KHÓA LUẬN TỐT NGHIỆP HAY, CHỦ ĐỀ HOT "Jazz chant " FULL cho Sinh viên ngoại ngữ

1 Graduation thesis Supervisor: NTQ, Ph.D ACKNOWLEDGEMENT The thesis has been completed with the invaluable assistance and encouragement of many people Firstly, I would like to express my great gratitude and special thanks to my supervisor, NTQ, Ph.D who patiently and enthusiastically guided me throughout the study Secondly, I am also thankful to many other lecturers at Foreign Language Department at Hồng Đức University who have helped me with many useful advices and favorable conditions Thirdly, I also wish to express my thanks to all teachers of English at Quang Nham I primary school, who always gave me information about teaching and learning English at the school and good conditions for my survey I would like to special thank all pupils at Quang Nham I primary school for supporting me when I practiced teaching for the study I am in greatest debt to my beloved family and my friends who encourage me and are always beside me to complete my thesis Last but not least, I would like to thank NTHM who lent me a lot of materials to complete the paper Although the study has been done with all my attempts, I can not avoid some mistakes Hence, I am looking forward to receiving the comments from all of you to make this paper better Student: PTN FLD – HDU Graduation thesis Supervisor: NTQ, Ph.D ABSTRACT The study is intended to deal with the effectiveness of applying Jazz chants to teach English vocabulary for the fourth grade pupils at Quang Nham I primary school The research findings are discussed in main chapters In chapter 1, we describe the approach towards the role of English vocabulary in teaching and learning process, characteristics of children learning English and Jazz chants The theory of vocabulary includes definition of vocabulary and its importance, aspects of knowing a word and issues in teaching vocabulary to young learners Then, characteristics of children learning English are introduced This chapter also provides applicability of Jazz chants, its types, how to present chants, how to create chants and its advantages and disadvantages Generally, the aim of this chapter is to supply readers with a basic knowledge of vocabulary, pupils’ personalities and Jazz chants that are very useful for teaching In the next chapter, methodology and procedure of data collection are presented Firstly, the applying process is carried out to provide all the necessary aspects including some general information about Quang Nham I primary school, the subjects and instruments for collecting data, the procedure consisting of the stages of applying Jazz chants process and analysis of data Chapter mainly concentrates on pupil’ awareness of vocabulary and teachers’ teaching vocabulary, the effectiveness of applying Jazz chants to teach vocabulary and discussion section about English teaching and English vocabulary teaching reality at Quang Nham I primary school and the dramatic increase in the results of two classes through two tests The paper aims at providing readers, especially teachers and pupils of English with some useful ways for better teaching and learning English in general and English vocabulary in particular Thus, in the last chapter, some suggestions on using Jazz chants to teach English vocabulary are given to help them in the process of teaching and learning English vocabulary Student: PTN FLD – HDU Graduation thesis Supervisor: NTQ, Ph.D LIST OF TABLES AND CHARTS Tables Table 2.1 Table 3.1 Table 3.2 Table 3.3 Table 3.4 Table 3.5 Table 3.6 Table 3.7 Titles Page Vocabulary used to teach in the first applying period 26 Pupils’ attitude towards vocabulary learning 29 Pupils’ awareness of the importance of vocabulary 30 The number of vocabulary teachers taught and pupils 30 want to be taught in each lesson Techniques teachers usually use for presenting 31 vocabulary Pupils’ preference for English vocabulary techniques 32 used by the teachers The results of the pre-test in class 4A and class 