Efficiency of gap-fill exercises to 10th form students’ vocabulary acquisition

VIETNAM NATIONAL UNIVERSITY-HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -    - NGUYỄN THỊ KIỀU NGA EFFICIENCY OF GAP-FILL EXERCISES TO 10TH FORM STUDENTS’ VOCABULARY ACQUISITION (Hiệu tập điền khuyết tiếp thụ từ vựng học sinh lớp 10) MINOR M.A THESIS Field: English Methodology Code: 601410 HANOI - 2011 VIETNAM NATIONAL UNIVERSITY-HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -    - NGUYỄN THỊ KIỀU NGA EFFICIENCY OF GAP-FILL EXERCISES TO 10TH FORM STUDENTS’ VOCABULARY ACQUISITION (Hiệu tập điền khuyết tiếp thụ từ vựng học sinh lớp 10) MINOR M.A THESIS Field: English Methodology Code: 601410 SUPERVISOR: LE VAN CANH, Ph.D HANOI - 2011 -iv- TABLE OF CONTENTS Pages Declaration i Acknowledgements ii Abstract iii Tables of contents iv Lists of Tables, Figures vii Lists of Abbreviations viii PART I: INTRODUCTION Rationale Aims and Objectives of the study Research Hypotheses and Questions Method of the Study Scope of the study Significance of the Study Organization of the thesis PART II: DEVELOPMENT CHAPTER ONE : LIRETATURE REVIEW 1.1 What is vocabulary? 5 1.2 The role of vocabulary in second language learning 1.3 The vocabulary acquisition 1.3.1 Vocabulary teaching techniques 1.3.2 Revising vocabulary 1.4 Vocabulary activities and exercises 1.5 Criteria of a good vocabulary exercise 10 -v- 1.6 Gap-fill exercises and the acquisition of vocabulary 11 1.7 Summary 17 CHAPTER TWO: THE STUDY 18 2.1 Context of the study 18 2.2 Rationale for using a Quasi-experimental method 18 2.3 Variables 19 2.4 Participants 20 2.5 Designing and applying gap-fill exercises 20 2.6 Procedures 21 2.7 Instruments for data collection 23 2.7.1 Pretest and Posttest 23 2.7.2 Questionnaire 24 2.8 Summary CHAPTER THREE: FINDINGS AND DISCUSSION 3.1 The Effectiveness of GFEs on students’ vocabulary acquisition 25 26 26 3.1.1 Comparison of Pretest and Posttest Performance 26 3.1.2 Comparison of both group’s vocabulary gains after the experiment 27 3.2 Students’ attitudes towards GFEs 29 3.3 Discussion 32 3.3.1 Vocabulary gains as resulted from the application of GFEs 32 3.3.2 Students’ attitudes towards GFEs 33 3.4 Summary 34 PART III: CONCLUSION Summary of main findings 35 Limitations of the study 36 -vi- Recommendations for the application of GFEs 37 Suggestions for further study 38 REFERENCES 39 APPENDICES Appendix A: Test Scores I Appendix B: Vocabulary pretest & key II Appendix C: Vocabulary posttest &key VI Appendix D: The Questionnaire X Appendix E: Word lists XI -vii- LISTS OF TABLES AND FIGURES Pages Table 3.1 Descriptive statistics for the pretest and posttest of 26 experimental and control groups Table 3.2 Means gains of the experimental group and control groups 28 after the experiment Table 3.3 Students’ attitudes towards GFEs 30 Figure 3.1 The differences between the means scores on the paired pretest 27 and the paired posttests Figure 3.2 Differences in gain values obtained by both groups after the experiment 29 -viii- LIST OF ABBREVIATIONS df Degree of Freedom DTH Dinh Tien Hoang EFL English as Foreign Language ESL English as Second Language GFEs Gap – Fill Exercises H0 Null Hypothesis H1 Alternative Hypothesis L1 First Language L2 Second Language MOET Ministry of Education and Training M Means N Number of Cases or Subjects of the study p Probability of chance (indicator of significance) SD Standard Deviation SPSS Statistic Package for Social Science t Obtained Value tcrit Critic Value TOEIC Test of English for International Communication X Independent factor Y Dependent factor -1- PART I: INTRODUCTION Rationale Vocabulary is an important language