The effect of contextualized vocabulary presentation on 10th form students’ English vocabulary acquisition. An action research at To Hieu High school, Hai Phong

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FALCUTY OF POST-GRADUATE STUDIES ……………… ***………………… ĐẶNG THỊ HƯƠNG THE EFFECT OF CONTEXTUALIZED VOCABULARY PRESENTATION ON 10TH FORM STUDENTS’ ENGLISH VOCABULARY ACQUISITION AN ACTION RESEARCH AT TO HIEU HIGH SCHOOL, HAI PHONG ẢNH HƯỞNG CỦA VIỆC DẠY TỪ VỰNG TRONG NGỮ CẢNH TỚI VIỆC TIẾP THU TỪ VỰNG CỦA HỌC SINH LỚP 10 NGHIÊN CỨU HÀNH ĐỘNG TẠI TRƯỜNG TRUNG HỌC PHỔ THƠNG TƠ HIỆU, HẢI PHỊNG M.A MINOR THESIS Field: ENGLISH TEACHING METHODOLOGY Code: 60-14-10 HA NOI- 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FALCUTY OF POST-GRADUATE STUDIES ……………… ***………………… ĐẶNG THỊ HƯƠNG THE EFFECT OF CONTEXTUALIZED VOCABULARY PRESENTATION ON 10TH FORM STUDENTS’ ENGLISH VOCABULARY ACQUISITION AN ACTION RESEARCH AT TO HIEU HIGH SCHOOL, HAI PHONG ẢNH HƯỞNG CỦA VIỆC DẠY TỪ VỰNG TRONG NGỮ CẢNH TỚI VIỆC TIẾP THU TỪ VỰNG CỦA HỌC SINH LỚP 10 NGHIÊN CỨU HÀNH ĐỘNG TẠI TRƯỜNG TRUNG HỌC PHỔ THƠNG TƠ HIỆU, HẢI PHỊNG M.A MINOR THESIS Field: ENGLISH TEACHING METHODOLOGY Code: 60-14-10 Supervisor: Dr Lê Văn Canh HA NOI- 2011 iii TABLE OF CONTENTS Declaration i Acknowledgments ii Table of contents iii List of abbreviations vi List of tables vi Abstract vii PART A: INTRODUCTION Rationale Aims and objectives Research question Research methodology Scope of the study Significance of the study Design of the study PART B: DEVELOPMENT Chapter 1: Literature review 1.1 Definition of contextualized vocabulary presentation 1.2 A contextualized presentation to vocabulary acquisition 1.3 Previous studies on contextualized vocabulary presentation 1.4 Guessing or inferencing strategy 1.5 Types of contextual clues 12 1.5.1 Structural clues 12 1.5.2 Inference clues 14 1.6 Advantages and disadvantages of contextualized vocabulary presentation to vocabulary acquisition 16 16 1.7 Activities and exercises for presenting and practicing words in context 16 1.8 The roles of vocabulary knowledge in guessing meaning of the unknown words 17 iv 1.9 Vocabulary in English textbook for 10th form non- English major students 18 1.10 Summary 18 Chapter 2: Methodology 2.1 Rationale for the use of an action research 20 2.2 Action Research Procedure 22 2.3 Background of the study 23 2.3.1 Participants 23 2.3.2 Data collection instruments 24 2.4 2.3.2.1 Tests 24 2.3.2.2 Focus group interview 25 Data collection procedures 25 Chapter 3: Data analysis and discussion 3.1 The results of the students‟ post-tests 28 3.2 The results of focus group interview 29 3.2.1 Students‟ opinions of the usefulness of contextualized vocabulary presentation 29 3.2.2 Enhancing motivation for vocabulary learning 29 3.2.3 Memorizing words better 30 3.2.4 Preference of contextualized vocabulary activities and exercises 30 3.2.5 The help of contextualized vocabulary presentation to word retention and using 31 3.3 Discussion 32 3.4 Summary of major findings 32 PART C: CONCLUSIONS Summary of the findings 33 Reflection 34 Implications 35 Limitations and suggestions for further study 35 REFERENCES 36 APPENDICES v APPENDIX 1: English vocabulary test I APPENDIX 2: The vocabulary items presented through minimal contexts Lesson V APPENDIX 3: Description of teaching plan – Lesson V APPENDIX 4: Focus group interview transcripts APPENDIX 5: The students‟ vocabulary performance in post-tests VIII X vi LIST OF ABBREVIATIONS AND LIST OF TABLES EFL: English as a Foreign Language L2: Second language N: Number M: Mean Std Deviation: Standard Deviation I: Interviewer S: Student LIST OF TABLES Page Table 1.2: Components of a theory of learning words from context (From Sternberg and Powell, 1983) Table 2.1: Differences between Action Research and Formal Research 21 Table 3.1: The results of the students‟ post-tests 29 PART A: INTRODUCTION RATIONALE Considering the crucial role attributed to vocabulary learning in second or foreign language learning, one can implicitly understand the importance of vocabulary teaching as well In the past, vocabulary