A study in the application of form focused and communicative language teaching approaches to teach vocabulary to the first year non english major students at ha noi university of business and technology

VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES NGUYỄN THỊ GIANG A STUDY IN THE APPLICATION OF FORM- FOCUSED AND COMMUNICATIVE LANGUAGE TEACHING APPROACHES TO TEACH VOCABULARY TO THE FIRST YEAR NON ENGLISH MAJOR STUDENTS AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY (NGHIÊN CỨU VIỆC ÁP DỤNG PHƢƠNG PHÁP KẾT HỢP GIỮA ĐƢƠNG HƢỚNG GIẢNG DẠY GIAO TIẾP VÀ ĐƢỜNG HƢỚNG LẤY HÌNH THỨC LÀM NỀN TẢNG VÀO VIỆC DẠY TỪ VỰNG CHO SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH NĂM NHẤT Ở TRƢỜNG ĐẠI HỌC KINH DOANH VÀ CÔNG NGHỆ HÀ NỘI) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 14 01 11 Hanoi - 2014 VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES NGUYỄN THỊ GIANG A STUDY IN THE APPLICATION OF FORM- FOCUSED AND COMMUNICATIVE LANGUAGE TEACHING APPROACHES TO TEACH VOCABULARY TO THE FIRST YEAR NON ENGLISH MAJOR STUDENTS AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY (NGHIÊN CỨU VIỆC ÁP DỤNG PHƢƠNG PHÁP KẾT HỢP GIỮA ĐƢƠNG HƢỚNG GIẢNG DẠY GIAO TIẾP VÀ ĐƢỜNG HƢỚNG LẤY HÌNH THỨC LÀM NỀN TẢNG VÀO VIỆC DẠY TỪ VỰNG CHO SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH NĂM NHẤT Ở TRƢỜNG ĐẠI HỌC KINH DOANH VÀ CÔNG NGHỆ HÀ NỘI) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 14 01 11 Supervisor: Dƣơng Thu Mai , Ph.D Hanoi - 2014 DECLARATION I hereby certify that this thesis is entirely my own work I have provided fully documented references to the others‟ work The material in this thesis has not been submitted for assessment in any other formal course I also accept all the requirements of ULIS relating to the retention and use of M.A Graduation Thesis deposited in the library Hanoi, September 2014 Nguyễn Thị Giang i ACKNOWLEDGEMENTS I would like to express my sincere gratitude and appreciation to a number of people, without whose support, this graduation paper would not have been completed First and foremost, I would like to express my deepest thanks to my beloved supervisor, Duong Thu Mai, Ph.D, for her whole-hearted assistance, useful corrections, encouragement as well as her profound guidance she gave me while I was doing my research It was she who continually reminded me about managing time despite her busy schedule at school and at home Her kindly constructive guidance, suggestions and comments have made it possible for me to finish this study Next, I am very grateful to all lecturers in Faculty of Post-graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their interesting lectures which have inspired me to conduct this thesis Moreover, I am obliged to my colleagues at English Department, Ha Noi University of Business and Technology who fully supported me in the collection of the research data, and the first year non- English major students at Faculty of Information Technology and Tourism at Hanoi University of Business and Technology who have enthusiastically participated as informants for the study without their attending questionnaire survey, the methodology section of the study could not be accomplishedly completed Last but not least, I am most thankful to my dear family and friends for their continual encouragement during the time I conducted the research Without their enormous assistance, I would have faced many difficulties while doing this project ii ABSTRACT This present study aims at investigating the perception of teaching vocabulary using the Form- Focused and Communicative Language Teaching approach for the first year non- English major students To reach this aim, an action research was conducted with teachers and 56 students during weeks in the second semester of the year 2013-2014 Group interviews, survey, and class observation were used as the data collection methods The findings of the research showed that all the respondents had a clear perception and appreciation of the vocabulary teaching activities using the combination of Form – Focused and Communicative Language Teaching approaches They realized its suitability for the first year non English majors at Ha Noi University of Business and Technology However, the teaching approach experienced some limitation with respect of the student‟s level, students and teachers‟ preferences and language features, so sometimes it was not interesting enough to motivate students in vocabulary lessons In the light of those findings, the research also suggested several pedagogical implications for both teachers and students with the hope that teachers should pay attention to the accuracy as well as fluency when teaching vocabulary in order to motivate students in their learning help Likewise, to achieve in their vocabulary learning, students are advised to explicitly identify their purpose and needs in learning vocabulary so that teachers as well as students can apply this teaching method in their teaching and