skkn teaching vocabulary through collocations

SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI Đơn vị : THPT NGÔ QUYỀN _ Mã số: ……………… SÁNG KIẾN KINH NGHIỆM Teaching vocabulary through collocations Người thực hiện: Trần Văn Nghĩa Lĩnh vực nghiên cứu: Quản lý giáo dục Phương pháp dạy học môn: Tiếng Anh Lĩnh vực khác: Có đính kèm: Mô hình Phần mềm Phim ảnh Hiệnvật khác Năm học:2015-2016 SƠ LƯỢC LÝ LỊCH KHOA HỌC I THÔNG TIN CHUNG VỀ CÁ NHÂN Họ tên: Trần Văn Nghĩa Ngày tháng năm sinh :20/11/1963 Nam/Nữ: Nam Địa chỉ: B 28, Khu phố 6, Tam Hiệp – thành phố Biên Hoà –Tỉnh Đồng Nai Điện thoại: 0913130131 Fax: (NR): E-mail: Johnnghia5@yahoo.com.vn Chức vụ: Tổ trưởng tổ tiếng Anh Nhiệm vụ giao: Quản lý tổ tiếng Anh, giảng dạy môn Tiếng Anh lớp 12A2, 12A3 12A9 Đơn vị công tác: THPT Ngô Quyền –Biên Hoà - Đồng Nai II TRÌNH ĐỘ ĐÀO TẠO - Học vị (hoặc trình độ chuyên môn, nghiệp vụ) cao nhất: Thạc sĩ chuyên ngành giảng dạy tiếng Anh - Năm nhận bằng: 2001 - Chuyên ngành đào tạo: giảng dạy tiếng Anh III KINH NGHIỆM KHOA HỌC: - Lĩnh vực chuyên môn có kinh nghiệm: Giảng dạy tiếng Anh - Số năm có kinh nghiệm: 24 năm - Các sáng kiến kinh nghiệm có năm gần đây: Making speaking tasks more effective and easier for high school students How to increase high school students’ oral communication Improving High School Students’ Written Competence Through teaching Grammar in Context Improving High School Students’ Speaking Skill Through Role- play - Research Title: Teaching vocabulary through collocations OUTLINE OF CONTENTS No Contents Page Introduction Rationale Aims of the study Research Methodology 2-3 Literature review Application 5-9 Findings 10 Significance of the study 10 Conclusion 11 References 11 Appendix 11 12-13 Introduction As teachers of English, we normally encourage our students to use English to communicate in reallife situations At school, we improve our students’ communicative competence with the four language skills : listening, speaking, reading and writing One more important aspect of communication that must be included in the curriculum is vocabulary Recent research proves that vocabulary is central to English language learning because students cannot understand other people and express their own ideas without enough vocabulary In my own experience of teaching, I know that the greater number of words our students have, the better they can convey meaning, interpret ideas from others, and express their own opinions and feelings In addition, vocabulary is of central importance for reading comprehension The more words students know, the better they are able to comprehend written and spoken texts What we should to help students learn vocabulary in a group rather than a single word is the interest or concern of those who teach English as a second language In this study, my focus is on teaching vocabulary through collocations Rationale Research shows that collocations play a very vital part in English teaching and learning Collocations run through the whole of the English language No piece of natural spoken or written English is totally free of collocations To intermediate students and advanced students of English, collocations help enhance their spoken and written communication Collocations also enable learners to be aware of language chunks which are used by native English people in spoken and written discourse The precise meaning in any context is determined by that context: by the words surround and combine with the core word-by collocation ( Oxford Collocations Dictionary: 2003) By definition, a collocation is a group of words that usually go together For instance, in English we often say ‘big problem‘’, 'heavy rain' It is grammatically correct to say ‘heavy problem', 'strong rain' or 'big rain', but both of phrases sound unusual Native English speakers say 'heavy rain', 'strong tea' 'by accident', but they never say 'heavy tea', 'strong rain' or 'for accident' Collocations are particularly important in terms of using accurate and natural or native-speaker-like English Teaching English through collocations help students become competent English users Aims of the study As an attempt to enrich students’ vocabulary, I will take into account the ways we teach and the way our students learn vocabulary It is my expectation that I can make an innovation in English language teaching and learning, especially teaching and learning vocabulary at Ngo Quyen High School where I have been working as a teacher of English for over 20 years This study aims to explore the impact of using collocations on the development of students’ language competence at Ngo Quyen High School The study also aims to identify students’ problems, their learning styles with the expectation that collocations will help improve enrich their vocabulary The study project includes a short introduction , a review of current literature related to the definition of collocations, their benefits as well as limitations The final parts of the study paper are sections which discuss on significance of the study, outcomes and possible problems with a brief conclusion and expectations of the writer Research Methodology Research Questions Research Subjects Tools of Analysis -Grade 12 students -Frequency count Instruments What is the effect of collocations