An exploratory study of english vocabulary teaching strategies to young learners at popodoo english center in ha noi

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES DƢƠNG THỊ DOAN AN EXPLORATORY STUDY OF ENGLISH VOCABULARY TEACHING STRATEGIES TO YOUNG LEARNERS AT POPODOO ENGLISH CENTER IN HA NOI (Nghiên cứu khám phá chiến thuật dạy từ vựng tiếng Anh cho trẻ em trung tâm Anh ngữ PoPoDoo Hà Nội) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60140111 HANOI - 2016 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES DƢƠNG THỊ DOAN AN EXPLORATORY STUDY OF ENGLISH VOCABULARY TEACHING STRATEGIES TO YOUNG LEARNERS AT POPODOO ENGLISH CENTER IN HA NOI (Nghiên cứu khám phá chiến thuật dạy từ vựng tiếng Anh cho trẻ em trung tâm Anh ngữ PoPoDoo Hà Nội) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60140111 Supervisor: Dr Tô Thị Thu Hƣơng HANOI - 2016 DECLARATION I, Dương Thị Doan, hereby declare that this thesis is my own work, and I have provided fully documented references to the work of others In addition, this thesis has not been submitted for assessment in other formal courses in any other universities I also accept all the requirements of ULIS relating to the retention and use of M.A Graduation Thesis deposited in the library Hanoi, March 2016 Signature Dương Thị Doan i ACKNOWLEDGEMENTS First and foremost, I would like to express my sincere thanks to my supervisor, Dr To Thi Thu Huong, for her professional advice, thoughtful and constructive comments on almost every aspect of the study Her insightful suggestions and support helped me a lot from the beginning to the end of this study Second, my thanks also go to all the lecturers at ULIS for their inspirational lectures in class, providing me useful knowledge to complete my thesis Third, I am also deeply grateful to PoPoDoo English Center directors, English teachers and students who participated in this research work I thank them for their support and co-operation Last but not least, my special thanks go to my parents, my husband, and my friends for their love, care, and encouragement ii ABSTRACT The overall purpose of this research is to explore vocabulary teaching strategies to the young learners at an English center in Ha Noi Besides, the study tried to find out differences in teachers‟ use of vocabulary teaching strategies to learners of different age groups (4-6 years old, 7-9 years old, and 10-12 years old), and which strategies teachers and students most prefer to use The study employed both quantitative and qualitative methods The data were collected from survey questionnaire with 30 teachers and the interview with 15 randomly chosen teachers and 45 learners Thus, descriptive statistics using frequencies and percentages were employed in analyzing the quantitative data and the qualitative data were analyzed qualitatively The results of the study revealed that there were several strategies which were used to teach vocabulary to all groups of learners However, there were also differences in the strategies used with learners in different age groups The reasons were perhaps due to different language focus or skills used and different characteristics of each age group In addition, it was found that there were vocabulary teaching strategies which were most preferred by only teachers, only learners or both teachers and learners Finally recommendations and limitations were shown iii TABLE OF CONTENTS Declaration …………………………………………………………………………… i Acknowledgement ……………………………….………………………………… ii Abstract …………………………………………………………………………… iii Table of contents ……………………………………………………………… iv List of tables …………………………………………………………………… .vi PART A: INTRODUCTION ……………………………………………………… 1 Rationale of the study ………………………………………………………….1 Aims of the study ………………………………………………………………2 Research questions …………………………………………………………… Scope of the study …………………………………………………………… Significance of the study ………………………………………………………3 An overview of the rest of the study ………………………………………… PART B: DEVELOPMENT ……………………………………………………… CHAPTER 1: LITERATURE REVIEW ………………………………………… 1.1 Vocabulary ……………………………………………………………… 1.1.1 Definition of vocabulary ……………………………………………… …4 1.1.2 The roles of vocabulary …………………………………………………….5 1.1.3 Aspects of vocabulary to be taught …………………………………… .5 1.2 Vocabulary teaching strategies ……………………………………… … 1.3 Review of some common methods associated with vocabulary teaching 1.3.1 The grammar translation method ……………………………………… …8 1.3.2 The Direct method ……………………………………………………… 1.3.3 The Audio-lingual method …………………………………………………9 1.3.4 Communicative Language Teaching (CLT) …………………………… 10 1.3.5 Post – methods ……………………………………………………………10 1.3.5.1 Total Physical Response (TPR) …………………………………….