teaching and learning were often given little priority in second language programs, but recently there has been a renewed interest in the nature of vocabulary and its role in learning and teaching (Richards & Renandya, 2002: 255).A number of research studies have dealt with lexical problems, namely, problems which language learners face in vocabulary learning The research findings have revealed that lexical problems frequently interfere with communication As a matter of fact, communication breaks down when people not use the right words (Allen, 1983:5) It is also generally accepted that second or foreign language learners who possess good word power or knowledge of vocabulary are usually more successful language learners Simply put, people with large vocabularies are more proficient users of the target language than those with limited vocabularies In fact, there is usually a positive correlation between one‟s knowledge of vocabulary and his/her level of language proficiency (Luppescu & Day: 1993) When teaching vocabulary to the 10th form students at To Hieu High school the author found out that word retention is a big problem to the students Students tend to forget words quickly Another problem is that they may remember words but they not know how to use them appropriately It has often been suggested that learning vocabulary by using it in contexts should be employed as the main approach to improve vocabulary knowledge A number of researchers such as Gairns and Redman (1986) and Oxford and Crookall (1988) have suggested that to learn words in context is an effective vocabulary learning strategy This has urged the researcher to carry out this action research, which is aimed at finding out how contextualized vocabulary presentation affects students‟ vocabulary acquisition 2 AIMS AND OBJECTIVES OF THE STUDY The research is aimed to explore the effectiveness of contextualized vocabulary presentation on students‟ vocabulary acquisition and retention By acquisition, I mean the students understand the meaning of the taught words and know how to use them appropriately Because one aspect of vocabulary acquisition is the students‟ ability to retrieve the words they have learned, the study is also aimed at measuring the impact of the contextualized vocabulary presentation on students‟ vocabulary retention Specifically, the aims of the study are: 1) To examine the feasibility of presenting vocabulary in contexts to 10th graders in a particular high school 2) To measure the effectiveness of this vocabulary teaching technique on students‟ vocabulary acquisition and vocabulary retention Therefore, the study is to achieve the following objectives: 1) To experiment presenting vocabulary in contexts in order to measure its effectiveness on students‟ vocabulary acquisition 2) To examine the impact of presenting vocabulary in contexts on students‟ vocabulary retention RESEARCH QUESTION To achieve the aims and objectives of the thesis, the following research question was proposed: “To what extent does contextualized vocabulary presentation affect students‟ vocabulary acquisition?” RESEARCH METHODOLOGY Since the study is aimed at improving students‟ vocabulary acquisition through the application of a new vocabulary teaching technique, an action research designed is chosen for the study In this action research, a series of progress tests was used in order to measure the impact or effectiveness of this vocabulary technique on students‟ vocabulary acquisition and retention Moreover, a focus group interview was conducted to obtain more in-depth data about how students assessed their progress when applying guessing strategies and whether contextualized vocabulary presentation affected students‟ vocabulary retention and learning SCOPE OF THE STUDY The study is limited to the examination of how presenting vocabulary in contexts affect one group of grade 10 students‟ vocabulary acquisition and retention No intention is made to generalize the findings SIGNIFICANCE OF THE STUDY The results of this action research will help the author to improve her approaches to vocabulary