on the - Pretest -Age: 17-18 development of students’ English proficiency: -Percentage vocabulary? Intermediate How can collocations be - Post-test used effectively in class ? -Site : Ngo Quyen - Transcription High School, Dong Nai Province -Sample size: 50 ( groups) What are teachers/ -Students’ students’ views or opinions questionnaire on collocations? -Teacher’s interview -The Subject analysis The sample includes two groups of 17-18 year-old students belonging to two different classes Each group has 25 students The group engaged in collocation lesson form the experimental group, while the other, which carries on with casual lessons form the control group A pre-test was conducted in order to show that the two groups have the same level of proficiency I taught both groups for the second term of the school year 2015, using collocation exercises with the experimental group and the control group was taught as usual The two groups were tested at the end of the second term so that I could get the scores for each student The test scores were analyzed and considered as data for the findings The four teachers and I made comparisons between the control group and the experimental group on their learning in order to see the effect of collocations on students’ development of vocabulary Data collection was discussed with the principal and vice-principal of the school -Data collection My research was conducted with two different methods for data collection The first thing I did was to prepare open-ended questions for the survey that I would carry out A questionnaire finding out about students’ attitudes to collocations, their views of their own abilities and perception and awareness of what collocations are about The next thing I did was interviewing the five teachers of English in my school The second thing I would was that I got my students to fill the questionnaire I had made to find a better way to teach and learn vocabulary The last thing I did was that I designed a lesson plan and exercises in which collocations were made use of ( please see the exercises below) -Questionnaire The questionnaire which uses closed-and open-ended questions covers different kinds of students, their views on collocations The questionnaire would be explained to students in Vietnamese because some students might not clearly understand all the items typed in the survey -Interview Interviewing was chosen as one of the two main methods of data collection By asking four teachers questions about views or opinions on using collocations and the techniques of teaching vocabulary It took half an hour for one interview In order to make the interviewees comfortable, the place for the interview and the purpose of the interview were made clear to the interviewees The main part of the interview includes asking teachers 12 questions and recording their answers by a good cassette recorder Each teacher was interviewed once at the beginning of the research project Open-ended questions were designed for the teacher’s interview Literature Review Collocations are defined as words that occur together with high frequency and refer to the combination of words that have a certain mutual expectancy (Moon, 1997) “The combination is not a fixed expression but there is a greater than chance likelihood that the words will co-occur” In the definition of collocations, (Jackson, 1988, p 96) says that the way in which two or more words are typically used is normally called collocations Harmer (2007) points out that collocations are of great importance for language learning He says that the reason why second language learners have poor performance in the test of short formulaic expressions is not simply a lack of vocabulary, but insufficient acquisition of language chunks He also stresses that the knowledge of formulaic language consisting of idioms, proverbs, sayings, collocations, short set expressions, and long expressions is a vital element of language competence and is used to distinguish native speakers from non-native speakers or second language learners In his book, Nattinger (1988) points out that it is rather easier to memorize a new word in a network of associations, and that language chunks help learners to store information In emphasizing the importance of collocations, he says that collocations are useful in enhancing comprehension for the association of words, assist the learners in committing words to memory and also enable people to predict what kinds of words may be found together Collocations are also worthwhile for promoting language production because learners only notice certain lexical restrictions by learning collocations They not need to reconstruct the language every time they want to say something Collocations will help our students change their habits and styles of learning individual words to the larger structure of the spoken and written discourse This benefit of collocations can help our students get better results in international testing systems such as TOEFL, IELTS and FCE In pointing out the importance of vocabulary and collocations, (Harmer: 2007) says that and natural communicative approach emphasizes the importance of vocabulary development, which result in the teaching of vocabulary It is accepted that choosing our words