…10 1.3.5.2 The Silent way ……………………………………………………… 11 1.3.5.3 Community Language Learning (CLL) ……………………………….11 iv 1.3.5.4 Suggestopedia …………………………………………………………12 1.4 Teaching English to young learners ………………………………………13 1.5 An overview of PoPoDoo English center in Ha Noi …………………… 18 1.5.1 Introduction ……………………………………………………………….18 1.5.2 Teaching program …………………………………………………… …18 1.6 Concluding remarks ………………………………………………………19 CHAPTER 2: METHODOLOGY…………………………….…………… ……20 2.1 Participants ………………………………………………………….……20 2.2 Data collection instruments …………………………………………… 20 2.3 Procedure of data collection …………………………………………… 22 2.4 Data analysis methods ……………………………………………………23 CHAPTER 3: FINDINGS AND DISCUSSION ……………………………….….24 3.1 Findings …………………………………………………………………24 3.1.1 Analysis of data obtained through questionnaire …………… …24 3.1.2 Analysis of data obtained through interview ………………… …41 3.2 Discussion ………………………………………………………………45 PART C: CONCLUSION ………………………………………………………….48 Conclusion…………………………………………………………………….48 Recommendations …………………………………………………………….49 Limitations of the study ………………………………………………………49 REFERENCES …………………………………………………………………… 50 APPENDICES……………………………………………………………………… I v LIST OF TABLES Table 1: Classification of young learners according to age group Table 2: Vocabulary teaching strategies in the questionnaire Table 3: Teachers‟ attitude towards English vocabulary teaching Table 4: Teachers‟ attitude towards using strategies in teaching English vocabulary to young learners Table 5: Teachers‟ responses to using vocabulary teaching strategies basing on learning styles in Presentation phase for age group 3-6 Table 6: Teachers‟ responses to using vocabulary teaching strategies basing on learning styles in Presentation phase for age group 7-9 Table 7: Teachers‟ responses to using vocabulary teaching strategies basing on learning styles in Presentation phase for age group 10-12 Table 8: Teachers‟ responses to using vocabulary teaching strategies basing on activating prior knowledge in Presentation phase for age group 3-6 Table 9: Teachers‟ responses to using vocabulary teaching strategies basing on activating prior knowledge in Presentation phase for age group 7-9 Table 10: Teachers‟ responses to using vocabulary teaching strategies basing on activating prior knowledge in Presentation phase for age group 10-12 Table 11: Teachers‟ responses to using vocabulary teaching strategies basing on learning styles in Practice phase for age group 3-6 Table 12: Teachers‟ responses to using vocabulary teaching strategies basing on learning styles in Practice phase for age group 7-9 Table 13: Teachers‟ responses to using vocabulary teaching strategies basing on learning styles in Practice phase for age group 10-12 vi Table 14: Teachers‟ responses to using vocabulary teaching strategies basing on activating prior knowledge in Practice phase for age group 3-6 Table 15: Teachers‟ responses to using vocabulary teaching strategies basing on activating prior knowledge in Practice phase for age group 7-9 Table 16: Teachers‟ responses to using vocabulary teaching strategies basing on activating prior knowledge in Practice phase for age group 10-12 Table 17: Teachers‟ responses to using vocabulary teaching strategies basing on learning styles in Production phase for age group 3-6 Table 18: Teachers‟ responses to using vocabulary teaching strategies basing on learning styles in Production phase for age group 7-9 Table 19: Teachers‟ responses to using vocabulary teaching strategies basing on learning styles in Production phase for age group 10-12 Table 20: Teachers‟ responses to using vocabulary teaching strategies basing on activating prior knowledge in Production phase for age group 3-6 Table 21: Teachers‟ responses to using vocabulary teaching strategies basing on activating prior knowledge in Production phase for age group 7-9 Table 22: Teachers‟ responses to using vocabulary teaching strategies basing on activating prior knowledge in Production phase for age group 10-12 Table 23: Strategies most preferred by very young learners (3-6 years old) Table 24: Strategies most preferred by young learners (7-9 years old) Table 25: Strategies most preferred by older/ late young learners (10-12 years old) vii PART A: INTRODUCTION Rationale of the study Vocabulary is a very important element in a language It helps us express our feelings, ideas, and emotions to others Without vocabulary, there is nothing we can express As a result, communication cannot exist However, for many years, vocabulary has been the victim of discrimination by researchers who claimed syntax to be a more important issue in the language development process (Carter, 1988) As a result, vocabulary