element that links four language skills, namely listening, speaking, reading and writing together and makes communication flow smoothly Reality shows that many students have fairly good knowledge of grammar but are hardly able to express themselves properly because of their vocabulary deficiency Vocabulary learning, therefore, becomes the central to language acquisition and interest in its role in second language learning has grown rapidly in recent years Scholars and teachers now emphasize the need of systematic and principled approach to vocabulary by both the teacher and the learner (Decarrico, 2001; Nation, 1990) One of the concerns in vocabulary is how to help students acquire their English vocabulary However, at upper secondary schools, the teaching and learning of English language in general, English vocabulary in particular are still far from satisfaction as students’ final results in most English examinations remain unchanged at low levels In fact, most secondary school students have not paid enough attention to vocabulary learning as they mainly receive basic lessons of grammar together with four skills from their teachers and textbooks It is common knowledge that there are various techniques of learning vocabulary, mastering and using it in different contexts and one of the effective techniques to help students to reinforce vocabulary is giving them appropriate vocabulary exercises, namely, gap-fill exercises This type of vocabulary exercises typically consists of leaving a gap or a blank space in a sentence or a passage which students have to fill in with the correct letter, word, phrase or whatever is missing Though vocabulary is vitally important to master any foreign languages, in reality, many grade 10 students’ English vocabulary is still limited even though they have learned English for four years at the lower secondary school It is their limited vocabulary that explains their poor performance in using English and in their test performance All these have motivated me to conduct this quasi-experimental research on the topic given, namely efficiency of gap- fill exercises to 10th form students’ vocabulary acquisition -2- Aims and Objectives of the Study The main aim of this study is to experiment gap-fill exercises in helping grade 10 students acquire their English vocabulary To be more specific, the primary objectives of the study are set as follows:  To experiment gap-fill exercises and examine their effects on grade 10 students’ English vocabulary acquisition  To investigate the students’ attitudes towards gap-fill exercises., i.e how effective they think doing gap-fill exercises is to their vocabulary learning Research Hypotheses and Questions To achieve the aims and objectives, the study is designed to test the hypothesis: H1: Grade 10 students who apply gap-fill exercises will make more significant improvement in their English vocabulary acquisition as measured by both pre-test and post-test scores than those who not apply such exercises If the above hypothesis was fully accepted, the following null hypothesis would be obviously rejected or vice versa: H0: There is no difference in English vocabulary acquisition as measured by both pre-test and post-test scores between grade 10 students who apply gap-fill exercises and those who not apply such exercises In order to identify which hypothesis would be accepted, the following research questions are formulated and needed to answer satisfactorily: (1) What effect gap –fill exercises have on students’ vocabulary acquisition as measured by their scores in the pre-test and post-test? (2) What are the students’ attitudes towards gap-fill exercises after