carefully in certain situations is more important than choosing grammatical structures Ways to help students make good use of collocations: Using a collocation dictionary: Students are usually encouraged to use a collocation dictionary at school and at home They can look up any word and see which other words( adjectives, verbs, prepositions) are usually used together with it A good collocation dictionary gives us many examples for each word and tells learners which prepositions or articles the word is used with Using collocation dictionary can help students to build up collocational competence or ability to use word combination in texts or contexts Recognition /investigation of collocations: While our students are reading, we should encourage them to look at which words go together For example, If we teach our students to write about a topic, we should encourage them to find a newspaper article or a magazine article about that topic and look at the phrases that native journalists or reporters use Our students will see the same phrases again and again For a while, our students can acquire these phrases They can imitate how native English people use collocations Practicing collocations in the classroom: When students study vocabulary, we get them to learn the whole phrases, not single words For example, it is better to learn 'to get married to someone’ rather than just 'get married'; ' make a noise' rather than just ' noise' If they need to learn the word 'contribution', ask them to study the phrase 'make a contribution to doing something' ; the word 'effort', we will ask them to study the phrase 'make an effort to something' Students need to exercises about collocations They are encouraged to write sentences and answers based on the reading texts with the use of collocations at sentence levels for beginners and pre-intermediate students, at text levels for intermediate and advanced students of English (please see exercises 5,6) Application The following exercises are designed to help students make use of collocations in improving the four language skills These exercises make the learning of vocabulary more effective and more meaningful for high school students from grade 10 to grade 12 Exercise 1: Rewrite the sentences to make them less formal, replacing the underlined part with Verb+ preposition The words in bracket must not be altered in any way Jane will telephone her boyfriend this evening.(call) We should resolve our quarrel as soon as possible.(make) They are going on a date tonight.(out) Tom has been dating her for many years.(going) We invited our colleagues to our house to celebrate the end of the project.(asked) You know, my car stopped functioning.(broke) I must return home early in the day.(get) I think I can manage without a guide.(get) We have just registered at the hotel.(checked) 10 They have ended their relationship.(broken) Answer: Jane will call her boyfriend up this evening We should make up as soon as possible They are going out tonight Tom has been going with her for many years We asked our colleagues over to celebrate the end of the project You know, my car broke down I must get back early in the day I think I can get by without a guide We have just checked in at the hotel 10 They have broken up their relationship Exercise 2: Complete each sentence with one appropriate verb from the box communicate lived point harboured complained gained make care earned concentrate Marie Curie _ a degree in Physics with flying colours Because I can’t speak French, I must at the fruit I want to buy Many office workers _ to the manager about their salary She _ with her best friend in London for two years Marie Curie _the dream of a scientific career which was impossible for a woman at that time Uruguay a victory over Argentina in the final and became the first champion in the history of the World Cup I you know English you can with native-English speakers easily There are two things that _ humans different from all other animals She isn’t my closest friend She doesn’t _ about my feelings 10 If you _ on the problem , you should find a solution Answer: ( English 10-units 3,8 ) earned point complained lived harboured gained communicate make care 10 concentrate Exercise 3: Complete each sentence with one correct adjective from the box convenient high humane regular important electronic native healthy We arrived in Ha Noi very early The bus traveled at such a speed Television is not only a source of entertainment, but also a rather cheap one The doctor advised him to take exercise to lose weight 4 Music is played during almost events and on special occasions Many people wrote letters demanding _ treatments of prisoners A computer is an storage device which manages large collections of data A environment includes clean streets and high ways with open spaces in cities for parks and playgrounds Although English is not my language I have lived and worked in London for many years ( English 10-units 3,8 ) Answer: high humane Exercise 4: convenient electronic regular healthy important native Many years ago, my village was very poor The villagers had to work hard in the fields all day and could hardly make ends meet Their lives were simple and they were in need of many things Many people had to live in houses