teaching and learning were not regarded as an area to focus on After many decades of being neglected, the importance of vocabulary for language learning and teaching is admitted by theorists, methodologists and researchers today In teaching and learning a foreign language, vocabulary plays a very important role It is essential in all four skills of speaking, listening, reading and writing; and is considered as a tool to learn the four skills well Whether vocabulary teaching is effective in the classroom or not is really a constant challenge for teachers Accordingly, several types of strategies which are the ways teachers use to allow learners to access the information have been introduced into the field to teach vocabulary Several researchers conducted studies on vocabulary learning and teaching strategies The interest of focusing on vocabulary teaching strategies may come from various reasons Firstly, for language teachers, it is one of the significant areas they concern so that their learners can access vocabulary items they teach Secondly, for language learners, vocabulary teaching strategies that teachers use have great impact on the success of their vocabulary learning Each strategy teachers practice in class may form a means to vocabulary learning that may enhance their learners‟ vocabulary knowledge or help them to be better in reading, writing, listening, and speaking One thing is that teaching English in general and vocabulary in particular to young learners is different from teaching to adults Age plays a crucial role in what we teach and how we teach it, since a young learner class is different from an adult and/or a teenager class in terms of the learners‟ language learning needs, the language competences emphasized, and the cognitive skills addressed As a result, teaching Firstly, very young learners are very kinesthetic and energetic; therefore, using gestures, body actions and facial expressions to present the meaning of the target words and introducing vocabulary items in the imperative were strategies which were usually used They were sometimes used to teach vocabulary to young learners However, teachers rarely used gestures, body actions and facial expressions with older/ late young learners Secondly, translation is a useful strategy used to present the meaning of the target vocabulary It was always used with very young learners; however, it was sometimes used with young learners and older/ late young learners Perhaps they have more knowledge about the world than very young learners have and they are in the process of developing intellectual skills Thirdly, the big difference is that very young learner cannot write but young learners and older/ late young learners can As a result, the finding from the collected data showed that written repetition strategy was never used with very young learners On the contrary, it was always or usually used with young learners and older/ late young learners Describing the pictures using new words learners have just learnt was also in the same usage with written repetition strategy It was never used with very young learners The reason was that they mostly cannot connect single words into long sentences In addition, doing vocabulary exercises was in the similar situation It was sometimes used with very young learners, only related to drawing and coloring, for example, coloring the words and the pictures With young learners and older/ late young learners, it was always or usually used Some examples of vocabulary exercises were crossword puzzle, matching (words and pictures, words and their definitions, etc), grouping words, and finding the odd one out Basing on activating prior knowledge, the findings showed that some strategies such as presenting the target vocabulary in topics, themes, or using semantic maps, presenting the meaning of the target vocabulary by using synonyms, and antonyms, and practicing the words through translation were usually or often used with all groups of learners However, the level can different with each age group For 46 example, translation at word level can use with very young learners whereas translation at sentence level can use with other age groups As mentioned above, strategies basing on activating prior knowledge were almost rarely or never used to teach vocabulary for very young learners They were using illustrative situations to explain abstracts words, presenting the meaning of the target vocabulary through definition, using prefixes and suffixes, giving a definition of the word, doing reading and listening activities to identify words, completing sentences or texts with words offered or not, taking a role-play with the given