4C 33 The results of the post-test in class 4A and class 4C 34 Charts Chart 3.1 Chart 3.2 Student: PTN Titles The results of class 4C in the pre-test and the post-test The results of class 4A in the pre-test and the post-test Page 35 36 FLD – HDU Graduation thesis Supervisor: NTQ, Ph.D LIST OF ABBREVIATIONS Abbreviations No FLD HDU Parts Student: PTN Meaning Number Foreign Language Department Hong Duc University TABLE OF CONTENTS Titles Page FLD – HDU Graduation thesis Supervisor: NTQ, Ph.D Acknowledgement Abstract List of tables and charts List of abbreviations Table of contents PART A INTRODUCTION Rationale Aims of the study Scope of the study Research questions Research methods Design of the study PART B DEVELOPMENT CHAPTER LITERATURE REVIEW The role of vocabulary in teaching and learning 1.1 English process 1.1.1 Definition of vocabulary 1.1.2 The importance of vocabulary in language learning 1.1.3 Aspects of knowing a word 1.1.4 Issues in teaching vocabulary to young learners 1.2 Characteristics of children learning English 1.3 Jazz chants 1.3.1 Applicability of Jazz chants 1.3.2 Classifications of Jazz chants 1.3.2.1 Vocabulary chants 1.3.2.2 Grammar chants 1.3.3 Presenting chants 1.3.4 Creating Jazz chants Advantages and disadvantages of using Jazz chants 1.3.5 in teaching and learning vocabulary METHODOLOGY AND PROCEDURE OF DATA CHAPTER COLLECTION Some general information about Quang Nham I 2.1 primary school 2.2 Subjects 2.3 Instruments for collecting data 2.3.1 Questionnaire 2.3.2 Test 2.3.3 Interview 2.3.4 Observation Student: PTN i ii iii iv v 2 2 5 10 12 14 14 15 15 16 17 17 19 22 22 23 23 23 24 25 25 FLD – HDU Graduation thesis 2.4 Supervisor: NTQ, Ph.D Procedure to apply Jazz chants in teaching English vocabulary 2.5 Analysis of data CHAPTER FINDINGS AND DICUSSIONS English teaching reality at Quang Nham I primary 3.1 school English vocabulary teaching reality at Quang Nham I 3.2 primary school Pupil’ awareness of vocabulary and teachers’ teaching 3.3 vocabulary The effectiveness of applying Jazz chants to teach 3.4 vocabulary 3.4.1 The evaluation on the result of the pre-test 3.4.2 The evaluation on the result of the post-test 3.4.3 Factors affecting the applying process SOME SUGGESTIONS ON USING JAZZ CHAPTER CHANTS IN TEACHING AND LEARNING 4.1 4.2 PART C Student: PTN VOCABULARY Suggestions for the teachers of English in using Jazz chants to teach English vocabulary Some useful ways to create vocabulary Jazz chants for pupils learning English vocabulary CONCLUSION Summary of the findings Limitations of the study Suggestions for the future study REFERENCES APPENDIXES Appendix Appendix Appendix Appendix Appendix Appendix Appendix 25 27 28 28 28 29 33 33 34 38 39 39 41 44 44 45 45 47 I I VII IX XI XIII XV XVI FLD – HDU Graduation thesis Supervisor: NTQ, Ph.D PART A INTRODUCTION Rationale Nowadays, English is considered an international language which is a means of communication in many fields of science, technology, culture, education and economy It plays a very important role in helping different nations to understand each other and get great cooperation In recent years, teaching and learning English have been paid much attention in Viet Nam Teaching English as a foreign language is now one of the most important tasks in all primary schools In addition, teaching vocabulary also plays a significant role in teaching a language However, the teachers who teach English vocabulary for primary school pupils still cope with many difficulties in teaching process In fact, many learners in general and pupils in particular have learned English through the use of traditional methods, without interacting with each other They have no opportunities to learn English in natural way Thus, they still get in many troubles in learning English vocabulary Rosenthal (1998) stated that “a Jazz chant is really a way of connecting with the natural rhythms of spoken American English and linking them to the natural rhythms of American Jazz” Hence, it can be said that using