made of straw and mud, and few families had a radio or a TV set However, in spite of the shortages, the villagers managed to send their children to school and college They hoped that with an education of science and technology, their children could find a way of bettering their lives The children have met their parents’ wishes When they came back from college or technical high school, they introduced new farming methods, which resulted in bumper crops They also helped the villagers grow cash crops for export Soon, the lifestyle of my village changed Today, people live in brick houses In the evening, they can listen to the news on the radio or watch TV for entertainment Sometimes they go to town on their motorbikes to some shopping or to visit their friends “Our lives have changed a lot thanks to the knowledge our children brought home,” said an old farmer, “and I always tell my grandchildren to study harder so that they can even more for the village than their parents did.” ( English 10-unit 8, page 83) * MULTIPLE CHOICE QUESTIONS: Direction: Read the text and choose the best answer by circling the letter A, B,C or D 1.The phrase “ make an ends meet” is closest in meaning to ? A meet all the things you need in the end B have just enough money to buy the things you need C satisfy all the things you need in life D meet someone to work with you The phrase “ cash crop” could be replaced by which of the following ? A crop that farmers grow to sell rather than to use it themselves B crop that farmers grow to use rather than to sell it C crop that farmers grow to sell and to use it themselves D crop that farmers grow on their own Suggested answer: 1.The phrase “ make an ends meet” is closest in meaning to ? B have just enough money to buy the things you need The phrase “ cash crop” could be replaced by which of the following ? A crop that farmers grow to sell rather than to use it themselves *ANSWERING QUESTIONS IN COMPLETE SENTENCES, USING COLLOCATIONS Direction: Read the text and choose the best answer by circling the letter A, B,C or D According to the text, what things are the villagers in need of ? → What did the children’s newly- introduced farming methods result in? → 3.According to the old man, what did the children’s knowledge bring about? → Answer: According to the text, what things are the villagers in need of ? → They were in need of houses, a radio or television set What did the children’s newly- introduced farming methods result in? → Their farming methods resulted in bumper crop 3.According to the old man, what did the children’s knowledge bring about? → The children’s knowledge brought about a better life for the villager Exercise : ( Extra reading materials) Read through the report and answer the questions in complete sentences This morning a truck hauling oranges jumped a curb and ran into the Pizza Palace Police are warning drivers about the accidents and asking them for their help in staying away from the corner of Sprague and Anderson KWPR reporters on the scene have been asking witnesses about the accident, but so far no one has been able to explain the accident to us Some have blamed the driver for not being careful; others have blamed the accident on slippery roads The owner of the restaurant is noticeably upset He wants the police to protect his business from hungry students seeking free slices of pizza Police are unsure of whether they can anything about students’ appetites Questions: What happened to the Pizza Palace? → What are police warning drivers about? → 3.What are police asking divers for? → Has anyone been able to explained the accident to the reporter or not? → 5.What are some witnesses blaming the drivers for? → 6.What are other witnesses blaming the accident on? → 7.What does the restaurant owner want the police to do? → Can the police anything about the restaurant owner’ s concern or not? → Answers: A truck hauling oranges run into the Pizza Palace They are warning drivers about the accidents Police are asking them for their help in staying away from the corner of Sprague and Anderson No, no one has been able to explain the accident to the reporter They are blaming the drivers for not being careful They are blaming the accident on slippery roads The restaurant owner wants the police to protect his business from hungry students seeking free slices of pizza No They can’t anything about the restaurant owner’ s concern Exercise 6: Cloze test- Fill-in text Text 1: Read the text and fill in each of the blanks with an appropriate verb or adjective Some high school students (1) part in helping disadvantaged or handicapped children They (2) care and comfort to them and help them to (3) their difficulties Young college and university students(4) in helping the people who have suffered badly in wars or (5) disasters During summer vacations, they volunteer to work in remote or mountainous areas to(6) _education for children Each city has a number of clubs where boys and girls can go to (7) games Some of these clubs(8) short trips to the mountains, beaches or other places of interest Most of these clubs use a lot of high school and college students as volunteers because they are young enough to (9) _the problems of younger boys and girls Volunteers believe that some of the