situation using learnt words, and reordering pictures and telling a story On the contrary, they were used to teach vocabulary for young learners and older/ late young learners However, the frequency is different Normally, the above strategies were used more frequently with older/ late young learners than with young learners Strategies which are most preferred by teachers and learners The data from the interview showed that the majority of the teachers preferred to use visual teaching strategies such as using real objects or video; pictures, photos, flashcards, slides, and posters; auditory teaching strategies such as imitation of sound; using hearing aids, video, music, songs, rhymes, and chants; and games to teach vocabulary for all age groups of learners For learners, playing games, using pictures, photos, and flashcards, and doing vocabulary exercises are the strategies which are most preferred From the results above, it can be seen that there is a match here When both teachers and learners like to use one strategy, the researcher believes that both the teachers and the learners can get the most from the interaction The learners will gain more knowledge, retain more information, and perform far better 47 PART C: CONCLUSION Conclusion Based on the major findings of the study, the following conclusions are drawn The teachers at PoPoDoo English centre recognized the importance of vocabulary teaching in English teaching as well as the necessity of using strategies in teaching vocabulary to young learners There were many strategies used to teach English vocabulary to young learners Some strategies such as visual teaching strategies, auditory teaching strategies, chorus repetition strategy, games, modeling the form of the target words, presenting the target vocabulary in topics, themes, using semantic maps, using synonyms and antonyms, and using translation were always or usually used to present and practice English vocabulary items for all groups of learners The teachers used different vocabulary teaching strategies to different age groups of learners Remarkably, the differences were shown most clearly between two sides: one side is group of very young learners (3-6 years old), and one side consists of two groups of young learners (7-9 years old) and older/ late young learners (10-12 years old) Besides, there were few differences in using vocabulary teaching strategies with learners of two groups: young learners and older/ late young learners The differences were mainly at the frequency of “always, usually or often” The reasons of the differences were mainly due to different language focus or skills used and different characteristics of each age group Both teachers and learners preferred to use visual teaching strategies and games in teaching and learning English vocabulary It is very helpful in promoting learners‟ learning process, makes learning easier, faster, more enjoyable, and more effective, and boost performance In conclusion, vocabulary is a very important element in a language Therefore, vocabulary teaching needs to be paid much attention to Choosing appropriate and effective strategies to teach vocabulary items to learners should be considered carefully, especially to young learners It is hoped that the findings of this study will 48 be of interest to teachers in similar settings and prompt them to evaluate the existing practices to English teaching in general and English vocabulary teaching in particular Recommendations Based upon the findings and the conclusions drawn from the study, the following recommendations could be made: First, it would be advisable for the teachers to practice vocabulary teaching strategies and implement them as much as possible when they teach vocabulary in language classes, because vocabulary teaching is one of the most important components of any language class Second, strategies which are preferred by both learners and teachers should be used more frequently so that learners and teachers can get most benefits from them Third, teaching aids are vital factor in the practicing and implementation of vocabulary teaching strategies Therefore, the center administration should exert every effort to provide adequate teaching materials for the teachers Fourth, creating meaningful learning opportunities in and out of the center is very important for learners to make use of the language Last, there are some recommendations for further studies - Investigation on the effectiveness of using English vocabulary teaching strategies to young learners - Investigation on the difficulties in using English vocabulary teaching strategies to young learners Limitations of the study This study had some limitations