Jazz chants is a strategy which facilitates the teaching-learning process of English in a communicative way Jazz chants are a tool to reinforce the four language skills: reading, speaking, listening and writing by using the rhythm of Jazz Because of all above reasons, we decided to choose the study on “Using Jazz chants to motivate primary school pupils to learn English vocabulary” The study provides the teachers with many ways to make chants, which in our Student: PTN FLD – HDU Graduation thesis Supervisor: NTQ, Ph.D hope, are helpful for the teachers to enrich the pupils’ vocabulary and use them in a natural way Aims of the study As the title of the thesis suggests, the study aims at fulfilling the following objectives: - To investigate the situation of teaching and learning English vocabulary at Quang Nham I primary school - To investigate the reality of using Jazz chants in teaching English vocabulary to pupils at Quang Nham primary school - To provide suggestions on using Jazz chants to teach English vocabulary Scope of the study The issues related to using Jazz chants in teaching vocabulary to language learners at any level are quite large It seems impossible to mention all of its aspects within the limited time of a graduation thesis Thus, this study focuses mainly on using Jazz chants in teaching English vocabulary to fourth grade pupils at Quang Nham I primary school in Quang Xuong district, Thanh Hoa province The participants of the study are 66 pupils and teachers of English at Quang Nham I primary school Research questions The study deals with questions: What is the actual situation of teaching and learning English vocabulary at Quang Nham I primary school? How are Jazz chants being used in teaching English vocabulary at Quang Nham I primary school? What are the suggestions for the improvement of vocabulary teaching to primary school pupils by using Jazz chants? Student: PTN FLD – HDU Graduation thesis Supervisor: NTQ, Ph.D Research methods 5.1 Questionnaire Before delivering the survey questionnaire, we denoted the different points among songs, rhymes and chants for all the teachers of English and pupils at Quang Nham I primary school The survey questionnaire in my study was conducted to the fourth grade pupils in class 4A This method brings the overview of both English vocabulary teaching and learning by teachers of English and students at primary schools We can see how the teachers teach, by what way students learn English vocabulary and what their attitudes towards the importance of vocabulary acquisition are Through that we can draw weak points and strong points to apply Jazz chants in pupils’ learning English vocabulary process in the best way 5.2 Interview The interview was administered to teachers of English at Quang Nham I primary school By interviewing, we can get information directly from them through a list of questions related to the issues that our study focuses on 5.3 Test To collect real information data, the pre-test and the post-test of vocabulary are conducted They help to check pupils’ knowledge of vocabulary before and after applying Jazz chants to teach English vocabulary 5.4 Statistics In each applying time, we have to estimate how many survey papers would be delivered and how many ones we can get back Then, we collect all those survey papers, count and classify them according to the criteria of the study 5.5 Data analysis After collecting data, we need to carry out the process of data analysis because all the data collected reflect the facts of vocabulary teaching and learning It helps avoid the subjective view and opinion Student: PTN FLD – HDU Graduation thesis 10 Supervisor: NTQ, Ph.D 5.6 Observation The observation of the fourth grade pupils’ learning process was carried out in English lessons in general and English vocabulary lessons in particular in the two classes (4B and 4D) Design of the study The thesis is divided into main parts: The 1st part is part A - Introduction It provides the general information about