Improving students’ vocabulary use through using word lists an action research project with 7th grade students at gia vuong secondary school

VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES TRẦN THỊ TRANG NHUNG IMPROVING STUDENTS’ VOCABULARY USE THROUGH USING WORD LISTS AN ACTION RESEARCH PROJECT WITH th GRADE STUDENTS AT GIA VUONG SECONDARY SCHOOL (CẢI THIỆN KHẢ NĂNG SỬ DỤNG TỪ VỰNG CỦA HỌC SINH THÔNG QUA VIỆC SỬ DỤNG NHỮNG DANH SÁCH TỪ VỰNG NGHIÊN CỨU HÀNH ĐỘNG VỚI HỌC SINH KHỐI TRƢỜNG TRUNG HỌC CƠ SỞ GIA VƢỢNG) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology I Code: 60140111 Hanoi – 2016 VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES TRẦN THỊ TRANG NHUNG IMPROVING STUDENTS’ VOCABULARY USE THROUGH USING WORD LISTS AN ACTION RESEARCH PROJECT WITH th GRADE STUDENTS AT GIA VUONG SECONDARY SCHOOL (CẢI THIỆN KHẢ NĂNG SỬ DỤNG TỪ VỰNG CỦA HỌC SINH THÔNG QUA VIỆC SỬ DỤNG NHỮNG DANH SÁCH TỪ VỰNG NGHIÊN CỨU HÀNH ĐỘNG VỚI HỌC SINH KHỐI TRƢỜNG TRUNG HỌC CƠ SỞ GIA VƢỢNG) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dƣơng Thu Mai, Ph.D Hanoi - 2016 DECLARATION I certify that this minor thesis entitled “Improving students’ vocabulary use through using word lists An action research project with 7th grade students at Gia Vuong secondary school” is the study of my own research and the substance of this research has not been submitted for a degree to any other university or institution Ninh Binh, November, 2016 Signature Tran Thi Trang Nhung i ACKNOWLEDGEMENTS I would like to express my gratitude to all those who have given me great assistance in the completion of my research work In the first place, I would like to express my deepest gratitude to my supervisor Duong Thu Mai, Ph.D, who has provided me with insightful discussion, helpful comments, valuable support in the preparation and completion of this thesis Without her guidance and help, this work would not have been accomplished Secondly, my sincere thanks also go to all lecturers and staff of the department of Post- Graduate studies for their valuable lessons and precious helps Thanks to their lessons as well as needed helps, I could overcome enormous obstacles when doing the study I also wish to acknowledge the cooperation of my colleagues and the th students at Gia Vuong secondary school in contributing to the data collection presented in this study Last but not least, I would like to express my deepest thanks to my dear family and friends for their encouragement and great support during my time of fulfilling this thesis ii ABSTRACT This present study aims at investigating improvement of students‟ vocabulary use through teaching with word lists To reach this aim, an action research was th conducted with forty grade students at Gia Vuong secondary school in the first semester of the year 2016- 2017 They were chosen from the same class to participate in learning vocabulary with the different word lists for eight weeks The data were gathered through qualitative and quantitative data The qualitative data were gained by analyzing the class observation result and quantitative data were obtained from the students‟ vocabulary scores of pretest, posttest and questionnaire for students Based on the result of this research which showed that there was a development on the students‟ vocabulary use Besides, from the result of questionnaires, it showed that there was improvement of positive response in the teaching- learning process of vocabulary with word lists Furthermore, the results of observation showed that the students were interested in the teaching- learning activities during the implementation of word lists The findings, suggestion, suitable and effective ways for teachers in applying word lists in class to make certain positive changes in their teaching methodology as well as to help students improve their English vocabulary iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF FIGURE, TABLES AND CHARTS viii PART A: INTRODUCTION 1 Rationale .1 Aims of study Research questions Scope of the study .3 Methods of the study Design of the study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW .5 1 Definition of Vocabulary and Vocabulary use Classification of vocabulary 1.2.1According to meaning .5 1.2.2 According to frequency of use .6 1.2.3 According to language teaching methodologies .6 The role of