Firstly, this study was only to explore vocabulary teaching strategies to the young learners at an English center in Ha Noi Secondly, the participants in this study were limited to 30 teachers and 45 learners Therefore, they cannot represent other teachers and learners in a different context, in other places in Vietnam 49 REFERENCES Aggarwal J C (1987) Essentials of educational technology innovations in teaching – learning, 2nd edition, Vikas Publishing house PVT LTD Akmajian, Adrian; Demers, Richard A.; Farmer, Ann K.; Harnish, Robert M (1993) An Introduction to Language and Communication, 3rd edition, Cambridge: the MIT Press Carter, R & McCarthy, M (1988) Developments in the teaching of vocabulary In R Carter M McCarthy (Eds), Teaching English as a second or foreign language, London: Longman Fletcher, Paul and Michael Garman 1986 Language Acquisition Second Edition London: Cambridge University Press Geoffrey Broughton; Christopher Brumfit; Roger Flavell; Peter Hill; Anita Pincas (1980) Teaching English as a Foreign Language, 2nd edition, New York Harmer, Jeremy The practice of English language teaching, 3rd edition Long man Hiebert, E H., & Kamil, M L (Eds.) (2005) Teaching and learning vocabulary: Bringing research to practice Mahwah, NJ: Lawrence Erlbaum Mỏrcio Luiz Corrờa Vilaỗa (UNIGRANRIO/UFF): Strategies in Vocabulary Teaching and Learning Retrieved from http://publicacoes.unigranrio.edu.br/index.php/reihm/article/viewFile/508/504 Meral Öztürk : Vocabulary teaching Retrieved from http://dergiler.ankara.edu.tr/dergiler/27/758/9640.pdf Nation, I S P (2001) Learning vocabulary in another language Cambridge, England: Cambridge University Press Nation, I S P Teaching vocabulary Retrieved from http://www.asian-efl-journal.com/sept_05_pn.pdf Oxford, R L and Crookall, D., “Vocabulary learning: a critical analysis of techniques,” TESL Canada Journal 7/2 (1990), Pp 9-30 Penny Ur (1996) A course in language teaching: Practice and theory Cambridge: Cambridge University Press 50 Richards and Rodgers (1986) Approaches and methods in language teaching: A description and analysis Cambridge: Cambridge University Press Richards, Jack C (2006) Communicative language teaching today Cambridge: Cambridge University Press Rosa María López Campillo: Teaching and learning vocabulary: An introduction for English students Smith, B.O (1963) "Towards a Theory of Teaching", in Theory and Research in Teaching Bureau of Publications, Teachers College, Columbia Thornbury, Scott: How to Teach Vocabulary Harlow: Longman, 2002 Woodard, C (1998) Developing vocabulary skills ERIC Document Reproduction Service No ED426400 51 APPENDICES APPENDIX A: Questionnaire on English vocabulary teaching strategies Dear teachers, My name is Duong Thi Doan I work as a teacher of English at PoPoDoo English center I am carrying out my M.A thesis named “An exploratory study of English vocabulary teaching strategies to young learners at PoPoDoo English center in Ha Noi.” The purpose of this questionnaire is to find out the strategies of English vocabulary teaching to young learners (4-12 years old) used by teachers at PoPoDoo I would really appreciate if you can complete these following questions as truly as your opinions as well as your real teaching situations All the data will be used for the purpose of research, not for any other purposes Thank you very much for your cooperation! Please write down some information about yourselves Male / Female: _ Years of teaching English: _ I Your attitude towards using strategies in teaching English vocabulary to the young learners Instruction: Please indicate your answer by making an „X‟ in the appropriate box I think vocabulary teaching in English teaching is:  very important  important  quite important  not very important  unimportant Using strategies in teaching English vocabulary to the young learners is:  very necessary  necessary  quite necessary  not very necessary  unnecessary I II Your facts of teaching English vocabulary to young learners at PoPoDoo English center Instruction: Show how often you use the following strategies based on your facts of using vocabulary teaching strategies by putting a number under each age group in the table below Note that: 6= Always 5= Usually Stage 4= Often Statement = Sometimes 2= Rarely For age group Statement 3-6 I present the meaning of the target Presentation Learning styles vocabulary by using visual teaching strategies such as using real objects or video; pictures, photos, flashcards, slides, and posters I present the meaning of the target vocabulary by using auditory teaching strategies such as imitation of sound; using hearing aids, video, music, songs, rhymes, and chants I