the study including rationale, aim of the study, scope of the study, research questions, research methods and design of the study The 2nd part is part B - Development It consists of main chapters: Chapter Literature review This chapter addresses a review of the literature related to vocabulary, children characteristics and Jazz chants in learning and teaching English vocabulary Chapter Methodology and procedure of data collection In this chapter, the methods of the research, subjects of the study, data collection instrument and data analysis procedure are presented Chapter Findings and discussion This chapter shows the reality of teaching and learning English vocabulary of teachers and pupils at Quang Nham I primary school Chapter Some suggestions on using Jazz chants in teaching and learning vocabulary This chapter emphasizes the suggestions on using Jazz chants to motivate primary school pupils to learn English vocabulary The 3rd part is part C - Conclusion which gives an overview of what the study has been presented and the base for further research in this aspect Student: PTN FLD – HDU 59 Graduation thesis Supervisor: NTQ, Ph.D APPENDIX SURVEY INTERVIEW (For the teachers of English) What languages items you often focus on teaching English? Languages items Vocabulary Grammar Listening skills Speaking skills Reading skills Writing skills What is the attitude of the pupils towards learning English in general and English vocabulary in particular? Attitudes Learning English Leaning English Interested in Like Dislike Hate vocabulary What techniques you often use to present new words? Techniques Always Usually Often Sometimes Rarely Never Objects Mine Explanation Translation Example Jazz chants Guess Other ways How often you use Jazz chants in teaching vocabulary? Always Student: PTN Usually Often Sometimes Rarely Never FLD – HDU Graduation thesis 60 Supervisor: NTQ, Ph.D Technique Jazz chants What difficulties you find from your pupils’ vocabulary learning when teaching English to them? Difficulties when teaching English vocabulary Limited time No good chances to practice Lack of learning materials Pupils’ attention Mistakes in pupils’ pronunciation Student: PTN FLD – HDU Graduation thesis 61 Supervisor: NTQ, Ph.D APPENDIX EXAMPLE OF OBSERVATION SHEET School: Quang Nham I primary school Teacher’s name: Mrs.Ngọc Objerving class: 4B Period: 37 Objerving date: January 21st – 2015 Lesson: Section A Unit - My day Time Contents Time allowance: 35 minutes Teacher’s activities - Asks Ss to ask and answer the questions: 1, Can you speak English? Warm up 2, What subjects you like;? - Checks and gives marks 12 - Introduces the new lesson * A1 Look, - Encourages Ss to listen and describe the picture in repeat Vietnamese - Reads the dialogue - Explains vocabulary - Asks Ss to practise the - New words: dialogue in pairs + It is time : - Goes around the class ®Õn giê to help Ss - Calls on some pairs to + breakfast: read bữa sáng Pupils activities - Answer the questions - Listen to the T - Listen - Describe the picture - Listen - Read - Practise in pairs - Others listen and check + lunch: b÷a tra + dinner: b÷a Student: PTN FLD – HDU Graduation thesis 62 Supervisor: NTQ, Ph.D tèi + What time is it ? : mÊy giê? + o’clock: (dïng cho giê ch½n) - Model: A: What time is it ? B: It is six o’clock * A2 Look and say 10 * A3 Let’s talk min Homework Student: PTN - Find the new model - Asks Ss to show the - Read new model - Writes the model on the board and asks Ss to read again - Encourages Ss to say the content of the pictures (time) - Uses the clock to guide Ss to practise - Asks Ss to practise in pairs - Goes around the class to help Ss.If they are necessary - Calls on some pairs to practise - Checks - Guides Ss to practise in pairs - Calls on some pairs to practise - Checks - Asks Ss to exercise and at home - Say the content of the picture - Practise in pairs - Others listen and remark - Practise in pairs - Others listen and remark - Take notes FLD – HDU 63 Graduation thesis Supervisor: NTQ, Ph.D APPENDIX THE PRE-TEST ENGLISH VOCABULARY TEST (Time allowance: 15 minutes) Full name: ………………………… Class: ………………………………… I CIRCLE THE ODD ONE OUT Sunday Monday Wednesday English Maths Music animal Art milk map banana apple play desk swim learn red yellow purple notebooks II COMPLETE THE SENTENCES ur ea ose are my pencils os th ci I not have English on Th sday What subject you like the m t, Mai? I like S ence I l rn to read in English III FILL IN THE BLANK I have ………………………… …………………………… today Student: PTN FLD – HDU 64 Graduation thesis Supervisor: NTQ, Ph.D There are …………………… … ……………… books on the shelf Hoa has English on …… … … ……………………………… … The maps are …………………… ………………………… the wall Mai can sing and ……… ……… ………………………………….… APPENDIX THE POST-TEST Student: PTN FLD – HDU 65 Graduation thesis Supervisor: NTQ, Ph.D ENGLISH VOCABULARY TEST (Time allowance: 15 minutes) Full name: ………………………… Class: ………………………………… I CIRCLE THE ODD ONE OUT like orange apple banana breakfast morning evening afternoon draw mum play learn teacher engineer food dentist fifteen twenty thirty time breakfast wor ks II COMPLETE THE SENTENCE at go es TV This is my father He gets up at o’clock He has _ at 6.30 a.m He goes to work _ o’clock He _ from 7.30 a.m to 4.30 p.m He watches _ in the evening He _ to bed at 10.45 p.m III FILL IN THE BLANK I’d like a Student: PTN FLD – HDU Graduation thesis 66 Supervisor: NTQ, Ph.D Do you like .? Would you like some ………………… …………………………………………… Linda likes Mary does not like …………………… ………………………………………… Student: PTN FLD – HDU 67 Graduation thesis Supervisor: NTQ, Ph.D APPENDIX VOCABULARY TAUGHT IN APPLYING JAZZ CHANTS Unit Section Order A B B A B Student: PTN Vocabulary breakfast mum thirty get up watch go morning evening daily activities dad job doctor engineer worker arrive factory favorite chicken fruit juice bread food drink beef meat thirsty hungry hamburger mineral water noodles rice Meanings bữa sáng mẹ, má số ba mươi ngủ dậy xem buổi sáng buổi tối hoạt động (công việc) hàng ngày bố, ba việc, việc làm bác sĩ kĩ sư công nhân đến, tới nhà máy thích, yêu thích thịt gà nước ép trái bánh mì đồ ăn đồ uống thịt bò thịt khát nước đói bánh ham-bơ-gơ nước khống mì sợi cơm FLD – HDU 68 Graduation thesis Supervisor: NTQ, Ph.D APPENDIX JAZZ CHANTS USED IN THE EXPERIMENTAL CLASS Order Period Jazz chants thirty, breakfast, mum (clap) thirty, breakfast, mum (clap) 1 37 thirty, breakfast, thirty, breakfast thirty, breakfast, mum (clap) 38 Review the chant in period 37 get up, watch TV, go (clap) get up, watch TV, go (clap) 3 get up at thirty 39 go to watch TV get up, watch TV, go (clap) morning, evening, daily activities I get up at thirty morning, evening, daily activities 40 I go to watch TV * Note: This chant is created on rhythm of “twinkle, twinkle star” song 42 Student: PTN morning, evening, daily activities FLD – HDU 69 Graduation thesis Supervisor: NTQ, Ph.D I go to my school morning, evening, daily activities I my homework * Note: This chant is created on rhythm of “twinkle, twinkle 43 star” song Review the chant in period 42 Teacher: Who’s that? Pupils: That’s my dad Teacher: What’s his job? Pupils: He’s an engineer Teacher: Who’s that? 44 Pupils: That’s my dad Teacher: What’s his job? Pupils: He’s a doctor * Note: This chant is divided into turns: the teachers say the questions first and then pupils speak aloud to answer worker, arrive, factory (clap) worker, arrive, favorite (clap) 45 worker, arrive, factory (clap) worker, arrive, favorite (clap) * Note: This chant is created on rhythm of “Happy 47 birthday” song chicken, fruit juice, drink (clap) chicken, fruit juice, drink (clap) chicken, fruit juice, chicken, fruit juice chicken, fruit juice, drink (clap) Student: PTN FLD – HDU 70 Graduation thesis Supervisor: NTQ, Ph.D * Note: To apply this chant in the best effective way, the teachers should divided class into groups, each group will present with a different new word (Group 1: bread; Group 2: food; Group 3: beef; Group 4: meat) Then, the teacher