teaching Those results can also be helpful to other teachers in the school or in other schools which are similar to the school where this research was conducted DESIGN OF THE STUDY The research consists of three main parts: Part A, Part B and Part C Part A: Introduction presents the rationale, the research question, the method of study, the research procedure, the scope of the study, the significance of the study and the design of the study Part B: Development consists of chapters Chapter one reviews the literature relevant to the study including the definition of context and a number of researches in which contextualized vocabulary presentation has been used to helps students make improvement in their language study This chapter also presents some types of contextual clues used to guess the meaning of unknown word and students‟ vocabulary learning strategies Chapter two discusses the method used in the study It presents a thorough justification for the use of action research and the research‟s components and program Chapter three presents the findings and discussion of the study This part is apparently important because it justifies the effectiveness of the research Part C: Conclusion provides summary of the findings, implication, refection as well as presents limitations and suggestions for further study 38 Gipe, J P., & Arnold, R D (1979) “Teaching vocabulary through familiar associations and contexts” Journal of Reading Behavior 11, pp.282–285 Grellet, F (1981) Developing reading skills Cambridge: Cambridge University Press Haastrup, K (1991) Lexical inferencing procedures or talking about word Tübingen: Gynter Narr Halliday, M.A.K., & Hasan, R (1976) Cohesion in English London: Longman Herman, P A., Anderson, R C., Nagy, W E., & Pearson, P D (1987) “Incidental acquisition of word meaning from expositions with varied text features” Reading Research Quarterly 22, pp.263–284 Honeyfield, J (1977) “Word frequency and the importance of context in vocabulary learning” RELC Journal 8, pp.35-42 Horst, M., Cobb, T., & Meara, P (1998) Beyond a clockwork orange: Acquiring second language vocabulary through reading Reading in a foreign language 11, pp.207– 223 Hulstijn, J H (1992) Retention of inferred and given word meanings: Experiments in incidental vocabulary learning In P J Arnaud & H Bejoint (Eds.) Vocabulary and applied linguistics, pp 113-125 London: Macmillan Hulstijn, J., Hollander, M., & Greidanus, T (1996) “Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words” The Modern Language Journal 80, pp.327–339 Hymes, D.(1974) Linguistics as sociolinguistics In Foundations in sociolinguistics An ethnographic approach Philadelphia: University of Pennsylvania Press Jenkins, J R., Matlock, B., & Slocomb, T A (1989) “Two approaches to vocabulary instruction: The teaching of individual word meanings and practice in deriving word meanings from context” Reading Research Quarterly 24, pp.215–235 39 Joshi, R.M (2005) “Vocabulary: A critical component of comprehension” Reading & Writing Quarterly 21, pp 209–219 Kemmis, S & Mc Taggart, R (Eds) (1988) The action research planner, third edition Victoria: Deakin University Krashen, S (1982) Principles and practice in second language acquisition Pergamon Laufer, B., & Shmueli, K (1997) “Memorizing new words: Does teaching have anything to with it?” RELC Journal 28, pp.89–108 Lewis, M (1993) The lexical approach Language Teaching Publications Liu, Na & Nation, I.S.P (1985) “Factors affecting guessing vocabulary in context” RELC Journal 16, pp.35-42 Luppescu, S., & Day, R R (1993) Reading, dictionaries, and vocabulary learning Language Learning 43, pp.263-287 Mettetal, G Classroom action research overview from http://mypage.iu.edu/~gmetteta/Classroom_Action_Research.html#Differences McCarthy, M (1990) Vocabulary Oxford: Oxford University Press Mill, G.E (2003) Action research: A guide for the teacher researcher Upper Saddle River, NJ: Merrill, Prentice Hall Nagy, W E., Herman, P A., & Anderson, R C (1985) “Learning words from context” Reading Research Quarterly 20, pp 233–253 Nation, I.S.P (1993b) Vocabulary