present the meaning of the target vocabulary by using gestures, body actions and facial expressions I introduce vocabulary items in the imperative I use verbal strategies to present the meaning of the target vocabulary through translation I present the form (the pronunciation or the spelling) of the target word by modeling that word II 1= Never 7-9 10-12 Activating I present the meaning of the target prior vocabulary knowledge antonyms by using synonyms, and I use illustrative situations to explain abstracts words I present the meaning of the target vocabulary through definition 10 I present the target vocabulary in topics, themes, or using semantic maps 11 I present the meanings and use of some prefixes and suffixes to make students‟ vocabulary learning process easier and faster Practice Learning 12 I use games or activities such as board styles games, oral activities, listening activities, and movement activities to help learners practice the target vocabulary 13 I use chorus repetition strategy and whatis-it technique 14 I ask my learners to write the target words in their notebook several times to memorize them (written repetition) 15 I ask my learners to make a tape recording of word lists and study by listening 16 I ask my learners to vocabulary exercises such as crossword puzzle, matching (words and pictures, words and their definitions, etc), grouping words, and finding the odd one out Activating 17 I ask my learners to make semantic maps prior to review new words; order or classify words III knowledge from the given word list 18 I ask my learners to replace the word with its synonym or antonym 19 I ask my learners to give a definition of the word 20 I have my learners reading and listening activities to identify words 21 I ask my learners to practice the words through translation Production Learning 22 I ask my learners to response physically to styles my oral commands when they learn verbs 23 I ask my learners to use their own words to describe the pictures whose prominent details are related to new words they have just learnt 24 I let my learners participate in craft activities so that they make products of the words they have just learnt Activating 25 I ask my learners to make sentences with prior the target words knowledge 26 I ask my learners to complete sentences or texts with words offered or not 27 I ask my learners to take a role-play with the given situation using learnt words 28 I give my learners a series of disordered (or ordered) pictures, and ask them to work in group, reorder and tell a story Thank you very much for your assistance! IV APPENDIX B: Interview for teachers Do you think teaching vocabulary is important in language teaching? Do you use different strategies to teach vocabulary to different age groups of learners? How different? Could you tell me in more details? When you teach vocabulary, which strategies you prefer to use? For each age group of learners? APPENDIX C: Interview for learners Chào con, tên gì? Con tuổi? Ở trung tâm, có thích học phần từ vựng tiếng Anh không? Ở lớp, cô thường dạy từ vựng cho nào? Con thích học cách nhất? Thank you! APPENDIX D: Interview scripts translated into English (for learners) Q1: Hello, what‟s S1: My name‟s Duy Anh I am years old your name? How old S2: My name‟s Trung Anh I am years old are you? S3: My name‟s Việt Dũng I am years old S4: My name‟s Khánh Ngọc I am years old S5: My name‟s Ngọc Trâm I am years old S6: My name‟s Như Anh I am years old S7: My name‟s Hà My I am years old S8: My name‟s Tuấn Minh I am years old S9: My name‟s Linh Chi I am years old S10: My name‟s Hoàng Anh I am years old S11: My name‟s Bảo Khánh I am years old S12: My name‟s Tố Uyên I am years old S13: My name‟s Hà Linh I am years old S14: My name‟s Minh Anh I am years old S15: My name‟s Hoàng Gia I am years old S16: My name‟s Thảo Nguyên I am years old V S17: My name‟s Hoài Linh I am years old S18: My name‟s Trúc Uyên I am years old S19: My name‟s Tuấn Minh I am years old S20: My name‟s Tiến Khôi I am years old S21: My name‟s Diệp Khánh I am years old S22: My name‟s Tùng Lâm I am years old S23: My name‟s Minh Hiếu I am years old S24: My name‟s Thành Long I am years old S25: My name‟s Hữu Dũng I am years old S26: My name‟s Trang Linh I am years old S27: My name‟s Quỳnh Anh I am years old S28: My name‟s Tú I am years old S29: My name‟s Ngọc Huy I am years old S30: My name‟s Đức Huy I am years old S31: My name‟s Xuân Bách I am 10 years old S32: My name‟s An Khánh I am 11 years old S33: My name‟s Thái Hoàng I am 11 years old S34: My name‟s Hà Anh I am 11 years old S35: My name‟s Thái Minh I am 12 years old S36: My name‟s Hà Nguyên I am 12 years old S37: My name‟s Liên I am 10 years