Hỗ trợ việc học từ vựng của học sinh bằng tranh ảnh​

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ********************* DƯƠNG THU TRANG SUPPORTING YOUNG LEARNERS’ VOCABULARY THROUGH PICTURES: AN ACTION RESEARCH APPROACH (Hỗ trợ việc học từ vựng học sinh tranh ảnh) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 HANOI - 2019 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ********************* DƯƠNG THU TRANG SUPPORTING YOUNG LEARNERS’ VOCABULARY THROUGH PICTURES: AN ACTION RESEARCH APPROACH (Hỗ trợ việc học từ vựng học sinh tranh ảnh) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Assoc Prof Lê Văn Canh HANOI - 2019 DECLARATION I hereby make an oath that this thesis is my own work and it has not been submitted anywhere for any award Hanoi, July 2019 Dương Thu Trang i ACKNOWLEDGEMENTS I would like to express my gratitude to all people who gave a hand with giving me the chances to complete this thesis First of all, I would like to show my deep appriciation to my supervisor, Prof Lê Văn Canh for his worth advice, careful instruction and endless encouragement during my time of conducting this thesis Secondly, it is my lecturers in the Faculty of Post – graduate Studies, the University of Foreign Languages and International Studies that gave me various beneficial lecturers motivating me to investigate my own teaching situation to reach a more professional level Thirdly, I would like to send my thanks to all the teachers and students at the chosen English center in hanoi for being willing to join my research for eight weeks Finally, my family and friends are the people I would like to show my genuine appriciation Without their support and encouragement, I could not have completed this thesis due to daily life routine ii ABSTRACT Vocabulary is one the most important elements in English acquisition Without words, human cannot express their ideas, feelings or thoughts In the chosen English center in Hanoi, teaching and learning is paid attention to with a view to improve the students‟ English acquisition and one of the major concern here is vocabulary teaching and learning through images of young learners To explore how images support young learners‟ vocabulary acquisition, the study was carried out among forty 2th grade students for eight weeks with six units in their books They were divided equally into two groups and each one was taught in two different ways of vocabulary teaching: one with traditional method – the translation method while the other by using pictures The classroom observations and tests were instruments to collect the data for the research After the treatment time, the results showed that the experimental group gained higher scores by using pictures to learn vocabulary and the classroom atmosphere was vey comfortable and ludic while the control group obtained not as good results as the experimental one It can be inferred from the results that images make a greater dedication to enhancing not only young learners‟ vocabulary acquisition but also their motivation in English learning than not using them iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF CHARTS vi LIST OF TABLES vii CHAPTER 1: INTRODUCTION 1 Rationale of the study Aims of the study Method of the study Significance of the study Structure of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Vocabulary knowledge 2.2 Approaches to vocabulary learning and teaching 2.3 The role of images in vocabulary learning 2.4 Teaching vocabulary to young learners 2.4.1 Characteristics of young learners 2.4.2 Techniques of teaching vocabulary to young learners 12 2.5 Studies on teaching vocabulary to young learners through pictures .15 CHAPTER 3: METHODOLOGY 19 3.1 Action research in language teaching 19 3.1.1 Purposes of action research 19 3.1.2 Features of action research 20 3.1.3 Steps in action research 21 3.2 Why is action research chosen? 