the experimental period? -3- Method of the Study Because the purpose of the study is to test out the impact of gap-fill exercises on students’ acquisition of vocabulary, a quasi-experiment with a pre-test- and post-test design was adopted in this study Two non-randomized groups of 82 students (one control group and one experimental group, N= 41 each) participated in this experiment The pre-test and post-test scores were analyzed by means of t-test to find out the correlation of the two means to accept or reject the null hypothesis, namely gap-fill exercises not have any effect on grade 10 students’ English vocabulary learning In addition, a post-experiment questionnaire was also used as the supplementary instrument to elicit the students’ evaluative attitudes towards gap-fill exercises after the experimental period Scope of the Study The experiment was conducted to examine the impact of one type of vocabulary exercises, i.e., gap-fill exercises on students’ acquisition of vocabulary The sample was a small group of grade 10 students who were non-randomly assigned to a control class and an experimental class (41 students for each) Therefore, no intention was made to generalize the findings Significance of the Study Although no generalization was intended, the findings of the study could inform teachers of the effectiveness of gap-fill exercises on students’ vocabulary learning Organization of the thesis This thesis is organized in three parts Part I is The Introduction which presents the rationale for the research topic, aims, research hypotheses, scope, significance, and method of the study Part II is The Development which consists of three chapters Chapter one reviews theoretical background to teaching and learning vocabulary in a second language including vocabulary’s definition, its role in second language learning, the vocabulary acquisition, vocabulary exercises and the relationship between gap-fill exercises and vocabulary -VII- His parents gave him everything he asked for He was thoroughly …… A spoilt B full up C ashamed D disturbed C glad D grateful C careful D boring C nature D country I was very …… for all the advice she gave me A in debt B pleased John always arrives on time He’s so ……… A punctual B timeless The …… around this town is quite beautiful A scene B countryside My work’s got worse and worse Unless I …… I’ll fail my exams in the summer A get back B improve C increase D get well C finished D completed Oh dear! My watch has ……… ! A stopped B ended If you work for someone, then you are ……… A an employer B an employee C a slave D unemployed 10 I still feel like a cigarette even though I …… smoking two years ago A completed B gave over C gave in D gave up Part III Complete each of the following sentences with a completed word by basing on the letters given Do you believe in the exi _ of ghosts The restaurant is now under new mana _ The World Cup is regarded as the world champ _ of the sport New York is chara _ by its hundreds of tall offices and apartment buildings The President annou his intention to retire before the next election Although London is a favorite tourist dest _ for many people, it has its own problem New York City is loca southeastern part of New York State just east of New Jersey The const _ of President Ho Chi Minh’s Mausoleum started in 1973 This sort of music was very pop _ in the 1940s -VIII- 10 All his companies had been successful and he was known to be extr _ rich Part IV: Fill in each gap with one suitable word in the box below to complete the following passage There are two extra words set writer action recommend character anthology works issued plot biographical copy jobs