The use of theme based short readings to improve vocabulary for freshmen at hanoi medical college

VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ MINH HUỆ THE USE OF THEME - BASED SHORT READINGS TO IMPROVE VOCABULARY FOR FRESHMEN AT HANOI MEDICAL COLLEGE (SƯ DỤNG CÁC BÀI ĐỌC NGẮN THEO CHỦ ĐỀ ĐỂ NÂNG CAO VỐN TỪ VỰNG CHO TÂN SINH VIÊN TRUỜNG CAO ĐẲNG Y TẾ HÀ NỘI) M.A MINOR THESIS FIELD : English Teaching Methodology CODE : 601401 COURSE : 18 HA NOI - 2011 iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS .ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF TABLES & CHARTS vii PART I: INTRODUCTION 1 Rationale of the study Aims of the study Research questions Scope of the study Method of the study Significance of the study Design of the study PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Vocabulary in foreign language teaching and learning 1.1.1 Definition of vocabulary 1.1.2 The importance of vocabulary learning 1.2 Vocabulary pedagogy 1.3 Extensive reading 1.3.1 Extensive reading versus intensive reading 1.3.2 Characteristics of extensive reading 1.3.3 The benefits of extensive reading in foreign language learning 10 1.4 Previous studies on extensive reading in EFL 13 1.5 Summary 15 CHAPTER 2: METHODOLOGY 16 v 2.1 Research setting 16 2.2 Subjects of the study 16 2.3 Materials 17 2.3.1 Course book 17 2.3.2 Theme based short readings 17 2.4 Data collection instruments 17 2.4.1 Pre-tests and post- tests 17 2.4.2 Questionnaires 18 2.5 Procedure 19 2.5.1 Stage 1: Deliver pre – tests and post – tests 19 2.5.2 Stage 2: Deliver questionnaires 21 2.6 Summary 21 CHAPTER 3: RESULTS AND DISCUSSION 22 3.1 The three pre-tests and post- tests 22 3.2 The questionnaires 25 3.3 Summary 27 PART 3: CONCLUSION 29 Recommendations for better teaching and learning vocabulary through theme based short readings 29 2.1 Recommendations to teachers and learners 29 2.2 Recommendations to materials used for theme based short readings 31 Limitations and suggestion for further study 31 Conclusion 32 REFERENCES 34 Appendix 1: Pre – tests & Post – tests I Appendix 2: Questionnaires i Appendix 3: Theme based short readings ii Appendix 4: Frequency Tables vi vi LIST OF ABBREVIATIONS ER: Extensive reading EFL: English as a Foreign Language ESL: English as a Second Language ELT: English Language Teaching L1: First language L2: Second language HMC: Hanoi Medical College SLA: Second Language Acquisition GERP: Guided Extensive Reading Program FL: Foreign Language GR: General English ESP: English for Specific SPSS: Statistic Package for Social Science ULIS: University of Languages & International Studies VNU: Vietnam National University vii LIST OF TABLES & CHARTS Chart 1: Data of pre – test 1……………………………………………………… …23 Chart 2: Data of post – test …………………………………………………… … 23 Chart 3: Data of pre – test 23 Chart 4: Data of post – test 23 Chart 5: Data of pre – test 24 Chart 6: Data of post – test 24 Table 1: Comparison of scores between the pre and post tests 25 Table 2: The students‟ attitudes questionnaires 26 PART I: INTRODUCTION Rationale of the study In learning a foreign language, vocabulary plays an important role Words of a language are just like bricks of a high building Despite quite small pieces, they are vital to a great structure Vocabulary is one element that links the four skills of speaking, listening, reading and writing all together Kristen (1989, p 439) stated that “a large vocabulary is, of course, essential for mastery of a language” as “without vocabulary nothing can be conveyed” Wilkins (1972, p.11) Vocabulary knowledge is generally considered an important factor in the comprehension of language and the number of words acquired is strongly related to competent language use Accidentally, the notion of “extensive reading” from the article by Pagoda & Schmitt (2006) intrigued the researcher at first moment Many studies on “extensive reading” have shown considerable benefits for learners both in terms of learning gains and motivation and seem to come ever more popular in the ELT world Extensive reading has been proclaimed as “the single most effective way to improve language proficiency” (Malay, 2005, p 354, cited in Brown, 2008) Extensive reading can lead to students‟ improvement in the areas of reading: writing, vocabulary learning, and overall proficiency while also increase motivation (Day & Bamford, 1998) Extensive readings offer the potential for reinforcing and recombining language learned