should call some groups to practice in front of class chicken, orange juice, fish (clap) chicken, orange juice, milk (clap) 10 48 chicken, orange juice, chicken, orange juice chicken, orange juice, fish (clap) * Note: This chant is reviewed the previous chant with the words in task 4, page 84 thirsty, hungry thirsty, hungry hamburger hamburger 11 49 mineral water, rice, noodle mineral water, rice, noodle hamburger hamburger * Note: This chant is created on rhythm of “are you 12 50 Student: PTN sleeping” song Review the chant in period 49 FLD – HDU Graduation thesis Student: PTN 71 Supervisor: NTQ, Ph.D FLD – HDU 72 Graduation thesis Supervisor: NTQ, Ph.D REFERENCES Antar, S Abdellah 2002 Chapter 4: Songs, chants and rhymes in English language teaching Retrieved from http://www.ifayed.net/Main_Folders/Resources/SPEER_02/TEARSCH1.PDF Brown, H Douglas 2001 Teaching by Principle An Interactive Approach to Language Pedagogy Second Edition Englewood Cliffs: Prentice Hall Cameron, L (2001) Teaching Languages to Young Learners Cambridge University Press Gairns E and Redman S (1986) Working with Words A guide to teaching and learning vocabulary Great Britain: Cambridge University Press Graves 2009 Essential Readings on Vocabulary Instruction USA: International Reading Association Inc USA Graham, C (1978) Jazz chants Oxford: Oxford University Press Graham, C (1993) Grammar chants (more Jazz chants) Oxford: Oxford University Press Graham, C (2001) Jazz chants old and new Oxford: Oxford University Press Graham, C (2006) Creating chants and songs Oxford: Oxford University Press 10 Harmer, J (2001) The Practice of English Language Teaching Essex: Pearson Education Ltd 11 Hiebert & Kamil (2005) Teaching and Learning Vocabulary: Bringing Research to Practice USA: Lawrence Erlbraum Associates Inc 12 Kwiatkowska, G (2007) Techniques in teaching vocabulary at the beginners level Retrieved from http://www.profesor.pl/mat/pd7/pd7_g_kwiatkowska_20070420.pdf 13 Laufer, B (1997) The lexical plight in second language reading Cambridge: Cambridge University Press Student: PTN FLD – HDU Graduation thesis 73 Supervisor: NTQ, Ph.D 14 Linse, Caroline T (2005) Practical English Language Teaching Young Learners New York: McGraw-Hill ESL/ELT 15 Musthafa, Bachrudin (2008) Teaching English to Young Learners: Principles and Techniques A Module Bandung: New Concept Training Centre 16 Nguyen T T H., & Khuat, T.T.N (2003, December) Learning vocabulary through games Asian EFL Journal Retrieved January 15th, 2015 17 Penny Ur (1996), A course in Language Teaching Cambridge University Press (Practice and Theory) 18 Phillips, S (1993) Young Learners China: Oxford University Press 19 Piaget, J (1970) Science of education and the psychology of the child Grossman Publishers New York 20 Pyles, T Algeo, J (1970) English - An Introduction to Language New York: Harcourt, Brace 21 Roget’s II The New Thesaurus: The American Heritage Dictionary (Boston 1980) 22 Rubin, J & Thompson, I (1994) How To be a more successful language learner Boston, MA: Heinle & Heinle Publishers 23 Thornbury, S (2002) How to teach vocabulary Harlow, Essex, England: Longman 24 Scott, Wendy A & Ytreberg Lisbeth H, 1990 Teaching English to children New York : Longman 25 Slattery M & Jane Willis, 2001 English for Primary Teacher Oxford University Press 26 Wilkins, David A (1972) Linguistics and Language Teaching London: Edward Arnold Student: PTN FLD – HDU ... role in how the teacher builds a lesson, how he or she can make sure that the young learners are fully involved in the learning process, how he or she achieves the objectives of a lesson and how... groups That encourage pupils learn English vocabulary better The next section will help you have a full viewpoint about Jazz chants 1.3 Jazz chants 1.3.1 Applicability of Jazz chants Graham (2006)... had the free questions All questions were written in Vietnamese to make sure that pupils could fully understand before answering Their answers were also given in Vietnamese The questionnaire,