size, growth and use In the bilingual lexicon ed R Schreuder and B Weltens Amsterdam/Philadelphia: John Benjamins, pp.115-134 Nation, I.S.P (2001) Learning vocabulary in another language Cambridge: Cambridge University Press 40 Nation, L.S (1983) Teaching and learning vocabulary English Language Institude Wellington: University of Wellington Nation, P., & Coady, J (1988) Vocabulary and reading In R Carter & M McCarthy (Eds), Vocabulary and language teaching, pp.97-110 London: Longman Nunan, D (1991) Language teaching methodology Prentice Hall International (UK) Ltd Nunan, D (1992) Rersearch methods in language learning Cambridge: Cambridge University Press Oxford, R., & Crookall, D (1988) Learning strategies In you can take it with you: Helping students maintain foreign language skills beyond the classroom, ed J.B Gleason, Englewood Cliffs NJ: Orentice Hall Pamela, H & Elaine, K (2007) Interaction Mc Graw Hill Press Qian, D.D (1999) Assessing the role of depth and breadth of vocabulary knowledge in reading comprehension The Canadian modern language review, 56(2), pp.282 – 307 Qian, D.D (2002) Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective Language Learning 52, pp.513–536 Qian, D.D., & Schedl, M (2004) Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance Language Testing, 21(1), pp.28–52 Rapaport, W.J (2005) What is the “Context” for contextual vocabulary acquisition? Retrieved August 8, 2011, from http://www.cse.buffalo.edu/~paraport/cva.html Read, J (2000), Assessing vocabulary Cambridge: Cambridge University Press Richards, J C., & Renandya, W A (2002) Methodology in language teaching: An anthology of current practice Cambridge: Cambridge University Press 41 Ricketts, J., Nation, K & Bishop, D (2007) Vocabulary is important for some, but not all reading skills Scientific Studies of Reading, 11(3), pp.235–257 Rott, S (1999) The effect of exposure frequency on intermediate language learners‟ incidental vocabulary acquisition through reading Studies in Second Language Acquisition 21, pp 589–619 Saragi, T., Nation, I S P., & Meister, G F (1978) Vocabulary learning and reading System 6, pp.72–78 Schmitt, N (1997) Vocabulary learning strategies In N Schmitt, and M McCarthy (Eds) Vocabulary: Description, Acquisition and Pedagogy Cambridge: Cambridge University Press, pp.199-227 Sternberg, R J., & Powell, J S (1983) Comprehending verbal comprehension American Psychologist 38, pp.878–893 Tsui, A.B (1993) Helping Teachers to Conduct Action Research in their classrooms In D.Freeman, with S.Cornwell (Eds) New Ways in Teaching Education Alexandria: VA, TESOL Xialong, L (1988) Effects of contextual cues on inferring and remembering meaning of new words Applied Linguistics 9(4), pp.402-413 I APPENDICES APPENDIX 1: English vocabulary test ENGLISH VOCABULARY TEST Name: Class: I Choose the best option A, B, C or D to fill in the blank: The alarm …………… at 5:30; I get up and prepare to go to school A goes wrong B goes away C goes off D goes out Mr John is a (an) … …teacher He teaches us about animals, plants, DNA A English B Maths C Literature D Biology His father is mending the car in the……… A kitchen B post office C garage D living room Her voice was almost ………….so we couldn't hear anything A clear B loud C inaudible D strong We have to study some new subjects in the second ……… this year A semester B lesson C period D vacation In some cities, instead of………, urban life is actually getting much better A worsening B shortening C bettering D lightening Almost four billion people will be living in cities in ………… countries such as India and Nigeria A foreign B developing C developed D rich There are many more schools in cities than in ……….areas A capital B urban C rural D mountain It is …………to me when seeing such terrible animal A delicious B abhorrent C good D healthy 10 She is bathing her child in the …………… A bathroom B kitchen C dining room D sitting room II Complete each blank in the following passage with a suitable word in the given box II contented with peasants kitchen pumps tobacco goes off lead chat harrow watch The alarm (11) ……… at 4:30 I get up and go down to the (12) …………to boil some water for my morning tea I drink several cups of tea, have a quick breakfast and then (13)…………the buffalo to the field It takes me 45 minutes to get ready I leave the house at a quarter past five and arrive in the field at exactly 5:30 I plough and (14) ………… my plot of land and at a quarter to eight I take a short rest During my break I often drink tea with my fellow (15)………….and smoke local (16)……… I continue to work from a quarter past eight till 10:30 Then I go home, take a short rest and have lunch with my family at 11:30 After lunch I usually take an hour's rest At 2:30 in the afternoon we go to the field again We repair the banks of our plot of land Then my husband (17)………….water into it while I the transplanting We work for about two hours before we take a rest We finish our work at p.m We have dinner at about p.m., then we (18)……….TV and go to bed at about 10 p.m Sometimes we go and see our neighbors for a cup of tea We (19)………… about our work, our children and our plans for the next crop Although it‟s a long day for us, we are (20)…………what we We love working and we love our children III Choose the word that has similar meaning with the underlined word given above by cycling A, B, C or D: 21 It is not possible for people to remember everything that they have thought, felt, or done A appreciate B recall C repeat D discuss 22 Valium is a strong drug that can cause a driver to sleep at the wheel A doze B sneeze C dream D snore 23 Passenger ships and aircrafts are often equipped with ship-to-shore or air-to-land radio telephones A sailboats B railroads C highways D planes 24 John felt confident about his grade on the test he had just taken because it had been not too difficult III A sure B depressed C eager D uncertain 25 Since research studies have shown a relationship between cancer and cigarette smoking, many people have cut down, which hit the tobacco industry badly A become frightened C increased smoking B decreased the number of cigarettes D gotten sick 26 Although the fire was damaging, he was able to salvage some belongings A save B discard C return D give 27 I proudly stood by my conviction, even though it went against the majority A shyness B belief C uncertainty D hope 28 She was hostile toward the stranger in the same way that an animal reacts when threatened A polite B unfriendly C playful D happy 29 Receptors for the sense of smell are located at the top of the nasal cavity A upper end B inner edge C mouth D division 30 The heavy box fell off his desk and hit the floor with a thump A a very small sound B a musical sound C a repeated sound D a dull noise IV Read the following passage and choose the best answer A, B, C or D: By adopting a few simple techniques, parents who read to children can substantially increase their children‟s language development It’s surprising, but true How parents talk to their children makes a big difference in the children‟s language development If a parent encourages the child to actively respond to what the parent is reading, the child‟s language skills increase A study was done with two- to three-year-old children and their parents Half of the thirty children participated in the experimental study; the other half acted as the control group In the experiment group, the parents were given a two-hour training session in which they were taught to ask open-ended questions rather than yes/no questions For example, the parent should ask “what is the doggie doing?” rather than “Is the doggie running away?” Experimental parents were also instructed in how to expand on their IV children‟s answers, how to suggest alternative possibilities, and how to praise correct answer At the beginning of the study, the children did not differ on measure of language development, but at the end of the month the children in the experimental group tested 5.5 months ahead of the control group on a test of verbal expression and vocabulary Nine months later, the children in the experimental group still showed an advance of months over the children in the control group 31 Which of the following words could replace the word “adopting” in line 1? A approving B following C adding D collecting 32 The word “substantially” as used in line is most similar in the meaning to which of the following? A considerably B deceptively C subtly D successfully 33 In line 2, what does “it” refer to? A children‟s language development B parents increasing children‟s language development C parents reading to children D reading techniques being simple 34 The word “participated” in line is closest in meaning to which of the following? A put up with B took part in C got the point D came away with 35 The word “alternative” in line 12 could best be replaced by which of the following? A easier B other C clearer D better 36 The word “praise” in line 12 is most similar to which of the following? A celebrate B honor C compliment D respect 37 In line 14, the word “measures” refers to which of the following? A assessments B appearances C aspects D amounts 38 How many children were there in the study? A or B 15 C 30 D 35 39 What was the difference between the control group and the experimental group? A the training parents receive B the age of the children V C the number of the children D the books that were read 40 What conclusion is the best supported by this passage? A The more children read, the more intelligent they become B Children‟s language skills increase when they are acquired to respond actively C Parents should be trained to read to their children D Children who read actively act six months older APPENDIX 2: The vocabulary items presented through minimal contexts - Lesson Exercise: Look at the following sentences, using context clues to infer the meanings of the bolded and underlined words Passengers are people who travel on a train, a bus or an air plane Biology is a subject that studies about animals, plants, DNA… A: Where is your car? It is not in your house B: I have parked it in the garage School year has two semesters The first semester is from 5th September to 15th January Although the exercise seemed intricate, I thought it was quite simple When Sara was sick, her voice was almost inaudible We couldn't hear what she was trying to say clearly There is a drawback, a disadvantage, to that idea The downtown shopping area is now a pedestrian zone- in other words, an area for walkers only, no cars APPENDIX 3: Description of teaching plan – Lesson Aims: - Students can infer the meaning of unfamiliar words based on the context clue - Students understand and remember the meaning of some new words A Material: - Handouts C Procedures VI Steps Teacher’s activities Students’ activities 1.Warm-up - On the board, write two sentences that each - includes an unknown vocabulary word and a context clue Underline the unknown words Look at these sentences Maths is a subject that - Ask students to give predictions to the studies about numbers, meaning of the words Pascal, Pitago… Ex - Explain that these predictions were made based on the use of context clues Although the exercise seemed intricate, I thought it was quite simple - Give the predictions 2.Direct - Distribute the Types of Context Clues that - Listen to the instruction of Instruction help SS to infer the meaning of new words the teacher such as punctuation, antonyms, synonyms, hyponyms, definitions, restatement, and reference words ect… - Explain the strategy to infer the meanings of - Listen the new words above to the teacher explanation - Give some more examples to help SS - Understand the guessing understand these strategies Guessing - Give students worksheet with unfamiliar exercise words bolded and underlined strategies - Ask students to identify the steps they use - Identify the steps used to to identify the correct meanings of the word identify the correct in context First look at the clues such as the meanings of the word in words, phrases, or sentences that surround context the unfamiliar word Worksheet: Passengers are people who travel on Clues: VII a train, a bus or an air plane + Sentence & 2: using Biology is a subject that studies about animals, plants, DNA… word definition + Sentence 3: car, parked A: Where is your car? It is not in your + Sentence 4: school year, house two, from 5th September to B: I have parked it in the garage 15th January School year has two semesters The + Sentence 5: although, first semester is from 5th September to simple 15th January + Although the exercise seemed Sentence 6: sick, couldn’t hear intricate, I thought it was quite + Sentence 7: punctuation, simple disadvantage When Sara was sick, her voice was Sentence 8: in other words, almost inaudible We couldn't hear area for walkers only, no what she was trying to say clearly cars There is a drawback, a disadvantage, to that idea The downtown shopping area is now a pedestrian zone- in other words, an area for walkers only, no cars -Ask students to work in small groups, use context clues to figure out the meaning of the- - Work in small groups, use words context clues to figure out the meaning of the words - Then ask students check their words with - check the words with their group members and come to a other group members and consensus on the meaning of each word come to a consensus on the - Have students tell the meaning of meaning of each word unfamiliar words - Tell the meaning of - Give remark unfamiliar words to the class VIII APPENDIX 4: Focus group interview transcripts I: Interviewer S: Student I: Em thấy cách dạy từ vựng qua ngữ cảnh thời gian vừa qua có giúp em học từ vựng tốt khơng? Vì sao? S1: Có em nhớ từ đốn nghĩa từ số tập mà không cần dùng từ điển S2: Có vốn từ em tăng dần lên S3: Có em làm tập cảm thấy đạt S4: Nhìn chung có em nhớ nhiều từ S5: Có em dùng từ ngữ cảnh S6: Có, em thuộc từ nhanh biết dùng từ phù hợp với ngữ cảnh S7: Chưa giúp nhiều em thấy cách dạy cần thiết để học từ S8: Có đơi làm tập cịn đốn sai (do chưa đọc kỹ) S9: Chưa giúp nhiều em chưa có nhiều hội để vận dụng quy tắc học S10: Có phải học nhiều lần, luyện nhiều nhớ làm tập I: Cách dạy từ vựng qua ngữ cảnh vừa có tác động tới việc học từ vựng em? Em cho ví dụ cụ thể tác động S1: Trước em nhanh quên từ em nhớ từ học lâu S2: Em thấy đốn từ đọc đoạn văn mà khơng cần phải dùng từ điển S3: Em thúc đẩy học từ cô đưa hoạt động thú vị S4: Em thấy thích học từ vựng học tốt Em bạn đọc đọan văn đoán nghĩa từ Khi đoán em thấy vui S5: Cách học hữu ích Trước có em nhớ từ dùng từ sai, em có tiến S6: Có tác động chưa nhiều vốn từ em cịn nên nhiều khơng đốn nghĩa từ S7: Em làm việc tốt tham gia hoạt động nhóm u cầu S8: Em thấy tự tin Em nhớ từ tốt S9: Có tác động tốt Em dễ dàng đốn nghĩa từ chủ đề quen thuộc IX S10: Tuy em chưa tiến nhiều cách học làm em hứng thú học từ I: Có mặt nào, tập hay hoạt động mà em khơng thích? Vì sao? S1: Em thích dạng tập để đoán nghĩa S2: Các dạng tập phù hợp với em S3: Em cảm thấy dạng tập bổ ích S4: Nhìn chung tậpvà hoạt động thú vị S5: Khơng, tập giúp em thực hành kỹ đoán nghĩa S6: Em thích tất tập đốn nghĩa thú vị S7: Em thấy thích cách học S8: Em khơng thích đốn từ đoạn văn đoạn văn thường dài S9: Em khơng thích tập reference words em hay đốn sai S10: Em khơng thích tập tìm từ điền vào chỗ trống tập khó I: Theo em cách dạy có giúp em nhớ từ biết cách dùng từ tốt khơng? Vì sao? Ví dụ cụ thể? S1: Em nhớ từ tốt biết cách dùng từ có ngữ cảnh cụ thể S2: Có ạ, em khơng bị lẫn lộn lựa chọn từ có nghĩa giống cách dùng khác S3: Em nhớ từ lâu nhớ ngữ cảnh để dùng từ S4: Có, em khơng cịn nhanh qn từ tự đốn nghĩa từ S5: Có, em cảm thấy làm kiểm tra từ vựng dễ trước S6: Có, em hiểu sâu hơn, em không nhớ nghĩa mà nhớ cách dùng từ học ngữ cảnh phù hợp S7: Em nhớ từ biết cách dùng từ tốt cách học từ ngữ cảnh giúp em biết cách sử dụng từ học để đốn nghĩa từ mới, qua em vừa học từ vừa ôn lại từ học S8: Có, nhờ cách học em đoán nghĩa hiểu nội dung đoạn văn dài S9: Em nhớ từ tốt em khơng cịn ngại tập từ vựng trước S10: Trước em có nhớ nghĩa từ thường dùng từ sai, qua cách học em tự sửa lỗi dùng sai từ X APPENDIX 5: The students’ vocabulary performance in post-tests Cases score of test score of test score of test 7 7 7 6 6 8 10 6 11 5 12 6 13 6 14 5 15 16 17 18 6 19 6 20 7 21 7 22 7 23 7 24 6 25 5 26 6 27 5 28 6 XI 29 9 30 7 31 6 32 5 33 4 34 7 35 6 36 6