in the classroom A large amount of comprehensible input provided by extensive reading materials may increase opportunities to be exposed to words previously learned It reinforces the learners‟ existing knowledge of vocabulary and builds their new stock of vocabulary Nutgall (1982) suggests that „an extensive reading program is the single most effective way of improving both vocabulary and reading skill in general‟ Inspired by the studies on extensive reading in the second language classroom, the author decided to choose the topic “the use of theme based short readings to improve vocabulary for freshmen at Hanoi Medical College” for her M.A thesis Through this small scale, the author hopes that using theme based short readings will improve college students‟ vocabulary learning at Hanoi Medical College 2 Aims of the study The aims of the research are to: - Investigate the effect of theme based short readings on students‟ vocabulary learning at Hanoi medical college; - Discover HMC students‟ attitude towards theme based short readings; - Provide suggestions for better learning and teaching at HMC through theme based short readings Research questions The study is hoped to find out effectiveness of theme based on short readings on HMC students and how the method of teaching vocabulary is useful to teachers Therefore, the major questions interested in the study are: - Question 1: How the themes based short readings affect on HMC learners‟ vocabulary acquisition? - Question 2: What are HMC learners‟ attitudes towards theme based short readings? - Question 3: What should be done to provide better teaching and learning vocabulary through theme based short readings at HMC? Scope of the study This study focuses on vocabulary learning at HMC and especially bases on theme based short readings which are supposed to create a reading habit in English to help the students self - study to enrich their knowledge not only during the time at college but also for their lifetime The study was carried out with 35 HMC students at elementary level of English The author hopes that the findings of the study can enrich teachers of English HMC the benefits of reading theme based short readings in improving HMC learners‟ vocabulary as well as their English level Method of the study Quantitative and qualitative methods were both used in this paper with priorities given to the quantitative In other word, the writer collected test scores from pre and post tests and questionnaires to investigate the effects of theme based short readings on HMC learners‟ vocabulary learning and their attitudes towards theme based short readings In addition, such methods as descriptive, analytic, comparative and contrastive were also utilized to describe and analyze, to compare and contrast the database Significance of the study By investigating the effects of theme based short readings on HMC learners‟ vocabulary learning, this study gives teachers of English at HMC a chance to understand and apply theme based short readings to vocabulary teaching If the theme - based - short - readings procedure is used, it can develop learners‟ knowledge of vocabulary More importantly, it can create a reading habit in English which is necessary for the learners It is believed that theme based short readings will not only improve HMC learners‟ vocabulary learning, but also show them a new path to more independent learning Design of the study The thesis consists of main parts: Part I- Introduction: presents the rationale of the study, states the aims of the study, scope of the study, methods and significance of the study Part II – Development: consists of three chapters: Chapter 1- Literature Review: provides the basic concepts of vocabulary, extensive readings, the importance of extensive readings and previous studies relating to the scope of the study Chapter – Methodology: describes the research design including setting, subjects, data collection instruments, and procedure of the study Chapter – Results and Discussion: presents the collected data from pre and post tests and questionnaires Part III – Conclusion: provides the summary of the whole study: major findings, suggestions of teaching vocabulary by theme based short readings, limitations and suggestions for further study PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW This chapter presents theoretical backgrounds related to teaching vocabulary through theme based short readings (extensive