Cải thiện khả năng sử dụng từ vựng của học sinh thông qua việc sử dụng những danh sách từ vựng nghiên cứu hành

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 7th 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 7th 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 7th 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 conducted with forty 7th 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 Aims of study Research questions Scope of the study Methods of the study Design of the study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1 Definition of Vocabulary and Vocabulary use Classification of vocabulary 1.2.1According to meaning 1.2.2 According to frequency of use 1.2.3 According to language teaching methodologies 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 ... 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... 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... find out how effective this method is Then, the data were collected, sorted and analyzed quantitatively and qualitatively to obtain the results Design of the study This study is composed of five