old S38: My name‟s Tuệ I am 10 years old S39: My name‟s Hải Anh I am 11 years old S40: My name‟s Linh Đan I am 10 years old S41: My name‟s Anh Tiến I am 11 years old S42: My name‟s Đức Anh I am 11 years old S43: My name‟s Hà Anh I am 11 years old S44: My name‟s Hà Linh I am 10 years old S45: My name‟s Ngọc I am 10 years old Q2: Do you like S1 -> S45: Yes, I learning English VI vocabulary? Q3: How does your S1: By using pictures and playing games I like playing games teacher often teach S2: My teacher shows pictures, reads the words first and then we English vocabulary read it After that, we play many games However, I like seeing in your class? What pictures way you prefer S3: I play a lot of interesting games I love them the most? S4: My teacher often teaches vocabulary through songs We many funny actions Besides, I like playing games S5: I like to listen to stories through pictures I also like to listen to songs because I love singing S6: After reading aloud the words, we play many games I like them S7: I like playing games the most I can remember many new words through playing games S8: I only like to watch pictures S9: My teacher shows flashcards, asks us to read aloud the words After that, we play many games I like playing games the most S10: I only love listening to songs S11: My teacher often organizes games by using pictures I like watching pictures S12: I like to listen to stories S13: I like to listen to stories S14: I love playing games S15: I like to take a role-play S16: My teacher often uses pictures, videos for listening, and asks us to vocabulary exercises I love using pictures the most S17: I like to learn vocabulary through playing games S18: My teacher often teaches vocabulary by many ways such as using pictures, and games I like playing games the most S19: We often learn new words through pictures, doing vocabulary exercises and playing games I like to learn by using VII pictures S20: I love playing games S21: I like to learn vocabulary by listening to conversations S22: I often learn new words by using pictures, listening to videos, and doing exercises I like doing vocabulary exercises the most S23: I like to listen to songs S24: I love playing games although I am often the loser S25: I like to learn new words by using flashcards S26: I like to play games the most S27: I love pictures so I like to learn vocabulary through them S28: I like to listen to conversations S29: I like to vocabulary exercises After doing them, I can remember lots of words S30: There are many ways to learn new words but I love playing games S31: We often learn new words by using pictures, playing games, telling stories through pictures, and doing exercises However, I like playing games the most S32: After my teacher introduces new words, I like to use them to tell stories basing on pictures I see that I not only remember words but also consolidate grammar structures by that way S33: I like to listen to conversations S34: My teacher often uses pictures, games to teach new words In addition, she also asks us to take a role-play I like to learn by pictures the most S35: I like to practice words by doing exercises Some kinds of exercises are filling words in the text, matching words with pictures or definitions S36: I like to play games S37: We see pictures and then read aloud the words We also play VIII lots of interesting games and doing exercises such as matching and filling words in the sentences and the text I prefer to exercises the most S38: I love doing vocabulary exercises S39: My teacher uses many ways to teach new word such as using songs, conversations, and games However, the way I like the most is playing games S40: I like to listen to conversations which are spoken by foreigners S41: My teacher often shows pictures, writes words on the boards, and asks us to exercises However, I love playing games S42: I like to play games I can remember many words by that way S43: My teacher often asks us to take a role-play I like this very much S44: I love listening to songs S45: When I learn new words, I like to using translation IX ... attitude towards vocabulary teaching and using strategies in teaching vocabulary to young learners Statement 1: I think vocabulary teaching in English teaching is: Very important Important Quite... Teachers‟ attitude towards using strategies in teaching English vocabulary to young learners Table 5: Teachers‟ responses to using vocabulary teaching strategies basing on learning styles in Presentation... learning that may enhance their learners? ?? vocabulary knowledge or help them to be better in reading, writing, listening, and speaking One thing is that teaching English in general and vocabulary in