vocabulary in language teaching and learning 1.4 Aspects of word knowledge included in vocabulary teaching Principles of vocabulary teaching 11 1.6 Approaches to vocabulary Instruction 13 Teaching with word lists 14 1.7.1 Definition of word lists 14 1.7.2 Selection of vocabulary items in word lists 15 iv 1.7.3 Related Studies to word lists 16 CHAPTER 2: METHODOLOGY 18 2.1 Research design: Action Research 18 2.2 Background of the study 20 2.2.1 Context of the study 20 2.2.2 Participants 21 2.3 Data Collection Instruments 21 2.3.1 Pretest and Posttest 21 2.3.2 Questionnaires 22 2.3.3 Class observation checklists 23 2.3.4 Research Lesson Plan 23 2.4 Data Collection Procedure 24 2.5 Data analysis 25 CHAPTER 3: FINDINGS AND DISCUSSION 27 3.1 Research question 1: What is students‟ vocabulary use proficiency before the implementation of the research? 27 3.2 Research question 2: What is students‟ vocabulary use proficiency after the implementation of the research? 28 3.3 Research question What is the difference in students‟ vocabulary use before and after teaching with word lists? 29 3.3.1 The overall descriptive data of the pre-test and the post-test scores 29 3.3.2 Descriptive statistics of sections in the tests 30 3.3.3 One Sample T-test Results: 32 3.4 Research question What are students‟ attitudes toward using word lists in the language classroom? 32 3.4.1 Findings from Students‟ questionnaires 32 3.4.2 Findings from class observation 39 3.5 Discussion of all findings 41 PART C: CONCLUSION 43 v Summary of the findings and discussion 43 Gained research experience; research evaluation 43 3.1 For other English teachers 45 3.2 For other researchers 45 3.3 For students 46 Limitations of the study 46 Suggestion for further studies 47 REFERENCES 47 APPENDIX A I APPENDIX B .IV APPENDIX C VII APPENDIX D .IX APPENDIX E XI APPENDIX F LXIV vi LIST OF ABBREVIATIONS EFL : English as a Foreign Language WL : Word List AWL : Academic Word List Q : Question vii LIST OF FIGURE, TABLES AND CHARTS Figure 2.1 Action Research Cycle Figure 3.1 Result of the Pretest Figure 3.2 Result of the Posttest Figure 3.3 The appropriateness the number of words Table The study procedures Table The reliability of the tests Table The overall descriptive data of the tests Table The overall descriptive data of collocations Table The overall descriptive data of Uncommon lexical items Table The overall descriptive data of Word formation Table The overall descriptive data of part of speech Table One sample T- test Chart 3.1 Contents of word lists Chart 3.2 Skills of word lists Chart 3.3 The WL introduction and teaching activities Chart 3.4 The WL practice activities Chart 3.5 Time among parts and teacher‟s feedbacks viii Lesson plan Unit 8: Traffic School : Gia Vuong secondary school Subject : English1 Class : VII A Topic: Traffic Language Aspect: Vocabulary Time Allocation: x 45 minutes Date:  Objectives: By the end of the lesson, SS will be able to - Enrich the vocabulary related to the topic “Traffic” - Master the uses of the words in practical exercises  Materials: text book, lesson plan, board, chalk  Teaching procedures: Steps Warm –Up (10 mins) T’s - Greeting - Ask ss some questions to lead in +Which means of transport +Which means of transport +In your opinion, which means - Calls on some volunteers to shar - Shows a word list related to the topic Presentation LVIII (25 mins) - Draws attention to the form an Word list + Traffic light (n) (use picture) + Accident (n) (use picture) + Passenger(n) (use picture) + Coach (n) (use picture) + Traffic jam (n) (translation in + Pedestrian (n) person who go + Speech limit(n) (translation in + Safe (adj) - safety (n) = not d + Helmet (n) (use picture) - Reads the new words loudly a - Be sure that all SS understand - Calls on two SS to read the w - Corrects the mistakes about p  Check Vocabulary Fill in the blank with a suitable word The…………has three lights: red light, yellow light and green light Slow down, there is a 40km………………….on this road When two cars crash into each other, they cause an……………… A………………is a person in a car, not the driver A…………… is a person walking on the stress You are always …………………when you drive carefully - Asks and guides ss to this task - Asks ss to work in pairs then exchange their answers with their friends - Calls on some students to present the answers - Checks the answers with the whole class and gives feedback KEY: Traffic light LIX - Ss follow T‟s instruction Passenger Practice (45 mins) Direct ss to the exercises As we have just learned some new words, I would like you to apply wh have acquired with the lessons to the following exercises Please work in individuals and have each exercise completed in minutes ( then T gives handouts) Exercise 1: Choose the best answer Cyclist and motorist have to …………a helmet when they ride a motorbike A wear B put on All of us have to obey traffic strictly A light B rules Drivers have to _ your seatbelt whenever they drive A tie B fasten We should the street at the zebra crossing A walk B walk through C walk 5. is it from your house to the nearest bus stop?” – “about 50 meters” Public in this city is quite good, and it‟s not expensive A vehicle B travel C transport D journey If people _ the rules, there are no more accidents A follow B take care of C obey D remember You should _ right and left when you go across the road A see B look C turn D take I often ……………… a bicycle to school LX A ride - Guides ss to this task - Ask ss to work individually then exchange the answers with your friends - Calls on some students to present the answers - Checks the answers with the whole class and gives feedback Key B drive 1A,2B,3B,4D,5C,6C,7C,8B,9A Exercise 2: Choose the best answer We must always obey traffic rules for our………… A safe A……………….is a person who controls a car A drive Traffic jams causes a lot of………………… A pollute He sometimes causes an accident because he drives too………………… A careless B careful C carelessly D carefully - Guides ss to this task - Asks ss to work individually then exchange the answers with your friends - Calls on some students to present the answers - Checks the answers with the whole class and gives feedback Key: B, B, B, 4C, Exercise 3: Decide which parts of speech are the underlined words I have two train tickets available to go to Lao Cai Would you like to go with me to Sa Pa? a noun b verb B safety B diver B pollution LXI We looked on our map to find the way to the nearest market a noun b verb c adjective d adverb A safety helmet is a hard hat which covers and protects the whole head, worn especially by motorcyclist a noun b verb c conjunction d adverb We needed to get to Ha Noi, but we had no means of transport a conjunction b verb - Guides ss to this task - Asks sts to work in pairs then exchange the answers with your friends - Checks the answers with the whole class - Gives feedback Key: a, c, b, 4c Exercise 4: Choose the word that is CLOSEST in meaning to the underlined word We ride a bike to school every day a cycle b drive c walk To avoid traffic jams, my mother often goes to the market on foot a cycle b walk c run The large numbers of cars, buses and trucks cause so much congestion No vehicle can move any direction, and no one can get anywhere a traffic jam b pollution c noise I can‟t get out I‟m stuck a unable to move or to be moved LXII b unable to understand and answer c not knowing what to - Guides ss to this task - Asks ss to work in pairs - Checks the answers with the whole c - Gives feedback Key: 1a, b, a, 4a - Asks the following question to s + Which new words have you learned + Calls on three SS go to the board and speech and one example for each Product ( 15 mins) - T sums up the main contents of Consolidation (3 mins) Homework (2 mins) - Learn new words by heart - Review all new words and techn LXIII APPENDIX F Lesson plans under observation LESSON PLAN Lesson plan 1: Unit 1: At school School : Gia Vuong secondary school Subject : English Class : VII A Topic: At School Language Aspect: Vocabulary Time Allocation: x 45 minutes Date:  Objectives: By the end of the lesson, SS will be able to - Enrich the vocabulary related to the topic “At school” - Master the uses of the words in practical exercises  Materials: text book, lesson plan, board, chalk  Teaching procedures: Steps Warm –Up (10 mins) T Greeting Calls the roll - Asks two students to play game: “Networking” List the w the topic: “At school” LXIV - Elicits the answers from SS - Calls on some volunteers to share the ideas with the w - Declare the winner - Lead in: You are going to learn some words related to the Pay your attention to my questions - Shows a word list related to the topic “At school” on