literature activity This is one of the most famous (1) …………… by the American (2) ………… Ernest Hemingway, and one for which he won the Nobel prize for (3) ………… What I like about it is the simple (4) ……………., and the fact that the main (5) …………… is a simple, everyday man fighting the forces of nature It is (6) ………… in Cuba, and the (7) …………… takes place mainly at sea It’s semi- (8) ……………, as the man really existed I would (9) ………… it very much It has recently been re- (10) …………… in an (11) …………… of the man’s greatest works: I suggest you pick up a (12) ………… as soon as you can …………… The end…………… -IX- KEY TO THE POSTTEST I Possible answers: one skins worth only left danger into unless II Possible answers: C A A B B B D B A 10 D III Possible answers: existence destination management located championship construction characterized popular announced 10 extremely IV Possible answers: works character recommend writer set 10 issued literature action 11 anthology plot biographical 12 copy -X- APPENDIX D The post-program questionnaire for the experimental students (Vietnamese version) Bản câu hỏi nhằm phục vụ đề tài nghiên cứu “ Hiệu tập điền khuyết việc tiếp thụ từ vựng”, giúp học sinh lớp 10 nói riêng, học sinh lớp THPT nói chung làm tập điền khuyết để nâng cao vốn từ vựng, biết cách sử dụng từ kỹ thực hành tốt Những câu hỏi nhằm mục đích nghiên cứu, cô mong em trả lời với suy nghĩ cách đánh dấu tích (√) vào chọn (đồng ý, khơng đồng ý không bày tỏ ý kiến) Chân thành cảm ơn em Ý kiến Những tập điền khuyết giúp em nhanh chóng mở rộng vốn từ vựng tiếng Anh Bài tập điền khuyết giúp khả đọc hiểu em tốt nhiều Làm tập điền khuyết giúp em ghi nhớ từ vựng tốt so với làm tập từ vựng khác Làm tập điền khuyết nhiều thời gian khơng có hiệu em khơng thấy tiến việc học từ vựng Em thích tập điền khuyết dạng câu điền khuyết dạng đoạn văn ngắn dễ làm Dạng tìm từ thích hợp điền vào đoạn văn khó em khơng hiểu văn cảnh Việc làm nhiều tập điền khuyết giúp em vừa mở rộng vốn từ vừa biết cách sử dụng từ tốt Em thấy hiệu tập điền khuyết hạn chế em khơng học nhiều qua tập Em thích tiếp tục làm tập kiểu khơng giúp em nâng cao vốn từ mà củng cố kiến thức ngữ pháp Nếu tập điền khuyết trì thường xuyên khả sử dụng tiếng Anh em nâng lên nhiều Đồng ý Khơng đồng ý Khơng có ý kiến -XI- APPENDIX E WORD LISTS FOR THE EXPERIMENTAL CLASS UNIT 13: FILMS AND CINEMA No New words & Part of Related forms speech Collocation - detective story/novel: trinh thám v /diˈtekt/ khám phá detection n /diˈtekʃn/ khám phá trinh thám character n /ˈkærəktər/ nhân vật - /kærətəˈrist cấu thành phận sb/sth: - characterize sb/sth as tính cách detect characteristic adj adj ik/ characterize industry Meaning /diˈtektiv/ detective Pronunciation industrial v mơ tả, phác họa tính z/ cách ai, /ˈindəstri/ adj /inˈdʌstriəl / industrious adj /inˈdʌstriəs - detective film: phim characteristic of sth: mơ tả, phác họa /ˈkỉrəktərai n truyện trinh thám tính cách ai/ ngành cơng nghiệp, tính cần cù thuộc làm cơng nghiệp cần cù, chịu khó / describe v /diˈskraib/ mơ tả, miêu tả description n /diˈskripʃn/ mô tả commentary n /ˈkɒməntri/ lời bình luận comment v /ˈkɒment/ bình luận, phê phán describe sb/sth as sth: tự xưng, mô tả, miêu tả comment on sth: bình luận vấn đề -XII- reflect reflection reflective reflectively v /riˈflekt/ n /riˈflekʃn/ adj /riˈflektiv/ adv /riˈflektivə phản ánh, phản chiếu phản ánh, phản chiếu có suy nghĩ khám phá, phát discovery n /diˈskʌvəri/ phát sequence n /ˈsiːkwəns/ chuỗi, cảnh quay decade n /diˈkeid/ thập niên exist v /igˈzist/ tồn existence n /igˈzistən/ tồn 10 rapid adj /ˈræpid/ rapidly adv /ˈræpili/ 13 spread v /spred/ 14 audience n /ˈɔːdiəns/ 15 spectator n /spekˈteitər 11 nhanh