learning more effectively and successfully iii LIST OF FIGURE, TABLES AND CHARTS HUBT : Ha Noi University of Business and Technology CLT : Communicative Language Teaching FonFs : Focus on Forms FFI : Form-Focused Instruction L2 : Second Language CBI : Content-Based Instruction BP : Presentation- Practice- Production FF: Form- Focused iv LIST OF FIGURE, TABLES AND CHARTS Figure1.4 Aspects of Word knowledge Table1.4 What Is Involved in Knowing a Word? Chart 3.1 Appropriateness to students‟ competence and needs Chart 3.2 Explicit instruction of new vocabulary Chart 3.3 Structure Students who have the similar levels of English proficiency Chart 3.4 Engagement in learning Chart3.5.The application of new words Chart 3.6 Checking activities and explicit feedback Chart 3.7 The opportunity to practice new words communicatively v TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF FIGURE, TABLES AND CHARTS iv LIST OF FIGURE, TABLES AND CHARTS v Part A: INTRODUCTION 1 Rationale of the study Aims of the study 3 Significance of the Study Research questions Scope of the study Method of the study Design of the study Part B: DEVELOPMENT Chapter I: LITERATURE REVIEW 1.1 Communicative Language Teaching 1.1.1 Definition and features of CLT 1.1.2 Major principles of teaching English vocabulary in CLT approach 1.1.3 Communicative activities 1.1.3.1 Role- play 1.1.3.2 Problem- solving tasks 1.1.3.3 Discussion 10 1.1.3.4.Information Gap 10 1.1 Advantages and disadvantages of CLT in teaching vocabulary 10 1.1.4.1 Advantages 10 1.1.4.2 Disadvantage 11 1.2 Definition of Form- Focused Instruction and its basic features 11 1.2.1 Form- Focused Instruction Versus Forms- Focused Instruction .11 vi 1.2.2 Definition of Forms- Focused Instruction and its basic features .12 1.2.2.1 Definition of focus on forms instruction 12 1.2.2.2 Basic features of Focus on Forms instruction 13 1.3 The need to teach vocabulary using FF and CLT approach 13 1.3.1 Types of Forms- focused instruction 14 1.3.1.1 Integrating FF and CLT approach 14 1.3.1.2 Isolating FF from CLT approach 15 1.4 An overview of vocabulary teaching 15 1.4.1 Definition of vocabulary 15 1.4.2.The importance of vocabulary in language teaching and learning 16 1.4.3 Aspects of word knowledge included in vocabulary teaching 17 1.4.4 Principles of teaching vocabulary 19 Chapter II: METHODOLOGY 21 2.1 Rationale for the use of an action research 21 2.2 Action research procedure 22 2.3 Background of the study 24 2.3.1 Participants 24 2.3.1.1 Teachers 25 2.3.1.2 Students and their background 25 2.4 Materials 26 2.5 Data collection instruments 27 2.5.1 Survey questionnaires 27 2.5.2 Class observation checklists 28 2.5.3 Group interview 29 2.5.4 Research lesson plan 30 2.5.4.1 Lessons according to isolated FFI and CLT approach 30 2.5.4.2 Lessons according to integrated FFI and CLT approach 31 2.6 Data collection procedures 31 2.7 Data analysis procedures 33 vii Chapter III: RESULTS AND DISCUSSIONS 35 3.1.Research question 1: 35 3.2 Research question 2: How well the students evaluate the activities used to teach vocabulary using the approach 36 3.2.1 Findings from students’ questionnaires 36 3.2.1.1 Appropriateness to students’ competence and needs 36 3.2.1.2 Explicit instruction of new vocabulary 37 3.2.1.3 Structure Students who have the similar levels of English proficiency.38 3.2.1.4 Engagement in learning 40 3.2.1.5 The application of new words 41 3.2.1.6 Checking activities and explicit feedback 42 3.2.1.7 The opportunity to practice new words communicatively 43 3.2.2 Findings from the class observation 45 3.3 Research question3: To what extent are the vocabulary teaching activities using this approach effective from teachers’ perspective? 47 Part C: CONCLUSION 51 Summary of the findings and discussion 51 Implication 52 Limitations of the study 53 Recommendations for further studies 54 REFERENCES 55 APPENDIX I viii APPENDIX INTERVIEW QUESTIONS FOR TEACHERS What is your opinion about the vocabulary teaching activities using the FF& CLT approach? What are the strong points of these activities in your opinion? What advantages and disadvantages you think these activities bring to your students? How your students improve their word knowledge when using these activities to learn vocabulary? Which suggestions can you give to use this approach in the most effective way? V Oder APPENDIX B CLASSROOM OBSERVATION SCHEDULE Date & Time th February , 2014 February8 , 2014 February 2014 February13 2014 th February15 2014 th February21 , 2014 February27 2014 Februar 28 , 2014 th th th th th VI APPENDIX D Lesson plans under observation Lesson plan 1: Unit : MUSIC- Reading and Writing Reading 1: Music and Shopping Syllabus: Skills for Success Date :……………………… *Objectives : By the end of the lesson, SS are able to -enrich vocabulary related to the topic “ Music and shopping” -use the words in the real context * Materials: textbook ( Skills for Success), lesson plan, board, chalks, handout pictures * Teaching