happiest people in the world are those who help to (10) _ happiness to others ( English 11-unit 4, page 47) Answer: take give overcome participate natural provide play organize understand 10 bring Exercise 7: Using adjectives and verbs in combination with others( MCQ for review) Choose the best word to complete the sentence by circling the letter A,B,C or D Traveling to the United States or England is a very _ way to learn English A effective B primary C national D secondary We need to make sure that there is enough _ accommodation to house all the delegates A careless B dreadful C luxury D communicative This new process is a advance in technology A significant B considerable C decisive D successful Contaminated water and increased temperatures have many species to the verge of extinction A moved B transferred C provided D driven It's not a very challenging job I only have to deal with _ affairs A dangerous B everyday C serious D visible Developments in micro technology-computers and telecommunication are bound to have a _ influence on various aspects of our lives A small B huge C giant D natural Plant and animal extinction _ to a loss of biodiversity A brings B causes C leads D makes As the human population grew and weapons became more advanced, elephants were under greater _ A pressure B threat C risk D danger Books in the home are a _ source of knowledge and pleasure A advisable B dynamic C careful D wonderful 10 During the interview you should _ on what the interviewer is saying and make a real effort to answer all the questions he or she asks A listen B pay attention C concentrate D contribute 11 You should always show your best side, your keenness to work and your _ of responsibility A reason B cause C job D sense 12 I will not be here next week I am going to be on _ in Mexico A contract B abroad C business D work 13 The primary _ of species extinction are habitat destruction, commercial exploitation and pollution A explanations B causes C excuses D mistakes 14 Different conservation efforts have been _ to save endangered species A decided B caused C made D done 15 My close friend _ me about the dangerous neigbourhoods A protected B warned C asked D explained 16 Species diversity has _ humans with so many essential things A supplied B given C benefited D brought ( English 12- Units 6, 8- 11) Answer: 1.A 2.C 3.A 4.D 5.B 6.B 7.C 8.B 9.D 10.C 11.D 12.C 13.B 14.C 15.B 16.A Findings The survey I have administered to the above-mentioned group of learners shows that they were very interested in improving their vocabulary Most of them have positive attitudes to learning vocabulary through collocations, and 90% of learners of the group think that collocations are very important for them The second survey ( teacher’s interview) reveals that the four teachers agree that collocations are of great importance in teaching vocabulary They said that collocations help students enrich their vocabulary, improve the students’ discourse competence They also thought that collocations are very suitable for intermediate and advanced students Beginners can also make use of collocations, but this depends on the way that teachers present vocabulary in class From the post test analysis, 80% of the learners worked better with collocations in comparison with the results of the pre-test They could show their ability to produce longer written discourse with accuracy and appropriateness Significance of the study The study of the impact of collocations on the development of students’ language competence is important for a number of reasons First, understanding relationship between the students’ learning problems and the use of collocations helps to improve their language competence Second, the teacher has opportunities to set up members of reflective teachers who can help other teachers to solve the vocabulary problems of students at the same levels Finally, the findings help the administrators have new policy in teaching and learning English at the school The research project on using collocations in teaching English is manageable and will support my professional development The results of this study can provide high school teachers in the province with valuable suggestions It is recommended that collocations be included in English lessons Acquiring a lot of vocabulary and knowing to use vocabulary accurately in a variety of situations can facilitate the four language skills: speaking, reading writing and listening and even the international testing systems I am in the belief that the study makes improvements in my own teaching practices at Ngo Quyen High School Conclusion I have had a description of the ways to carry out the study about the effect of collocations on the development of students’ vocabulary competence at Ngo Quyen High School The literature review makes clear of the benefits of collocations and some effective ways of using collocations in English classrooms The research paper includes the aims of the study, its rationale, a number of exercises designed to make an innovation in teaching vocabulary and to apply collocations to the lessons at my school together with the findings and significance of the study In carrying out this research, I strongly believe that collocations help students to be competent in learning