reading) and summaries previous studies on extensive reading in EFL 1.1 Vocabulary in foreign language teaching and learning 1.1.1 Definition of vocabulary The term vocabulary has been defined quite differently according to its various aspects such as criteria, features and functions According to Ur (1996, p.60), vocabulary can be defined as “the words we teach in foreign language However, a new item of vocabulary may be more than a single word: a compound of two or three words or multi word idioms” Pyles & Algeo (1970, p.96) also emphasizes that “it is words that sounds and meaning interlock to allow us to communicate with one another, and it is word that we arrange together to make sentences, conversation and discourse of all kinds” The two notions of vocabulary give a general look at vocabulary However, vocabulary can be interpreted as knowledge of words or word meanings Firstly, words are virtually manifested in the two forms: spoken form and written form Oral vocabulary including the words, phrases or sentences are used for listening and speaking, and the words which we recognize and use for reading and writing can be identified as written vocabulary The words that we use to write and speak are considered as productive vocabulary and the words that we hear from the people around us and see or read from stories, books, newspapers, and so on are recognized as receptive vocabulary It is possible to state that the word vocabulary mean both the knowledge of words and word meanings in both oral and print language and in productive and receptive forms Of course, lexical meanings vary from context to context In language communication, there are many cases in which the lexical meaning cannot be deducted from analysis of the individual components of that word Therefore in language learning and teaching, helping students to gain vocabulary from the different contexts is a must for all the instructors If this is regularly done, the learners will not only know how to use appropriate vocabulary in communication, but also develop their vocabulary repertoire themselves 1.1.2 The importance of vocabulary learning Vocabulary is a very important element that links the four skills of speaking, listening, reading and writing all together Vocabulary knowledge is generally considered an important factor in the comprehension of language and the number of words acquired is strongly related to competent language use In other words, in order to enhance overall English proficiency, ESL students need to attain a certain level of vocabulary knowledge According to Richards & Rernandya (2002, p.255), “Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write Without an extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less than their potential and may be discouraged from making use of language learning opportunities around them such as listening to the radio, listening to native speakers, using the language in different contexts, reading, or watching television.” Some theories state that the lexical level is the most important as it makes basic communication possible The acquisition of vocabulary has assumed a more central role in learning a second language They also argue that errors of grammar can still lead to understand but lack of vocabulary will interfere with communication McGinnis & Smith (1982, p.236) believed that “without words students can seldom understand what is being communicative to him nor can he express his thoughts to others” Rubin & Thompson (1994, p.79) also shared the same view that „one cannot speak, understand, read or write a foreign language without knowing a lot of words Vocabulary learning is at the heart of mastering a foreign language‟ To any learners, vocabulary learning is essential element in their language learning Cook (1996) states that virtually all second language learners and their teachers are well aware of the fact that learning a second language involves the learning of large numbers of words Second language teachers find that the major obstacle in teaching English is not learning the grammar but in helping learners master sufficient vocabulary so that they can engage in meaningful conversations and read materials other than the textbook 1.2 Vocabulary pedagogy Central to research into vocabulary teaching and learning are key questions concerning how words can best be learned In the literature, two opposing views on this matter have III Vocabulary test (Time allowance: 20 