the p - Draws attention to the form and then explains the meaning Word list + Calculator (n) - Shows the picture and ask students “what is this” ? - Elicits the answer from Ss and introduces the word “ calcu - Pronoun the word & write down on the board - Explain it and ask ss to translate it in to Vietnamese - Read it aloud & ask Ss to repeat + Compass ( - Shows the picture and ask students “what is this” ? - Elicits the answer from Ss and introduces the word “comp - Pronoun the word & write down on the board - Explain it and ask ss to translate it in to Vietnamese - Read it aloud & ask Ss to repeat + Contest - Explain the words & ask SS their meanings in Vietnamese - Write on the board, read aloud ask Ss to repeat + Put on - Explain and ask SS their meanings in Vietnamese - Write on the board, read aloud ask Ss to repeat + Break + Period + Reputation (n)( translation in Vietnamese) - Translate its meaning in Vietnamese Presentation (25 mins) LXV - Write on the board, read aloud ask Ss to repeat + Uniform (n): (use picture) - Shows the picture and ask students “what is this”? - Elicits the answer from Ss and introduces the word “compass” - Pronoun the word & write down on the board - Explain it and ask ss to translate it in to Vietnamese - Read it aloud & ask Ss to repeat + Well- known (a) (synonym) = famous - Reads the new words loudly and asks ss to listen and repeat - Be sure that all SS understand the meaning of those words - Calls on two SS to read the words aloud - Corrects the mistakes about pronunciation Check Vocabulary Complete each sentence using the target words Periods / break/ uniform/ reputation/ well- known/ compass Ss follow T‟s instruction - Do as directed - Complete the sentences Exchange the answers Present the answers in front of the class Note down correct answers In geography, we learn how to use…………… I have five…………………… a day After two first periods, we have a short …………… In Vietnam, students usually wear…………… …at school This school has an excellent ……… … This school is very……………… for qualified staffs Asks and guides ss to this task Asks ss to work individually then exchange the answers with friends Calls on some students to present the answers Checks the answers again and gives feedback Key: Compass Periods Break - - - LXVI Uniform Lead in: You are going to learn some skills of word list Pay your a questions The first skill is collocation Collocation Method: Go from theories to practice Vocabulary Use activity 1: Collocation Procedure: Step 1: Explain the purpose of the activity + write on board: “ Collocation ” - Listen to T The first activity that we are going to conduct you may help you understand what collocations are, some exercises to practice collocations, and use these collocations to talk about themselves Step 2: Elicit by asking publicly these following guiding questions After students’ answer, T provokes Ss more as he/she attempts to search for most specific answer as possible First, can anyone tell me: What is collocation? Give some examples? Next, - Explains the definition of “collocation” - Collocations are parts of language that go together They can be nouns and nouns, nouns and verbs, adjectives and nouns, adverbs and verbs, verbs and prepositions etc… (refer to example in handout) - Gives some examples and elicits possible examples (refer to example in handout): a tall man but not a high man/ strong wine not heavy wine/ or the dishes / make a dress/ homework/ make a mistake Try to elicit some „collocations‟ in the students own mother tongue(s) Find out if these LXVII can be translated literally into English - Reminds ss “Best way to learn is to listen to lots of TV/radio/native speakers or read extensively A really good place to look is a collocation dictionary Step 3: Extension Complete sentence worksheet As we have just consolidated some techniques to perform well in form a new word, I would like you to apply what you have acquired to the following exercises Please have each exercise completed in minutes and you may work in pairs Exercise 1: Choose the best answer I usually ……………… my homework after school B b make c get In chemistry, we ……………some experiments b Do b make c have Some creative students …………….drawings and paintings in the art club b b make c have At lunchtime, you can lunch in the school canteen a be b go c have - Guides ss