English as a second or foreign language References - Gray, S (1999) Mastering Idiomatic English, NTC/Contemporary Publishing Group, USA - Harmer, J ( 2007) The Practice of English Language Teaching, Longman - Jackson, H (1988) Words and their meaning London: Longman Group UK Limited - Moon, R (1997) Vocabulary connections: Multi-word items in English In N Schmitt & M McCarthy (Eds.), Vocabulary: description, acquisition and pedagogy, (1st ed., pp.40-63) Cambridge, UK: Cambridge University Press - Nattinger, J R (1988) Some current trends in vocabulary teaching In R Carter & M McCarty (Eds.) Vocabulary and language teaching (1st ed., pp 62-82) New York: Longman The writer of the research paper Tran Van Nghia Appendix Students’ Survey ( QUESTIONNAIRE ) The purpose of this questionnaire is to investigate students’ views or opinions on collocations Your responses will provide important information that helps the school in planning better ways to teach vocabulary Altogether there are 20 items in the questionnaire Do not write your name on the questionnaire Please indicate your views /attitudes to the following areas by circling the appropriate number A How often would you like the following teaching methods in your class ? Never Occasionally Sometimes Usually Always Doing exercises on collocations Looking up word families Teacher’s translation Writing what the teacher explain to you 5 Finding words in combination with others Others (please specify)…………………………………………………… B What would you feel about collocations in teaching vocabulary? Put a tick in the box to describe your views on role-play Collocations are useless Yes  Collocations are time-consuming Yes  Collocations are of great value Yes  Collocations help students a lot in learning vocabulary Yes  Others (please specify)………………………………………………… No No No No C How would you like to study vocabulary ? I not like it at all I not like it very much This is O.K I quite like it I like it very much Working only by myself Working in one large group Repeating words to memorize 4 Working on collocation exercises Discussing with others about the use of some words in combination with others Others (please specify)…………………………………………… 5 5 D To what extent would you like the following areas in your vocabulary lesson ? Please indicate your attitudes to the following areas by circling the appropriate number I not like it at all I not like it very much This is O.K I quite like it I like it very much Writing sentences using words in combination with others Copying words/phrases Pronunciation Sentence transformation Filling in a text with words provided Using your own words to fill in a text 1 1 1 2 2 2 3 3 3 4 4 4 - Thank you very much for your co-operation Appendix Teacher’s Survey 5 5 5 ( Interview Questions) The purpose of this survey is to find out about how you use collocations in teaching vocabulary Your responses will help us to improve our teaching of vocabulary Please feel free to answer the questions Beside the four skills, what you think is the most important in teaching English ? Why ? ……………………………………………………………………………………… What you think some ways of learning vocabulary of the students are? ……………………………………………………………………………………… What techniques, exercises and activities would you use to enrich students’ vocabulary? ………………………………………………………………………………………… In your opinion, what is the purpose of collocations? ………………………………………………………………………………………… What difficulties would you encounter when carrying out collocation exercises? …………………………………………………………………………………………… Do you know how your students feel when they make use of collocations? …………………………………………………………………………………………… How often would you teach collocations in class? ………………………………………………………………………………………… When teaching collocations, what kinds of exercises and tasks you like to teach the class ? …………………………………………………………………………………………… How would you know whether collocations work or not? ……………………………………………………………………………………………… 10 To what extent collocations help enrich students’ vocabulary ? ……………………………………………………………………………………………… 11 Do you find collocations easy or difficult? Why? ……………………………………………………………………………………………… 12 What would you to make collocations easy to learn? ……………………………………………………………………………………………… Thank you very much for your co-operation SỞ GD&ĐT ĐỒNG NAI TRƯỜNG THPT NGÔ QUYỀN CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc Biên Hoà, ngày 18 tháng 05 năm 2016 PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM Năm học : 2015 - 2016 –––––––––––––––– Tên sáng kiến kinh nghiệm: Teaching Vocabulary through collocations Họ tên tác giả: Trần Văn Nghĩa Chức vụ: Tổ trưởng Đơn vị: Trường THPT Ngô Quyền – Đồng Nai Lĩnh vực: (Đánh dấu X vào ô tương ứng, ghi rõ tên môn lĩnh vực khác) - Quản lý giáo dục  - Phương pháp dạy học môn: tiếng Anh  - Phương pháp giáo dục  - Lĩnh vực khác:  Sáng kiến kinh nghiệm triển khai áp dụng: Tại đơn vị  Trong ngành  Tính (Đánh dấu X vào ô đây) -Đề giải pháp hoàn toàn mới, bảo đảm tính khoa học, đắn  - Đề giải pháp thay phần giải pháp có, bảo đảm tính khoa học, đắn -Giải pháp gần áp dụng đơn vị khác chưa áp dụng đơn vị mình, tác giả tổ chức thực có hiệu cho đơn vị  Hiệu (Đánh dấu X vào ô đây) Giải pháp thay hoàn toàn mới, thực toàn ngành có hiệu cao. Giải pháp thay phần giải pháp có, thực toàn ngành có hiệu