lan truyền khán giả khán giả xem thi đấu / khán giả xem truyền 16 17 T.V viewer science fiction film 18 thriller film n hình /ˈsaiəns 19 Titanic phim khoa học viễn n ˈfikʃn film/ tưởng n /θrilər phim kinh dị film/ n /taiˈtænik/ tiếng/ mang tiếng - on reflection: suy - answer/comment trả lời, bình luận có suy nghĩ /disˈkʌvər/ reflectively: v 11111 sb/sth: nghĩ kỹ li/ discover - reflect well/badly on -XIII- cho rằng, tin rằng, v /səˈpəʊz/ guess v /ges/ 22 to be on v 23 instead of adv /inˈsted əv/ thay 24 tragic adj /ˈtrỉdʒik/ bi thảm 25 luxury adj /ˈlʌkʃəri/ lộng lẫy, sang trọng 26 voyage n /ˈvɔiidʒ/ 27 disaster n /diˈzɑːstər/ 28 adventure n /ədˈventʃər/ 29 to be engaged v /inˈgeidʒ/ đính 30 iceberg n /ˈaisbɜːg/ tảng băng 31 sink v siŋk/ chìm, đắm disappoint v /disəˈpoint/ nản lịng, thất vọng adj /disəˈpointi thất vọng 20 suppose 21 32 disappointed nghĩ trình chiếu adj /disəˈpointi ŋ/ 34 chuyến xa tàu thủy thảm họa phiêu lưu, mạo hiểm d/ disappointing 33 đốn làm cho thất vọng astronomy n /əˈstrɒnəmi/ thiên văn học exhaust v /igˈzɔːst/ kiệt sức exhausted adj /igˈzɔːstid/ kiệt sức, mệt lử exhausting adj /igˈzɔːstiŋ/ làm kiệt sức -XIV- UNIT 14: THE WORLD CUP No New words & Part of Related forms speech champion Pronunciation n /ˈtʃæmpɪən/ n /ˈtʃæmpiənʃɪ 11 championship Meaning Collocation quán quân, nhà vô địch giải vô địch p/ runner-up n /ˈrʌnərʌp/ quân tournament n /ˈtɔːnəmənt/ giải thi đấu passionate adj /ˈpæʃənət/ nồng nhiệt, thiết tha passionately adv /ˈpæʃənətəlɪ cách say đắm / passion n /ˈpæʃn/ đam mê globe n /gləʊb/ tồn cầu global adj /ˈgləʊbl/ mang tính tồn cầu set up v /set ʌp/ thành lập, thiết lập take part in v /teik paːt tham gia, tham dự in/ host nation n /hɒst nước chủ nhà ˈneiʃn/ witness n /ˈwitnis/ chứng kiến compete v /kəmˈpiːt/ thi đấu, cạnh tranh competition n /kɒmpəˈtiʃn/ thi đấu Witness to sth: đối chứng với - compete against/ with sb for sth: cạnh tranh -XV- 10 competitive adj /kəmˈpetətiv mang tính cạnh tranh - competition with sb / competitor n /kəmˈpetitər với đối thủ for sth: cạnh tranh / 11 /ilimiˈneiʃn elimination game n geim/ vòng đấu loại 12 finalist n /ˈfainəlist/ đội cuối 13 trophy n /ˈtrəʊfi/ cúp 14 continents n /ˈkɒntinənt/ lục địa 15 score v /skɔːr/ ghi bàn goal – scorer n /gəʊl người ghi bàn ˈskɔːrər/ 16 17 kick v /kik/ đá retire v /riˈtaiər/ nghỉ hưu retirement n /riˈtaiəmənt hưu / 18 ambassador n /æmˈbæsedər/ 19 promote v /prəˈməʊt/ promotion n /prəˈməʊʃn/ xúc tiến participate in v /paːˈtisipei tham gia, tham dự 20 đại sứ xúc tiến, đẩy mạnh, promote sb from sth to đề bạt, thăng cấp t/ 21 22 23 control v /kənˈtrəʊl/ kiểm soát announce v /əˈnaʊns/ thông báo, loan báo announcement n /aˈnaʊsmənt/ thông báo, cáo thị postpone v /pəˈspəʊn/ trì hỗn hỗn lại sth: đề bạt lên cấp -XVI- 24 volunteer n /vɒlənˈtiər/ người tình nguyện 25 take place v /teik pleis/ diễn 26 contact v /kɒntækt/ liên lạc, liên hệ UNIT 15: CITIES No New words & Part of Related forms speech attract v /əˈtrækt/ attraction n /əˈtrækʃn/ adj /əˈtræktiv/ adv /əˈtræktivli/ attractive attractively Pronunciation n /beis/ characterize v /ˈkærəktəraiz/ character n adj Collocation thu hút, hấp dẫn sức thu hút, sức hấp dẫn có sức hấp dẫn cách hấp dẫn, lôi base characteristic Meaning bệ, đáy, chân, đế đặc trưng, base on sth: dựa vào / vào đặc characteristic of sth/ điểm sb: tiêu biểu ai, /ˈkærəktər/ đặc tính, đặc điểm /kỉrəktəˈristi tiêu biểu k characteristically adv /kærəktəˈristi kəli/ mang đặc trưng, đặc điểm thuận lợi, thuận convenient for sb/ -XVII- convenient adj /kənˈviːniənt/ tiện sth: tiện lợi, thuận conveniently adv /kənˈviːniəntl cách thuận lợi tiện cho ai/ i/ convenience n inconvenient adj (ly) (adv) crown v&n finance n /kənˈviːniəns/ thuận tiện /inkənˈviːniən bất tiện t/ /kraʊn/ lên ngơi vua - finance company: /ˈfainỉns/ tài adj /faiˈnỉnʃl/ liên quan đến tiền cơng ty tài - finance for sth: tiền bạc, tài adv /faiˈnỉnʃəli/ financier n /faiˈnỉnsiər/ nhà tài phiệt ice-free adj /ˈaisfriː/ khơng metropolitan adj financial financially vương miện - financial year: năm n bị tài đóng băng /metrəˈpɒlitən / metropolis hỗ trợ cho việc /meˈtrɒpəlis/ thuộc thành phố lớn thủ thủ phủ nước - mingle with sth/ sb: trà trộn đám mingle v /ˈmiŋgl/ hòa lẫn, trộn lẫn người/ vật - mingle A with/and B: liên kết, trộn vật với vật reserved 10 reserve adj /riˈzɜːvd/ kín đáo, dè dặt n /riˈzɜːv/ e ngại, dè dặt /rəʊb/ -XVIII- 11 robe n 12 tablet n /ˈtỉblit/ 13 statue of liberty n /stỉtʃʊː áo chồng vị əv ˈlibəti/ tượng nữ thần tự tự do, quyền tự liberty n /ˈlibəti/ liberate v /ˈlibəreit/ trả tự liberation n /libəˈreiʃn/ giải phóng 15 take over v /teik ̟ˈəʊvər/ 16 destination n /destiˈneiʃn/ 17 give sb a life v 18 found v /faʊnd/ thành lập 19 torch n /tɔːtʃ/ đuốc 20 friend-ship n /ˈfrendʃip/ tình hữu nghị 21 concrete n /ˈkɒŋkriːt/ bê tơng 22 pedestal n /ˈpedistl/ bệ, đế 23 copper n /ˈkɒpər/ đồng đỏ 14 tiếp quản, kiểm soát điểm đến cho nhờ xe UNIT 16: HISTORICAL PLACES No New words & Part of Related forms speech Pronunciation dynasty n /ˈdainəsti/ dynastic adj /daiˈnæstik/ Meaning triều đại, vương triều thuộc triều đại Collocation -XIX- v /inˈgreiv/ chạm khắc engraver n /inˈgreivər/ thợ trạm khắc /ˈfjuːdl/ phong kiến feudal adj khắc vật lên vật feudalism n /ˈfjuːdəlizəm/ chế độ phong kiến flourish v /ˈflʌriʃ/ phát đạt, phát triển maintenance n /ˈmeitənəns/ việc trì maintain v /meinˈtein/ trì, bảo quản citadel n /ˈsitədəl/ thành lũy bombardment n /bɒmˈbaːdmənt/ bombard v /bɒmˈbaːd/ oanh tạc, bắn phá carve v /kaːv/ tạc, khắc - engrave B on A: engrave oanh tạc, bắn Bombard sb/sth with phá sth Carve sth (out of /from/of/in sth): tạc carver n /ˈkaːvər/ nên từ vật liệu thợ khắc 10 Confucian n /kən’fjʊːʃn/ ornamental adj /ɔːnəˈmentl/ ornate ornament v /ɔːˈneit/ n /ˈɔːnəment/ nhà nho thuộc để trang trí Ornament sth with trang hồng sth: trang đồ trang trí, đồ trang trí trang sức Preserve/ 11 heritage n hoàng, /ˈheritidʒ/ di sản protect hesitage: bảo tồn di sản 12 memorialize v /məˈmɔːriəlaiz / merchant n /ˈmɜːtʃənt/ tôn vinh, nhớ thương gia tưởng Memorialize sth/ sb: tưởng nhớ / -XX- 13 14 merchandise tile – roofed representative v&n adj n & adj /ˈmɜːtʃəndaiz/ trao đổi, mua bán hàng hóa /tail rʊːfd/ lợp ngói /repriˈzentəti đại diện Representative of sb/ sth: đại diện cho ai, v/ 15 v represent /repriˈzent/ biểu trưng, đại diện To give sm a royal royal adj /ˈrɔiəl/ thuộc hồng gia 16 17 welcome: đón tiếp cách trọng thể royalty n /ˈrɔiəlti/ hoàng tộc witness v&n /ˈwitnis/ chứng kiến certify v /ˈsɜːtifai/ chứng nhận /səˈtifikət/ giấy chứng nhận, certificate: ban tặng chứng chỉ, văn chứng 18 certificate n - award sb a - issue a certificate: cấp chứng 19 banyan n /ˈbæniən/ đa 20 admission fee n /ədˈmiʃn fiː/ lệ phí vào cửa culture n /ˈkʌltʃr/ văn hóa 21 cultural adj /ˈkʌtʃərel/ - cultural standard: liên quan đến văn trình độ văn hóa - cultural exchange: hóa trao đổi văn hóa 22 mausoleum 23 brilliant 24 scholar 25 World Heritage /mɔːsəˈliːəm/ lăng tẩm adj /ˈbriliənt bật n /ˈskɒlər/ học giả /1wɔːld di sản văn hóa ˈkʌlʃərəl giới n Cultural n -XXI- ˈheritidʒ/ 26 Royal Citadel n /ˈrɔiəl hoàng thành ˈsitədəl/ 27 Forbidden City n /fəˈbidn tử cấm thành ˈsiti/ 28 Independence Palace /indiˈpendəns n ˈpælis/ Dinh Độc Lập n /destiˈneiʃn/ điểm đến adj ˈsɜːtifaid/ công nhận 29 destination 30 certified 31 recommend v /rekəˈmend/ giới thiệu 32 construct v /kənˈstrʌkt/ xây dựng 33 chart n /tʃɑːt/ biểu đồ