to this task - Ask ss to work individually then exchange the answers with your friends - Calls on some students to present the answers - Checks answers again and gives correct answers - Complete the sentences Exchange the answers Present the answers in front of the class Note down correct answers Key: 1a, a, a, c Exercise 2: Choose the right words: or make She doesn‟t much money Nobody helps my mother to the housework LXVIII Will you me a fa 10 Let‟s the appoin 11 Try not to any gr 12 I‟ll spaghetti for - Guides ss to this task - Ask sts to work individually then exchange the answers with your - Calls on some students to present the answers - Checks answers again and gives correct answers Key: Make Vocabulary Method: Go from theories to practice, students involv Use activity 2: Using uncommon lexical items Procedure: Step 1: Explain the purpose of the activity + write on board: “Using uncommon lexical items” We reinforce the skill of vocabulary use uncommon/unknown lexical items This activity will assist you to so Step 2: Elicit the vocabulary use by asking publicly these following guiding questions After students’ answer, T provokes Ss more as he/she attempts to search for most specific answer as possible First, can anyone tell me: When encountering uncommon lexical items, what will you do? This following procedure may help you (T distributes handout) - First, examine if the word is in capital or italics If yes, it might be technical terms (jargons) that you not need to understand (refer to example in LXIX handout) - Next, see if the word is explained in the text This is often expressed in the form of relative clause or put between the two commas (refer to example in handout) - After that, try to deduce its meaning via the surrounding words, or you might want to base on the general context (refer to example in handout) - Finally, see if you are able to recognize a part of the word (refer to example in handout) - What if after everything you have done, you still cannot manage to get the meaning? (Randomly choose one answer, but only when there is no other way) Step 3: Extension Complete sentence worksheet Choose the word that is CLOSEST in meaning to the underlined word: People sell pens, notebooks, textbooks, pencils and a lot of different goods such as school bags, calculators A food B things C beautiful This school is very spacious Inside the school, there are 30 classrooms and a big school yard A large B clean C small Last year there was a district walking competition for school children and my school team won the first prize A contest B meeting C festival At twenty past nine, she has a recess about fifteen minutes At recess, she often skips with her friends Other students play badminton or chat with friends A break B lunch time C school - Guides ss to exercise - Listen to T Work in pairs Exchange the answers Present the answers in LXX - Asks sts to work in pairs to finish all sentences - Asks them to exchange the answers with your friends - Calls on some students to present the answers - Checks the answers again and gives feedback Product ( 15 mins) - Asks the following questions to sum-up the lesson Question 1: Which new words have you learned to day? (Unifor break…)? - Calls on three SS go to the board and write the words with the speech and one example for each - Asks some ss to make sentences with those new words - Give feedbacks Question2: Which techniques in using vocabulary have you pra (Using collocation/ using Uncommon lexical items) - Ask ss to give answers and gives comments - Sums up the main contents of the lesson Consolidation (3 mins) Homework (2 mins) - Ask ss to learn new words by heart and prepare some new wor “ Food and drink” ( next lesson) LXXI ... students? ?? vocabulary use through using word lists An action research project with 7th grade students at Gia Vuong secondary school? ?? is the study of my own research and the substance of this research. .. offered me a chance to conduct a study on: ? ?Improving students? ?? vocabulary use through using word lists An action research project with 7th grade students at Gia Vuong secondary school? ?? The study... improvement of students? ?? vocabulary use through teaching with word lists To reach this aim, an action research was th conducted with forty grade students at Gia Vuong secondary school in the first