy, I realize the importance of finding out an effective method to develop students vocabulary, so I have decided to conduct the study entitled Using supplementary vocabulary for reading first- year materials students of to the develop College. .. with the participation of 85 (out of 95) first- year students at the College of Technology and Foreign Relation Economy in 2014-2015 Academic Year Of the total number of 95 students in the three classes under investigation namely Group08, Group 19 and Group 51, 10 were absent on the day of questionnaire delivery Therefore, the total number of students who took part in the research was 85 These students. .. attitudes towards developing vocabulary, • Examining first- year supplementary reading students materials perceptions for of vocabulary development 3 Research questions The study is carried out to answer the following research questions: 1 What are first- year students attitudes towards current vocabulary learning? 12 2 What are first- year supplementary reading students materials perceptions for of vocabulary. .. 2011:108) Therefore, the teachers should provide their students with reading texts in class With proper textbooks and reading materials, students will be able to develop their vocabulary knowledge 1.4 Supplementary reading materials 1.4.1 Definitions of supplementary materials Supplementary materials may be defined differently According to Tomlinson, supplementary materials are Materials designed to be... delivered students to explore their feedbacks on the use of supplementary reading materials and the SRP 2.7 Summary 35 So as to investigate the effectiveness of developing vocabulary through supplementary reading texts for first- year students at CTFRE, a survey research was carried out The data were collected from survey questionnaires and class observations It is hoped that with the combination of these data... from other materials besides the textbook and workbook 2.4 Application of the supplementary reading program 32 The supplementary reading program lasted for the period of 4 weeks In the program, supplementary readings and vocabulary exercises have been given to students All of these exercises have been carefully chosen by teachers to ensure that they were appropriate to students English level and they... investigating first- year students attitudes towards the current vocabulary learning Questionnaire II includes 10 questions which aim at collecting materials students for perceptions vocabulary of supplementary development reading and giving recommendations for using the supplementary reading materials efficiently 2.5.2 Class observations Reasons for choosing class observations For purpose of confirming the. .. to the above research questions, two sets of questionnaire have been designed and delivered to 85 first- year students The data have been collected, synthesized and analyzed The questionnaires are about vocabulary activities and the supplementary reading materials to develop vocabulary Besides, more information needed for the study have been gathered through class observations at CTFRE 7 Design of the. .. vocabulary development? 4 Scope of the study The research only focuses on developing first- year students vocabulary through supplementary reading materials at the College of Technology and Foreign Relation Economy (CTFRE from now on) Given time constraint, the study has been conducted on first- year students in three classes only 5 Significance of the study This research has been done with the hope that it .   XDE6EG.)*Y&E6!#56 $ B 1. 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