cao  Giải pháp thay hoàn toàn mới, thực đơn vị có hiệu cao Giải pháp thay phần giải pháp có, thực đơn vị có hiệu -  - Giải pháp gần áp dụng đơn vị khác chưa áp dụng đơn vị mình, tác giả tổ chức thực có hiệu cho đơn vị  - Khả áp dụng (Đánh dấu X vào ô dòng đây) Cung cấp luận khoa học cho việc hoạch định đường lối, sách: Trong Tổ/Phòng/Ban  Trong quan, đơn vị, sở GD&ĐT  Trong ngành  Đưa giải pháp khuyến nghị có khả ứng dụng thực tiễn, dễ thực dễ vào sống: Trong Tổ/Phòng/Ban  Trong quan, đơn vị, sở GD&ĐT  Trong ngành  Đã áp dụng thực tế đạt hiệu có khả áp dụng đạt hiệu phạm vi rộng: Trong Tổ/Phòng/Ban  Trong quan, đơn vị, sở GD&ĐT  Trong ngành  Xếp loại chung: Xuất sắc  Khá  Đạt  Không xếp loại  - Cá nhân viết sáng kiến kinh nghiệm cam kết chịu trách nhiệm không chép tài liệu người khác chép lại nội dung sáng kiến kinh nghiệm cũ - Tổ trưởng Thủ trưởng đơn vị xác nhận kiểm tra ghi nhận sáng kiến kinh nghiệm tổ chức thực đơn vị, Hội đồng chuyên môn trường xem xét, đánh giá; tác giả không chép tài liệu người khác chép lại nội dung sáng kiến kinh nghiệm cũ tác giả NGƯỜI THỰC HIỆN XÁC NHẬN CỦA TỔ THỦ TRƯỞNG ĐƠN VỊ SKKN CHUYÊN MÔN Trần Văn Nghĩa Bùi Phú Xuân HIỆU TRƯỞNG Nguyễn Duy Phúc [...]... improving their vocabulary Most of them have positive attitudes to learning vocabulary through collocations, and 90% of learners of the group think that collocations are very important for them The second survey ( teacher’s interview) reveals that the four teachers agree that collocations are of great importance in teaching vocabulary They said that collocations help students enrich their vocabulary, improve... about collocations in teaching vocabulary? Put a tick in the box to describe your views on role-play 1 Collocations are useless Yes  2 Collocations are time-consuming Yes  3 Collocations are of great value Yes  4 Collocations help students a lot in learning vocabulary Yes  6 Others (please specify)………………………………………………… No No No No C How would you like to study vocabulary ? 1 I do not like it... this survey is to find out about how you use collocations in teaching vocabulary Your responses will help us to improve our teaching of vocabulary Please feel free to answer the questions 1 Beside the four skills, what do you think is the most important in teaching English ? Why ? ……………………………………………………………………………………… 2 What do you think some ways of learning vocabulary of the students are? ………………………………………………………………………………………... policy in teaching and learning English at the school The research project on using collocations in teaching English is manageable and will support my professional development The results of this study can provide high school teachers in the province with valuable suggestions It is recommended that collocations be included in English lessons Acquiring a lot of vocabulary and knowing to use vocabulary. .. ………………………………………………………………………………………… 8 When teaching collocations, what kinds of exercises and tasks do you like to teach the class ? …………………………………………………………………………………………… 9 How would you know whether collocations work or not? ……………………………………………………………………………………………… 10 To what extent do collocations help enrich students’ vocabulary ? ……………………………………………………………………………………………… 11 Do you find collocations easy or difficult?... English Language Teaching, Longman - Jackson, H (1988) Words and their meaning London: Longman Group UK Limited - Moon, R (1997) Vocabulary connections: Multi-word items in English In N Schmitt & M McCarthy (Eds.), Vocabulary: description, acquisition and pedagogy, (1st ed., pp.40-63) Cambridge, UK: Cambridge University Press - Nattinger, J R (1988) Some current trends in vocabulary teaching In R Carter... the study makes improvements in my own teaching practices at Ngo Quyen High School Conclusion I have had a description of the ways to carry out the study about the effect of collocations on the development of students’ vocabulary competence at Ngo Quyen High School The literature review makes clear of the benefits of collocations and some effective ways of using collocations in English classrooms The... to make collocations easy to learn? ……………………………………………………………………………………………… Thank you very much for your co-operation SỞ GD&ĐT ĐỒNG NAI TRƯỜNG THPT NGÔ QUYỀN CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc Biên Hoà, ngày 18 tháng 05 năm 2016 PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM Năm học : 2015 - 2016 –––––––––––––––– Tên sáng kiến kinh nghiệm: Teaching Vocabulary through collocations. .. paper includes the aims of the study, its rationale, a number of exercises designed to make an innovation in teaching vocabulary and to apply collocations to the lessons at my school together with the findings and significance of the study In carrying out this research, I strongly believe that collocations help students to be competent in learning English as a second or foreign language ... vocabulary, improve the students’ discourse competence They also thought that collocations are very suitable for intermediate and advanced students Beginners can also make use of collocations, but this depends on the way that teachers present vocabulary in class From the post test analysis, 80% of the learners worked better with collocations in comparison with the results of the pre-test They could show