minutes) Name: Class: I Match the verbs in column A with the nouns in column B: Eg Watch television Get a work Catch b dinner Start c the teeth Do d television Cook e the house Make f a train Answer g sandwiches Watch h up Clean i the crossword 10 Leave j emails II Match the pictures and the verbs in the box: E.g: Get dressed Do the housework 11 get dressed exercise 12 have a shower 13 go shopping 14 15 III Choose the best word in the box to fill in the gap: cycle deliver wake get finish Eg: I finish work at 5pm relax talk to come get up pick up IV 16 I usually ………………… early in the morning It‟s about am 17 Let‟s …………………….ready for school 18 After dinner, I always …………………….in the living room with my family 19 We have to ………………home early to pick up my children 20 I often………………about kilometers in a day Suggested key: Ex.1.: - h – g - f - j - a - d - i -c - b 10 -e Ex.2: 11 exercise 12 the housework 13 get dressed 14 go shopping 15 have a shower Ex.3: 16 get up 17 get 18 relax 19 come 20 cycle V Vocabulary test (Time allowance: 20 minutes) Name: ……………………………………………………… Class:………………………………………………………… I Look at the picture and choose the correct word: Dining room Living room II Bedroom Living room Kitchen Dining room Bed room Bathroom Kitchen Garden Garden room Music room Bed Dining room Living room Fill in the blanks with the name of the object you see in the picture: I like sleeping in my ………………… VI Go to the…………… and bring me some eggs, please! Peter always washes his clothes in the………………… Sally has a big……………… in her bedroom 10 Every evening, they sleep in their comfortable room with 11 I usually get dressed in front of the……………… 12 My family is very big, so I have a large……… in my dining room 13 Tom put coffee in the……………… 14 My…………… is very old I have to buy a new one soon 15 I have plenty of books in my………………… III Complete Unfinished words: 16 Cook…… 17 Ward…… 18 Wash… VII 19 Fire…… 20 Furni… Suggested key: Ex.1: Kitchen Dining room Bedroom Living room Garden Ex.2: bed 11 mirror fridge 12 round table washing machine 13 cupboard clock 14 dishwasher 10 air – condition 15 bookcase Ex 3: 21 Cooker 22 Wardrobe 23 Washbasin 24 Fireplace 25 Furniture VIII Appendix 2: Questionnaires The purpose of this study is to investigate the effectiveness of the theme based short readings on students‟ vocabulary acquisition This attitude questionnaire is designed to collect your opinion about the theme based short readings you have taken Please complete the following questionnaire by ticking (√) the degree that best describes the level of your agreement No Items The theme based short readings were suitable for me The theme based short readings activity gave me more pleasure in learning English The theme based short readings activity helped me to gain more self-control of my language study My background knowledge has been improved due to theme based short readings The theme based short reading activity helped to expand my vocabulary The theme based short reading activity also helped me to improve other skills I started to feel like reading in English in my free time I wish I had been encouraged to have theme based short readings before I would like to be assigned theme based short reading activities in the same way next year strongly agre agree e neutr al disagre e strongly disagree IX Appendix 3: Theme based short readings Theme based short reading Food around the world For 99% of human history, people took their food from the world around them They ate all that they could find, and moved on Then about 10,000 years ago, or for 1% of human history, people learned to farm the land and control their environment The kind of food we eat depends on which part of the world we live in, or which part of our country we live in for example, in the south of china they eat rice, but in the north they eat noodles In Scandinavia, they eat a lot of herrings and the Portuguese love sardines But in central Europe, away from the sea, people don‟t eat so much fish they eat more meat and sausages In Austria, Germany, and Poland there are hundreds of different kinds of sausages In North America, Australia, and Europe there are two more course to every meal and people eat with knives and forks In China there is only one course all the food is together on the table, and they eat with chopsticks In parts of India and the Middle East people use their fingers and bread to pick up the food Nowadays it is possible to transport food easily from one part of the world on the other We can eat what we like, when we like, at any time of the year Bananas come from the Caribbean or Africa; rice comes from India or the USA; strawberries come from Chile or Spain Food is very big business But people in poor countries are still hungry, and people in rich countries eat too much Food in the United States California There are many different influences in California cooking, but most important are Chinese, Japanese, and Mexican The many fresh ingredients- fruits, vegetables, fish, and other kinds of sea food- are also important California is especially famous for its avocados and frsh salads One recipe combines avocados with tomatoes, snow peas, and mushrooms to make a beautiful and delicious salad X The Southwest People think of bright colors and spicy flavors when they think of Southwestern food Native American, Mexican, and Spanish traditions are all part of this popular cooking Meat, rice, and beans with flavorful sauces are typical, but chile peppers are the most important ingredient They make this cooking different For example, a simple vegetable soup become Southwestern ingredient becomes special It has vegetables and beans, and also two kinds of chile peppers Theme based short reading Everyday living Kathryn Flory works from Monday to Thursday and some weekends She is “on call” one day a week On that day, the hospital calls her day or night when there is a problem or to deliver a baby She has breakfast with her family and helps her two daughters get ready for school She starts work at 8:30 a.m she sees patients and sometimes goes to the hospital during the day She gets home at 6:30 p.m Her husband makes dinner After dinner, she relaxes with her family Mindy Dodge gets up at 6:00 a.m during the week She does some exercise and then she goes to work she has breakfast at work She doesn‟t take a lunch break She eats luch at her desk She interviews people and writes articles for most of the day She talks to her editor and finishes her stories at the end of the day She reads or watches TV in the evening She goes to bed at 11:00p.m Thomas Powers gets up at 5:45 in the morning and has breakfast at 6:15 He starts work at 7:00 a.m he delivers packages for the most of the morning He has lunch from 12:15 to 2:00 p.m he walks about 12 miles in a day and stops at about 90 offices He picks up delivers about 250-300 packages in a day He finishes work at 6:00 p.m Louisa, a singer mother Professor Parker, a stress expert from the University of London, looks at two people’s typical day and tries to help… Louisa works as a guide at the National Gallery in London and lives with her son George, aged XI 6.30 I get up and make George‟s sandwiches Then I some housework Then I wake up George and make his breakfast I‟m always in a hurry and I don‟t have time for breakfast at home 8.00 We cycle to school because the bus is expensive Then I cycle six miles to work 9.00 I have a sandwich for breakfast in the canteen, and then I start work My first tour is usually at 9.30 I like my job but I don‟t earn much money and I stand all day 5.00 I finish work and I go to pick up George at 5.30 We go shopping 6.30 I cook dinner and help George with his homework After dinner I more housework or answer e- mails until 9.00 I don‟t go out in the evening because a babysitter is very expensive 9.00 George goes to bed and I read him a story Then I go to bed- I‟m really tired! Professor parker’s advice Have breakfast with your son Do all the housework in the evening Don‟t cycle, get the bus It‟s important to see other people Invite a friend for a drink once a week Theme based short reading The lady who lives on a plane Joanne Ussery, 54, from Mississippi is a big favorite with her two grandsons because she lives on a jet plane Her home is a Boeing 727, so a visit to grandma is very special Joanne‟s front door is at the top of the plane‟s steps, but you don‟t need a ticket or a passport when you visit There are three bedrooms, a living room, a modern kitchen, and a luxury bathroom is in the cockpit, with the bath under the windows Next to this Joanne‟s bedroom in the first class section of the plane Then there is the living room with four emergency exit doors, which she opens on summer evenings On the wall there is a photo of the plane flying for Continental Airlines from Florida to the Caribbean There are also four toilets, all with No smoking signs „The plane is 27 years old and it‟s the best home in the world‟ says Joanne „It has all the things you want in a home: a telephone, air conditioning, a cooker, a washing machine, even a dishwasher It is always very warm, even in winter, and it‟s very big, 42 meters XII long My grandchildren love running up and down And my friends love parties here, but there aren‟t any flight attendants to serve them their drinks! The plane cost Joanne just $2,000 „Next time‟ she says, „I want a Boeing 747, not a 727, because they have upstairs and downstairs, and I want to go upstairs to bed!‟ Living in the bubble Is this a modern house? Is this a house of the future? Well, no, it isn’t Cyril Jean’s house in the south of France is 40 years old There are more houses like this in the south of France They are called ‘bubble houses’, and you can see why! Cyril jean is a designer and he loves round things He collects old records and clocks He also collects round furniture And now he has a completely round house for it all The central of the house is one very big bubble This is both the living room and dining room There are round armchairs, a round table, and a big round rug in front of a round fireplace Around the living room are three small bubbles One bubble is a kitchen with round cupboards, another bubble is the garden room, and the third bubble is a music room for all Cyril‟s old records Upstairs there are two more bubbles- a bedroom, and a bathroom The doors and windows are also round, of course The windows are like eyes There aren‟t any curtains in the house, because Cyril likes to see the garden all the time Bubble houses are the idea of a Hungarian architect, Antti Lovag Lovag thinks that a lot of modern houses are dad for us, especially tall blocks of flats He thinks that people are happy in round homes because they are more natural Cyril agrees with this „some people think my house is funny‟ he says „But for me, this is the perfect home‟ XIII Appendix 4: Frequency Tables Pre1 Frequency Percent Valid Percent Cumulative Percent Valid 15 2.9 2.9 2.9 20 2.9 2.9 5.7 25 2.9 2.9 8.6 30 5.7 5.7 14.3 35 5.7 5.7 20.0 40 5.7 5.7 25.7 45 5.7 5.7 31.4 50 11.4 11.4 42.9 55 14.3 14.3 57.1 60 14.3 14.3 71.4 65 11.4 11.4 82.9 70 5.7 5.7 88.6 75 2.9 2.9 91.4 80 2.9 2.9 94.3 85 2.9 2.9 97.1 90 2.9 2.9 100.0 35 100.0 100.0 Total Post1 Frequency Percent Valid Percent Cumulative Percent Valid 30 2.9 2.9 2.9 35 5.7 5.7 8.6 40 11.4 11.4 20.0 45 5.7 5.7 25.7 50 8.6 8.6 34.3 55 14.3 14.3 48.6 60 14.3 14.3 62.9 65 8.6 8.6 71.4 70 5.7 5.7 77.1 75 5.7 5.7 82.9 XIV 80 5.7 5.7 88.6 85 5.7 5.7 94.3 90 2.9 2.9 97.1 95 2.9 2.9 100.0 35 100.0 100.0 Total Pre2 Frequency Percent Valid Percent Cumulative Percent Valid 15 2.9 2.9 2.9 20 2.9 2.9 5.7 30 2.9 2.9 8.6 35 8.6 8.6 17.1 40 5.7 5.7 22.9 45 2.9 2.9 25.7 50 8.6 8.6 34.3 55 14.3 14.3 48.6 60 17.1 17.1 65.7 65 5.7 5.7 71.4 70 11.4 11.4 82.9 75 5.7 5.7 88.6 80 2.9 2.9 91.4 85 5.7 5.7 97.1 90 2.9 2.9 100.0 35 100.0 100.0 Total Post2 Frequency Percent Valid Percent Cumulative Percent Valid 30 2.9 2.9 2.9 35 2.9 2.9 5.7 40 8.6 8.6 14.3 45 5.7 5.7 20.0 50 5.7 5.7 25.7 XV 55 8.6 8.6 34.3 60 14.3 14.3 48.6 65 5.7 5.7 54.3 70 8.6 8.6 62.9 75 11.4 11.4 74.3 80 8.6 8.6 82.9 85 5.7 5.7 88.6 90 5.7 5.7 94.3 95 5.7 5.7 100.0 35 100.0 100.0 Total Pre3 Frequency Percent Valid Percent Cumulative Percent Valid 25 2.9 2.9 2.9 30 8.6 8.6 11.4 40 5.7 5.7 17.1 45 5.7 5.7 22.9 50 14.3 14.3 37.1 55 8.6 8.6 45.7 60 11.4 11.4 57.1 65 8.6 8.6 65.7 70 8.6 8.6 74.3 75 5.7 5.7 80.0 80 5.7 5.7 85.7 85 8.6 8.6 94.3 90 2.9 2.9 97.1 95 2.9 2.9 100.0 35 100.0 100.0 Total Post3 Frequency Percent Valid 35 2.9 Valid Percent Cumulative Percent 2.9 2.9 XVI 40 5.7 5.7 8.6 45 5.7 5.7 14.3 50 2.9 2.9 17.1 55 5.7 5.7 22.9 60 14.3 14.3 37.1 65 2.9 2.9 40.0 70 11.4 11.4 51.4 75 17.1 17.1 68.6 80 14.3 14.3 82.9 85 5.7 5.7 88.6 90 2.9 2.9 91.4 95 8.6 8.6 100.0 Total 35 100.0 100.0 i ... class, the learners were explained benefits of theme based short readings relating to the topic of vocabulary which had been planned to deliver to them The content of theme based short readings. .. vocabulary learning at Hanoi Medical College 2 Aims of the study The aims of the research are to: - Investigate the effect of theme based short readings on students‟ vocabulary learning at Hanoi. .. administered to HMC students in order to collect the data of the students‟ attitude toward the theme based short readings 35 HMC were gathered into one room These students were required to attend the