procedures: Steps Warm- up T‟s ac • • • -Elicits -Calls ideas w -Make text - Read -Pause target - Draw explain the tex - Be su meanin - Draw compr -Calls aloud Form focused &Communic ative activities VII p * t t a i o o t t T s w t w o ConsolidaTion VIII Lesson plans under observation Lesson plan 1: Unit : MUSIC- Reading and Writing Reading 1: Music and Shopping Syllabus: Skills for Success Date :……………………… *Objectives: By the end of the lesson, SS are able to -Enrich the vocabulary related to the topic “ Music and shopping” - USe the uses of words in the real situations * Materials : textbook ( Skills for Success), lesson plan, board, chalks, handout pictures * Teaching procedures: Steps *Warm- up Form- Focused activities IX Communicative practice X Consolidation XI Lesson plan 2: Unit 7: Music Reading 2: Music and the Movies Syllabus : Skills for Success Date:  Objectives : By the end of the lesson, SS will be able to o Enrich the vocabulary related to the topic “ Music and the Movie‟ o Use these words in real situations  Materials: text book , lesson plan, board, chalk  Teaching procedures: Steps **Warm up Form activities XII Communicative activities XIII Consolidation XIV Lesson plan 2: Unit 7: Music Reading 2: Music and the Movies Syllabus : Skills for Success Date:  Objectives: By the end of the lesson, SS will be able to - Enrich the vocabulary related to the topic “ Music and the Movies” - -Master the uses of the words in real contexts  Materials: text book, lesson plan, board, chalk  Teaching procedures: Steps ** Warm –Up Form &Communicative activities focused XV Director(n) a person in charge of a movie who tells the actors what to Instruments (n) a thing that you use for playing music Level(n) the amount, size, or number of something: mức độ Perfectly( adv) in a way that is so good that it cannot be better Scene( n) part of a play or movie Tense (adj) making people feel worried and not relaxed - If SS can not understand in English, T can translate in to Vietnamese Consolidation XVI The ……………… gives actors instructions -Make sSS finish all sentences Asks them to exchange the answers with your friends - Checks the answers with the whole class -Calls on nine students to present the answers XVII APPENDIX E CLASS OBSERVATION SHEET ( Adapted from Kate Kinsella, Kevin Feldman, 10/03) Teacher:……………………………… Class:………………………… Teaching methodology:………………… Observer:…………………………… Date:………………………… Yes/ No/ ? I Preparation to teach 1.Signals that vocabulary instruction will take place Specifies students‛ active role (taking notes, responding, etc.) Appears to have analyzed the lesson vocabulary demands and prepared to teach new words II Teacher and teaching method Clearly presents meanings Directs students‛ attention to the word (on board, in text, etc.) Supports verbal instruction with visuals (handout, board, etc.) Pronounces new words clearly and prompting students to repeat the word chorally, individually Points out the part of speech (noun, verb, adjective, adverb) Provides the Vietnamese cognate (if appropriate for the students) 10 Provides studentfriendly accessible examples 11 Provides opportunity to practice words communicatively 12 Structures word use with an oral task and response starter 13 Partners students to share sentences using the new word XVIII Calls on one or two students to share responses with class 14 15 Demonstrates how the word is used in context(e.g re-read the sentence from a book using the word) 16 Provides accessible synonyms and explanations(e.g explanations that use language & examples students are familiar with – clear connections) 17.Checks for understanding using concrete activities that require students to apply the meaning of new words in various circumstances 18 Provides effective instructional feedback to students (verbal or written) III Learning 19 Listen attentively Focus on instructional visuals ( handout, board ) 20 Focus on task, not idle or doing something else 22 Get ready to take notes 23Repeat when prompted 21 24 Share sentence with partner 25 Respond appropriately Appear to understand the word meaning 26 27 Practicing words in small groups or pairs 28 Use forms correctly in communication context 30 Develop accuracy as well as fluency 31 Engage in meaning- focused language use 32 Appear to acquire linguistic forms through meaning- focused interaction XIX ... What are the applicable features of Form Focused and Communicative Language Teaching approach in teaching vocabulary for the first year non- English major students at Ha Noi University of Business. .. Communicative Language Teaching approach in teaching vocabulary for the first year non- English major students at Ha Noi University of Business and Technology? How well the students evaluate the vocabulary. .. acquisition and teachers‟ application in teaching vocabulary Finally, the minor thesis tries to investigate advantages and disadvantages of using this method to teach vocabulary to the first year non- English