Nghiên cứu các thủ thuật dạy từ vựng được sử dụng bởi các giáo viên tiếng anh lớp 5 tại một trường tiểu học ở phú thọ

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST- GRADUATE STUDIES *********************** NINH THỊ KIM NGÂN A STUDY OF VOCABULARY TEACHING TECHNIQUES USED BY GRADE TEACHERS OF ENGLISH AT A PRIMARY SCHOOL IN PHU THO (Nghiên cứu thủ thuật dạy từ vựng sử dụng giáo viên Tiếng Anh lớp trường tiểu học Phú Thọ) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2017 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST- GRADUATE STUDIES *********************** NINH THỊ KIM NGÂN A STUDY OF VOCABULARY TEACHING TECHNIQUES USED BY GRADE TEACHERS OF ENGLISH AT A PRIMARY SCHOOL IN PHU THO (Nghiên cứu thủ thuật dạy từ vựng sử dụng giáo viên Tiếng Anh lớp trường tiểu học Phú Thọ) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr Nguyễn Thị Mai Hương HANOI – 2017 STATEMENT OF AUTHORSHIP I hereby declare that I am the author of this thesis It is the product of my own effort I further declare that I have not submitted this thesis at any other institution for a degree or other qualifications Hanoi, September 2017 Ninh Th Kim Ng n i ACKNOWLEDGEMENTS I would like to express my deep sense of gratitude to people who have helped and supported me in doing this research First of all, I would like to express my sincerest thanks to Dr Nguyen Thi Mai Huong, my supervisor for her valuable guidance and constructive suggestions during the development of this research Thanks to her critical feedbacks and enthusiastic encouragement during the research process could I complete my study I also wish to acknowledge my gratitude to all the teachers from Department of Post Graduate Studies, University of Languages and International Studies for teaching knowledge and skills to me during the years of studying at the university so that I could fulfill this research Finally, I would like to thank my family and my friends for their support and encouragement throughout my study ii ABSTRACT Nowadays, teaching vocabulary techniques are given special attention by scholars and linguists in the field of teaching English to young learners However, the understanding of vocabulary teaching methods for young learners in Vietnam does not seem to be adequate The research “A study of vocabulary teaching techniques used by grade teachers of English at a primary school in Phu Tho” was conducted in this context This study aims to investigate grade English teachers’ perceptions of teaching vocabulary and the techniques they use in their classrooms The researcher conducted a qualitative case study, which consisted of two main instruments: interview and classroom observation Four teachers of English participated in the research The findings suggest that although these teachers are aware of the importance of vocabulary in teaching English to young learners, their understanding about the teaching methods needs to be revisited iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP Error! Bookmark not defined ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES vi PART A: INTRODUCTION 1 Rationale of the study Aims and objectives of the study Research questions .2 Scope of the study Method of the study .3 Structure of the study PART B: DEVELOPMENT .5 CHAPTER 1:LITERATURE REVIEW 1.1 An overview of vocabulary 1.1.1 Definitions of vocabulary 1.1.2 Classification of vocabulary .6 1.1.3 The importance of vocabulary in teaching and learning English 1.1.4 Aspects of teaching vocabulary 1.2 Vocabulary teaching techniques .11 1.2.1 Stages of teaching vocabulary 11 1.2.2 Vocabulary teaching techniques 11 1.3 Young learners …………………………………………………………….15 1.3.1 Definitions of young learners 15 1.3.2 Characteristics of young learners 15 1.3.3 Vocabulary development in young learners’ foreign language learning 16 1.3.4 How to teach vocabulary to young learners 17 CHAPTER 2: METHODOLOGY 19 2.1 Research deign 19 iv 2.2 Research context 20 2.3 Research participants .21 2.4 Research instruments .22 2.5 Data collection and data analysis procedures 23 CHAPTER 3: FINDINGS AND DISCUSSION 25 3.1 Findings from interview data and discussion 25 3.1.1 The teachers’ perceptions of vocabulary teaching to young learners .25 3.1.2 Teachers’ self-report of their vocabulary teaching techniques .32 3.1.2.2 Using of realia, games, songs, chants and body language 33 3.2 Findings from classroom observations and discussion 34 3.2.1 Teacher 34 3.2.2 Teacher 35 3.2.3 Teacher 36 3.2.4 Teacher 37 PART C: CONCLUSION .39 Summary of main findings 39 Implications .40 Limitations of the study .41 Suggestions for further studies 41 REFERENCES 42 APPENDICES I APPENDIX A II INTERVIEW SCHEDULE II APPENDIX B III CLASSROOM OBSERVATION SCHEDULE .III APPENDIX C IV SAMPLE OF INTERVIEW IV APPENDIX D VI SAMPLE OF LESSON OBSERVATION VI v LIST OF TABLES Table Aspects of teaching vocabulary 10 Table Background of participants 22 vi PART A INTRODUCTION This research was conducted to understand the teachers’ perceptions of vocabulary teaching to young learners and investigate the vocabulary teaching techniques used by grade teachers of English in the classroom Six sections: rationale, aims and objectives, research questions, scope, method and structure of the study were presented in this part Rationale of the study In the tendency of integration of the global economic, English has become the global language means for multinational and multicultural communication It plays an important role in the fields of economic, culture, education, science and technology In Vietnam, English is known as a key language tool to success in science technology and promote cooperation between Vietnam and other countries It is undeniable that the importance of English has been increased day by day in Vietnam Especially, it has occupied a significant place in Vietnamese education It has become a compulsory in all levels of education from primary level to bachelor’s level Language is made up of vocabulary items and grammatical rules A language cannot exist in the world without vocabulary D.A Wilkins, a famous linguist expresses the importance of vocabulary that “Without grammar, very little can be conveyed Without vocabulary, nothing can be conveyed” Vocabulary is one of the knowledge areas in acquiring a language Vocabulary knowledge plays a significant role for young learners in learning a foreign language Building up a big vocabulary is necessary for primary level in learning English Linse (2005) states that “Young learners’ vocabulary development is an important aspect of their language development Vocabulary has a central role to help student fluent in language skills” Therefore, teaching a language cannot be separated from teaching vocabulary In recent years, vocabulary has been considered as a center stage in teaching English Vocabulary teaching techniques have become the main focus of linguists and methodologies However, teaching vocabulary is one of the most difficulties aspects in the process of teaching a language Many teachers in primary schools still keep traditional teaching techniques and use similar activities day by day when teaching vocabulary Moreover, young learners have a short concentration span They are easy to feel bored when they have to one same activity day by day Therefore, effective teaching techniques on vocabulary are important to motivate students, help them learn English better and have successful lessons All the above- mentioned reasons motivated the researcher to conduct the research “A study of vocabulary teaching techniques used by grade teachers of English at a primary school in Phu Tho” Aims and objectives of the study The main aim of the study is to investigate the vocabulary teaching techniques adopted by English teachers of grade at a primary in Phu Tho province It is also intended to look at their perceptions of vocabulary teaching practices The objectives of the study therefore are:  To understand the teachers’ perceptions of vocabulary teaching to young learners  To investigate the vocabulary teaching techniques used by grade teachers of English in the classroom Research questions In order to achieve the above objectives, I conducted a qualitative case study which attempts to answer the following questions: What are the teachers’ perceptions of vocabulary teaching to young learners? What are the vocabulary teaching techniques used by grade teachers of English in the classroom? Scope of the study This study aims to investigate the teachers’ perceptions of vocabulary teaching and the vocabulary teaching techniques used in the classroom at one particular primary school Participants of the study include four grade teachers of After teaching new words of Unit 16- Lesson 1: Where’s the post office, teacher gave students a chance to practice new words through game The game is slapping the pictures Teacher first explained the rule of the game for students Then she called each pair of students come and play the game • Using of translation Teacher used this technique when teaching “Unit 17-Lesson 2: What would you like to eat?” Teacher first asked students identify the characters in the picture, listen to the tape and repeat Then she wrote new words on the board and explained their meanings in Vietnamese Students took notes all the words After that, teacher read the words and asked student repeat in chorus and individually The new words which were taught in the lesson were: rice, water, sausage, egg, milk 3.2.3 Teacher Using of translation, chants and realia are vocabulary teaching techniques that are applied by teacher • Using of translation Teacher used this technique when teaching “Unit 15- Lesson 2: What would you like to be in the future?” Teacher first asked students identify the characters in the picture and underlined the new words Then she wrote new words on the board and explained their meanings in Vietnamese Students took notes all the words After that, teacher read the word and asked student repeat in chorus and individually The new words which were taught in the lesson were: look after, patient, design, building, fly, plane • Using of flashcards When teaching “Unit 16- Lesson 3: Where’s the post office?”, teacher use flashcards to convey the meaning of the new words Before the lesson, teacher had prepared some flashcards related to the content of the lesson She first showed flashcard and ask students guess what it is Then she said English name of the pictures times, students listened and repeated After teaching each new word, 36 teachers wrote the new words on the board and students take notes The new words consisted of: go straight, turn left, turn right, next to, between, opposite • Using of chants After teaching new words of Unit 16- Lesson 3: Where’s the post office, teacher gave students a chance to practice new words through a chant which had been downloaded from internet by teacher before the lesson The chant’s name is “Where is the post office” Teacher first played the video and asked students listen to the chant Then teacher played the video again for students to chant each sentence After that, teacher called on a group of six to the front of the class and chant 3.2.4 Teacher Through classroom observations, it is found that using of realia, songs and translation are techniques which were chosen by teacher • Using of realia When teaching “Unit 17-Lesson 2: What would you like to eat?”, teacher used realia to teach vocabulary for students Before the lesson, teacher had asked students brought a kind of fruit into classroom Teacher also brought some kinds of fruits into classroom Before starting the lesson, teacher collected all kinds of fruits from students and used them for teaching vocabulary She first held fruit and ask students guess what fruit it is Then she said English name of the fruits times, students listened and repeated After teaching each new word, teachers wrote the new words on the board and students take notes The new words consisted of: banana, apple, cucumber, orange, plum • Using of translation Teacher used this technique when teaching “Unit 18- Lesson 1: What will the weather be like tomorrow?” Teacher first asked students identify the characters in the picture, listen to the tape and repeat Then she wrote new words on the board and explained their meanings in Vietnamese Students took notes all the words After that, teacher read the word and asked student repeat in chorus and 37 individually The new words which were taught in the lesson were: snowy, sunny, stormy, cloudy • Using of songs After teaching new words of “Unit 18- Lesson 1: What will the weather be like tomorrow?”, teacher gave students a chance to practice new words through a song The song’s name is “How is the weather” Teacher first played the video and asked students listen to the song Then teacher played the video again for students to sing each sentence After that, teacher called on a group of six to the front of the class and sing To sum up, findings from classroom observation showed that reported techniques and observed techniques are similar According to teachers’ self- reports, because of limited time and limited vocabulary from their students, translation was the most frequently used technique This technique is simple, quick and easy to understand Through classroom observations, the researcher also saw that translation was used by all four teachers Other techniques such as: realia, games, songs, chants, mine and gesture was only used by some teachers Teachers said that they rarely teach vocabulary through synonyms and antonyms This technique requires a deep understanding about vocabulary Students’ vocabulary deficiency discourages them to use this technique Classroom observations also revealed that synonyms and antonyms are not used by teachers 38 PART C CONCLUSION In this part, summary of main findings, implications, limitations of the study will be presented In the last section, suggestions for further studies are also given Summary of main findings Findings of the studies showed that all the participants of the study were aware of the importance of vocabulary in teaching and learning English They agreed that vocabulary is the most essential in English acquisition for developing language skills and communication skills The teachers pointed out that textbook and teaching condition bring opportunities for teaching vocabulary However, there are some factors affecting vocabulary teaching such as limited time, student’s background and lack of interesting techniques They said that they had problems in finding new effective vocabulary teaching techniques to motivate students It was also revealed that the teachers had limited understanding about how to use the textbook effectively They thought that they had to cover everything stipulated in the textbook and that the textbook would dictate them They never thought of adapting the content in the textbook or designing more interesting and suitable activities to meet their learners’ needs They therefore either complained about the length of time in a learning period or felt contented with the available activities in the textbook and so did not bother to add changes to make them more interesting The finding from interview and classroom observation data also showed that teachers depend heavily on the textbook They thought that the textbook provides adequate exercises and activities for students They not combine textbook with other materials It was indicated that the teachers’ knowledge about vocabulary teaching techniques was limited Translation was the most frequently used techniques of these teachers Other techniques such as: using of pictures and flashcards, using of games, chants and songs or using of mime and gesture… were only used in some lessons with a low frequency 39 Implications From the findings in the study, some following implications can be drawn Firstly, it is suggested that the teachers should apply more interesting vocabulary teaching techniques such as: using of stories, guessing from the context, using of English definitions… to motive students and help them learn vocabulary more effective It is necessary to change and combine techniques together to have successful vocabulary teaching lessons Techniques such as: using of pictures and flashcards, using of games, chants and songs or using of mime and gesture should be use more widely and frequently Secondly, it is very necessary for teachers to combine textbook with other materials supplementary materials are useful When the textbook provides insufficient or ineffective tasks, exercises and activities, for example, it is too simple or complex for your students, supplementary materials includes: dictionaries, songs, video, postcards, photos, TV programs, newspaper, magazines, games, emails … are very useful Teachers should select materials that fit into the learners’ programme and are suitable for the class and match the aims of a particular lesson They should learn how to adapt additional materials and develop suitable activities to meet their learners’ needs There are many accessible resources for language teachers Teacher also should provide students with different tasks to practice vocabulary Moreover, teachers might have to consider spending more time for teaching vocabulary because it is the foundation of skills (listening, reading, writing, speaking and communication) Apart from that, the teachers should also develop better understanding about how to use textbooks effectively Thirdly, teachers also should share experience with colleagues to improve their teaching and find out the effective vocabulary teaching techniques and methods Self-reflections and peer observation and sharing ideas in English teaching could be a solution for the teachers at this school It will help teachers in their professional development 40 Lastly, teachers should take part in workshops and training course on teaching methodology to improve their English teaching methodology Limitations of the study This research has some certain limitations Firstly, the scope of the study is limited at a primary school The participants of the study only consist of four teachers Therefore, the generalization of the knowledge learnt from this study is limited just within this school The results could be changed if it is conducted in another school Secondly, the time limit does not allow the researcher to look at the issue more deeply and widely with consideration of other factors, such as cultural or psychological factors, to take into the analysis Suggestions for further studies From findings and limitations of the study, further research could be conducted using a multiple- case study, which is conducted in different schools Participants of the studies could be increased in numbers and the research should be conducted for a longer period of time Moreover, further research could look at the issue more deeply and widely with consideration of other factors, such as cultural or psychological factors 41 REFERENCES Allen, V.F (1983), Techniques in Teaching Vocabulary, Oxford: Oxford University Press Cameron, L (2001), Teaching Languages to Young Learners, Cambridge: Cambridge University Press Carter, R & McCarthy, M (1998), Vocabulary and Language Teaching, London: Longman Croll, C (1971), Teaching vocabulary, College Composition and Communication, 22(5), 378-380 Retrieved September 4, 2006, from the ERIC database Doff, A (1988), Teaching English: A training course for teachers, Cambridge, UK: Cambridge University Press Gairns, R and Redman, S (1999), Working with Words, Cambridge: Cambridge University Press Harmer, J (1993), The Practice of English Language Teaching, London and New York Hatch, E and Brown, C (1985), Vocabulary, semantic ad language education, Cambridge: Cambridge University press Lewis, G & Bedson, G & Maley, A (1999), Games for children, Oxford: Oxford University Press 10 Linse, C T & Nunan, D (Ed) (2005), Practical English Language Teaching: Young learners, New York: McGraw-Hill ESL/ELT 11 McCarthy, M.J (1990), Vocabulary, Oxford: Oxford University Press 12 Merriam, S B (2009) Qualitative research: A guide to design and implementation (3rd ed), San Francisco, CA: JosseyBass 13 Phillips, S (1993), Young learners, Oxford: Oxford University Press 14 Richards, J.C and Renandya, W.A (2002), Methodology in Language teaching: An Anthology of Current Practice, Cambridge: Cambridge University press 42 15 Sandra Lee Mckay (2006), Researching second language classrooms, Chapter 2: researching teachers and learners, Lawrence Erlbaum associates, Publishers Mahwah, New Jersey London, pp.71-78 16 Schmitt, N (2000), “Teaching and Learning Vocabulary”, in Vocabulary in language teaching, Cambridge: Cambridge University Press 17 Scott, A.T and Ytreberg, H.(1990), Teaching English to children, London, New York: Longman 18 Thornbury, S (2002), How to teach vocabulary, Essex: Longman 19 Ur, P (1996), A Course in Language Teaching - Practice and Theory, Cambridge: Cambridge University Press 20 Wallace, M.J (1982), Teaching Vocabulary, London, Hermann Educational Book 21 Wilkins D.A (1972), Linguistics in Language Teaching, London: Edward Arnorld, 110 43 APPENDICES I APPENDIX A INTERVIEW SCHEDULE Teacher Teacher1 Teacher Time of interview February 21st, 2017 How long have you been teaching English? From 8:00 to 8:30 How you think about the role of February 22nd , 2017 vocabulary From 9:15 to 9:45 Teacher February 24th, 2017 From 8:40 to 9:10 Teacher Interview content in teaching and learning vocabulary? What are the opportunities and difficulties in teaching vocabulary in your school? What techniques you often use in th February 28 , 2017 teaching vocabulary for grade students? From 9:40 to 10:10 Why you use those techniques? II APPENDIX B CLASSROOM OBSERVATION SCHEDULE Teacher Time of observation Class Content Teacher March 3rd , 2017 5A Unit 15- Lesson 1: What would you like to be in the future? March 23rd, 2017 Unit 16- Lesson 2: Where’s the post 5A office? Teacher March 21st, 2017 Unit 16- Lesson 1: Where’s the post 5B office? April 10th, 2017 5B Unit 17-Lesson 2: What would you like to eat? Teacher March 13th, 2017 5C Unit 15- Lesson 2: What would you like to be in the future? April 3rd , 2017 Unit 16- Lesson 2: Where’s the post 5D office? Teacher April 14th, 2017 5E Unit 17-Lesson 2: What would you like to eat? April 21th, 2017 5E Unit 18- Lesson 1: What will the weather be like tomorrow? III APPENDIX C SAMPLE OF INTERVIEW Teacher Age: 32 Sex: Female Qualification: University graduate Years of experience: years 1.Chị dạy Tiếng Anh rồi? Ch dạy năm Chị nghĩ vai trò từ vựng trình dạy học Tiếng Anh? Theo ch , từ vưng đóng vai trị trung t m việc dạy học Tiếng Anh Từ vựng học sinh cần phải nắm vững trình học Một vốn từ vựng lớn giúp cho học sinh dễ dàng nắm kiến thức học tốt kĩ năng: nghe, nói, đọc, viết.Nếu học sinh biết nhiều từ vựng, họ hiểu mà họ nghe, nói, đọc viết Việc dạy Tiếng Anh trường chị có thuận lợi khó khăn gì? Thuận lợi dạy Tiếng Anh trường ch nhà trường có điều kiện dạy học tốt Trang thiết b phục vụ cho việc dạy Tiếng Anh đầy đủ Trường có phịng học Tiếng Anh Các phịng có đầy đủ bảng, máy chiếu, băng đài, máy tính có kết nối Internet Tất trang thiết b giúp ích cho ch hiều việc dạy từ vựng Ch thường tìm thơng tin, tranh ảnh, hát liên quan đến học Internet dùng máy chiếu để chiếu học Một thuận lợi đến từ sách giáo khoa Sách thiết kế rõ ràng, hệ thống dễ theo dõi Sách có nhiều tranh ảnh đẹp, nhiều màu sắc, thu hút ý học sinh, nội dung sách phù hợp với trình độ học sinh Bên cạnh có khó khăn Thứ nhất, thời lượng cho tiết học Trong đó, có nhiều hoạt động nhiệm vụ cần hồn thành tiết học Nên ngày ch dành khoảng 10 phút để dạy từ vựng Thứ hai, học sinh IV tiểu học học nhanh Họ nhớ nhanh nhanh quên Nhiều từ khó viết phát m Hơn nữa, giọng đ a phương làm ảnh hưởng đến phát âm học sinh Một khó khăn ch chưa có thủ thuật hiệu việc dạy từ vựng Kiến thức chiến thuật dạy từ vựng hạn chế Các chiến thuật quen thuộc lặp lặp lại chưa có thay đổi nhiều khiến học sinh nhàm chán 4.Chị thường sử dụng thủ thuật để dạy từ vựng? Tại chị lại sử dụng thủ thuật đó? Ch thường giải thích từ cách d ch sang Tiếng việt cách nhanh, phù hợp giải thích từ khó, học sinh dễ dàng để hiểu dùng tranh ảnh trường có máy chiếu Trước buổi học ch tìm tranh ảnh liên quan đến nội dung học chiếu cho học sinh xem để dạy từ Cách giúp học sinh học từ nhanh Bên cạnh đó, ch dùng điệu bộ, cử chỉ, biểu cảm khuôn mặt để miêu tả từ, sử dụng vật thật để dạy Ch cho hoc sinh chơi trò chơi học qua hát Tất thủ thuật thu hút ý học sinh giúp nhớ từ hiệu Tuy nhiên, thời gian hạn chế nên thủ thuật không sử dụng thường xuyên V APPENDIX D SAMPLE OF LESSON OBSERVATION Teacher Date: March 23rd, 2017 Time: 8:00- 8: 35 Class: 5A Number of students: 35 Unit 16- Lesson 2: Where’s the post office? T/Ss Activities T: Open your book page 42 Look at the pictures, identify the characteristics and guess what they are saying Ss: (Look at the picture and identify the characters) S20: Dear teacher, there are Akiko, Nam and Tom T: Exactly We are going to listen to Akiko, Nam and Tom talk about the way to get the zoo T: (Play the recording) Ss: (Listen to the tape) T: Class, listen and repeat T: (Play the recording again) Ss: (Listen and repeat in chorus) T: Let’s underline new words Ss: (Underline the new words) T: (Write the new words on the board and explain their meaning in Vietnamese) Ss: (Take notes) T: (Read the new words and ask students repeat I chorus and individually) Ss: (Listen to the teacher and repeat in chorus.) T: (Teach structure and write structure on the board) S: (Take notes) VI T: (Ask students listen to teacher and repeat) Ss: (Listen and repeat) T: Do you want to play a game? Ss: Yes T: (Explain the rule of game for students ) Ss: (Play the game) T: Look at the pictures in task Works in pairs Let’s point the pictures and make a conversation One student asks and one student answers then change the role Ss: (Work in pairs) T: (Call some pairs to practice) Ss: (Perform their task at the front of the class) T: (Listen and correct students’ pronunciation) VII ... GRADE TEACHERS OF ENGLISH AT A PRIMARY SCHOOL IN PHU THO (Nghiên cứu thủ thuật dạy từ vựng sử dụng giáo viên Tiếng Anh lớp trường tiểu học Phú Thọ) M.A MINOR PROGRAMME THESIS Field: English Teaching... 11 1.3 Young learners ……………………………………………………………. 15 1.3.1 Definitions of young learners 15 1.3.2 Characteristics of young learners 15 1.3.3 Vocabulary development in young learners’... instruments .22 2 .5 Data collection and data analysis procedures 23 CHAPTER 3: FINDINGS AND DISCUSSION 25 3.1 Findings from interview data and discussion 25 3.1.1 The teachers’