21 3.3 The context of the study 22 3.3.1 The current situation of teaching and learning English at the center 22 3.3.2 The teaching program and materials 23 iv 3.4 Research procedures 23 3.4.1 Research question 23 3.4.2 The participants 24 3.4.3 Design of the procedures 24 3.5 Data collection instruments 28 CHAPTER 4: DATA ANALYSIS AND DISCUSSION 30 4.1 Analysis on classroom observations 30 4.1.1 Interest 30 4.1.2 Interaction 33 4.2 Analysis on test results 35 4.2.1 Analysis on immediate tests 35 4.2.2 Analysis on delayed tests 38 4.3 Discussion of the findings 39 CHAPTER 5: RECAPITULATION 42 Conclusion 42 Implications 43 Limitations and recommendations for further studies .43 REFERENCES 45 APPENDICES I APPENDIX I APPENDIX IV APPENDIX VIII APPENDIX IX APPENDIX X APPENDIX XII v LIST OF CHARTS Chart 4.1: Students‟ interest in learning activities 30 Chart 4.2: Classroom interaction 34 Chart 4.3: The students‟ mean score of immediate tests‟ average mark .37 vi LIST OF TABLES Table 2.1 Characteristics of young learners……………………………………… 12 Table 3.1 Design of the study…………………………………………………… 33 Table 4.1: The two groups‟ results of six immediate tests Error! Bookmark not defined Table 4.2:The two groups‟ results of two delayed tests 38 vii APPENDICES Note: T: Teacher Ss: Students APPENDIX LESSON PLAN (Week – the control group) Unit 3: On the street I Objectives: At the end of the lesson, students can: - Remember the words in the lesson – the words about things on the street - Sing a song included II Materials: Textbook and audio tape III Students: - Number of students: 20 - The control group IV Time allowed: 45 minutes Stage Warm up (5 mins.) Introduction (10 mins.) I Practice (15 mins.) Production (5 mins.) II Review (2 mins.) Conduction of Immediate test (6 mins.) Wrap up (2 mins.) III APPENDIX LESSON PLAN (Week – the experimental group) Unit 3: On the street I Objectives: At the end of the lesson, students can: - Remenber the words in the lesson – the words about things on the street - Sing a song included II Materials: Textbook, pictures and audio tape III Students: - Number of students: 20 - The experimental group IV Time allowed: 45 minutes Stage Warm up (5 mins.) Introduction (10 mins.) IV - Show the pictures matching with the words they know about required words in the lesson and ask things on the street Guess them guess the word of each picture + If one gives the right answer, T ask the words they can see in the pictures the whole class repeating the word along with pointing at the picture + If not, T will invite the others and still have the right answer, T give them the words - Request Ss to repeat the written new words on the board after T pronoune them and then ask them to write down Repeat after T and then write down the words in the words in their notebooks Vocabulary in the lesson: Mike Bike V the notebooks Slide Five Practice (15 mins.) - Activity 1: + Divide Ss into groups and Work in groups and read the chant in exercise in discuss the pictures group Ss will be looking at the pictures to notify the words they have been taught Read aloud in front of the + After minutes, ask each group class and point at the to stand in front of the class to things matching the read it Each student will read words one sentence along with poiting at the thing mentioned in it - Activity 2: Tell Ss to read exercise Tell T what they can see by using the already + Ask Ss to look at the picture in known words the textbook and desribe what the children are doing Fill in the gap as required + Fill in the gap with the suitable words matching with the pictures - Activity 3: Play audio tape and ask Sing along with the VI Production (5 mins.) Review (2 mins.) Conduction of Immediate test mins.) Wrap up (2 mins.) VII APPENDIX Name:…………………………………… Mark Exercise: Listen and tick Question 1: a Question 2: a VIII Date:……………………… APPENDIX Name:…………………………………… Date:……………………… IMMEDIATE TEST – UNIT 4: At the ice cream van Times allowed: minutes Mark Exercise: Look and match a ice cream b beach c tea IX d peach APPENDIX Name:…………………………………… Date:……………………… Mark Exercise: Look and circle Question 1: Sheep A B Question 2: Tree A B X Question 3: Sweets A B Question 4: Bee A B XI APPENDIX Name:…………………………………… Date:……………………… Mark Exercise 1: Listen and tick Question 1: A Question 3: A B XII Exercise 2: Listen and tick or cross: Question 1: Question 3: Exercise 3: Read and tick: Question 1: It’s a slide A B Question 3: She’s my mother A XIII Exercise 4: Listen to the teacher’s three questions about the following picture and awnswer them XIV ... SUPPORTING YOUNG LEARNERS’ VOCABULARY THROUGH PICTURES: AN ACTION RESEARCH APPROACH (Hỗ trợ việc học từ vựng học sinh tranh ảnh) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: