Teaching vocabulary explictly to first year students at yen bai medical college

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST–GRADUATE STUDIES ***************** BÙI THỊ KIM CÚC TEACHING VOCABULARY EXPLICITLY TO FIRSTYEAR STUDENTS AT YEN BAI MEDICAL COLLEGE (Dạy từ vựng cho sinh viên năm thứ cách cho nghĩa trực tiếp trường Cao đẳng Y tế Yên Bái) M.A Minor Thesis Field: English Teaching Methodology Code: 60 14 10 Hanoi, 2012 VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST–GRADUATE STUDIES ***************** BÙI THỊ KIM CÚC TEACHING VOCABULARY EXPLICITLY TO FIRSTYEAR STUDENTS AT YEN BAI MEDICAL COLLEGE (Dạy từ vựng cho sinh viên năm thứ cách cho nghĩa trực tiếp trường Cao đẳng Y tế Yên Bái) M.A Minor Thesis Field: English Teaching Methodology Code: 60 14 10 Supervisor: Vũ Mai Trang, M.A Hanoi, 2012 ABLE OF CONTENTS Page CANDIDATE'S DECLARATION………………………………………… i ACKNOWLEDGEMENTS………………………………………………… ii ABSTRACT………………………………………………………………… iii TRANSCRIPT CONVENTION…………………………………………… iv LISTS OF ABBREVIATIONS AND TABLES…………………………… v TABLE OF CONTENTS…………………………………………………… vi PART A: INTRODUCTION Rationale of the study…………………………………………………… Aims and objectives of the study……………………………………… Research questions ……………………………………………………… Scope of the study ………………………………………………………… Method of the study ……………………………………………………… Design of the study ……………………………………………………… PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW ………………………………… 1.1 An overview of vocabulary …………………………………………… 1.1.1 Definition of vocabulary……………………………………… 1.1.2 The role of vocabulary in language teaching and learning…… 1.2 Principles in teaching and learning vocabulary …………………… 1.2.1 Selection of vocabulary items for students…………………… 1.2.2 Aspects of word knowledge included in vocabulary teaching … iv 1.2.3 Current approaches to L2 vocabulary teaching and learning… 1.2.4 Explicit and implicit approaches to vocabulary teaching……… 10 1.2.4.1 Explicit approach ……………………………………… 11 1.2.4.2 Implicit approach ……………………………………… 13 1.3 Principles for explicit approach to vocabulary teaching …………… 14 1.4 Challenges in vocabulary teaching …………………………………… 16 1.5 Summary……………………………………………………………… 17 CHAPTER 2: METHODOLOGY………………………………………… 18 2.1 The current situation of English teaching and learning at YBMC… 18 2.2 Participants …………………………………………………………… 20 2.3 Data collection instruments…………………………………………… 21 2.3.1 The interview…………………………………………………… 21 2.3.2 Class observation and Lesson analysis ………………………… 21 Data collection and data analysis procedures……………………… 22 2.4.1 Data collection procedures……………………………………… 22 2.4.2 Data analysis procedures……………………………………… 23 CHAPTER 3: RESULTS AND DISCUSSIONS………………………… 24 3.1 Research question 1: Teachers' perceptions of explicit vocabulary teaching at YBMC 24 3.2 Research question 2: Teachers' selection of vocabulary to teach and aspects of word knowledge to be taught…………………………………… 26 3.3 Research question 3: The explicit vocabulary teaching techniques most frequently used in the classroom and their relevance……………… v 29 Vocabulary presentation techniques ……………………………… 31 Vocabulary consolidation activities ………………………………… 35 PART C: CONCLUSION Summary of the study …………………………………………………… 38 Pedagogical implications ………………………………………………… 39 Limitations of the study ………………………………………………… 40 Suggestions for further studies …………………………………………… 41 REFERENCES …………………………………………………………… 42 APPENDICES vi TRANSCRIPT CONVENTION T: teacher S: student Ss students Italics translation of original speech in vernacular vii LIST OF ABBREVIATIONS EFL English as a foreign language L1 First language L2 Second language YBMC Yen Bai Medical College LIST OF TABLES Table 2.1: Vocabulary designed in the textbook Lifelines - Elementary Table 2.2: Background of participants viii PART A: INTRODUCTION Rationale of the study We all know that vocabulary plays a prominent role in foreign language learning It is an element that links the four skills of language like listening, speaking, reading and writing all together As Wilkin (1972) emphasized that, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (cited in Thornbury, 2002: 47) Without vocabulary, it's not easy for learners to express their ideas, emotion, as well as fulfillment of communication targets Therefore, one of the greatest concerns of all language teachers is to look for an effective vocabulary teaching approach which is suitable with their own teaching contexts Vocabulary teaching task is neither easy nor simple as it is thought Each language teacher is responsible for making their students know word spelling, word meaning and realize how to use it accurately and properly in real situations In the context of Yen Bai Medical College (YBMC), English is being taught as one of the compulsory subjects along with other vocational ones The level of students at YBMC is quite low in general Some of them have learnt English for several years in secondary schools and some others have not learnt English for a few years Moreover, there has been little attention paid to vocabulary teaching and learning At many schools or colleges in general and at YBMC in particular, for most teachers of English, their common way of teaching vocabulary is to give explanations, definitions or translation of the word-list Then learners usually learn vocabulary passively through their teachers’ explanation Writing new words on the notebooks with equivalence in Vietnamese and trying to learn new words by heart are their major ways of vocabulary learning Consequently, they hardly remember the meaning of the words and use them oral activities In other words, by the time the new words are presented in the new lesson most of the words taught in the previous lesson will have gone out of their mind As a teacher of English for nearly 12 years, I have realized that the reason why learners have failed in using English is their lack of vocabulary Therefore, it is essential for every teacher in any language classes in Viet Nam educational system to help his/her own students to widen their vocabulary size Explicit vocabulary teaching is particularly useful for beginning learners who have a limited reading vocabulary and little exposure to incidental vocabulary learning through extensive reading and listening like students at YBMC This encourages the researcher to conduct a study on explicit vocabulary teaching in an attempt to better vocabulary teaching and learning at YBMC, a newly re-founded college in Yen Bai province Aims and Objectives of the study The aim of this study is to investigate the perceptions of explicit vocabulary teaching held by the teachers working at YBMC and how they teach vocabulary explicitly The objectives of the study are: - To understand teachers' ideas of explicit vocabulary teaching at YBMC - To examine how teachers choose vocabulary items to teach and what aspects of vocabulary they focus on in teaching vocabulary - To find out the explicit vocabulary teaching techniques teachers frequently use - To draw some conclusions on issues related to teaching vocabulary explicitly at this college Research questions In order to achieve the above-mentioned aims and objectives, the research was carried out to seek answers to the following research questions: What are teachers' perceptions of explicit vocabulary teaching at YBMC? How they choose vocabulary items to teach at YBMC and what aspects of word knowledge they focus on in teaching the selected words? What are the explicit vocabulary teaching techniques most frequently used in the classroom and their relevance? Scope of the study This minor thesis does not cover all the four language skills; it only focuses on teaching vocabulary explicitly to first-year students at YBMC It is confined to the investigation of the teachers' ideas of explicit vocabulary teaching, their choice of vocabulary to teach, the aspects of vocabulary addressed as well as the explicit vocabulary teaching techniques used in the context of one mountainous college and the relevance of these techniques in this context Then this study will suggest some pedagogical implications to make explicit vocabulary teaching in the researched college more attentive and more effective Method of the study To achieve its objectives, this study employed qualitative methods of data collection which include interview, classroom observation and lesson analysis First, interviews with the teachers were conducted to investigate the teachers' ideas of English explicit vocabulary teaching at YBMC as well as the way they teach words explicitly, which includes their choice of vocabulary to teach, the aspects of vocabulary focused on and their explicit vocabulary teaching techniques Then, classroom observations were conducted to supplement teachers' interviews to test how English vocabulary is taught explicitly and the relevance of explicit vocabulary teaching techniques can be evaluated through lessons analyses Design of the study There are three main parts in my thesis as follows: Part A is the Introduction presenting the rationale, aims, objectives, research questions, scope, methods and design of the study Part B, the Development, includes three chapters: Chapter is the Literature Review In this chapter, a basic theoretical background for the study is created by reviewing the relevant issues related to English vocabulary, vocabulary teaching and learning focusing on explicit and implicit approaches APPENDIX C CLASSROOM OBSERVATION SCHEDULE O rder Date & Time Cl Content Y4 Unit 10: Travel ass April 16th, 2012 C1 Lifelines Elementary: p 70-71 14:25 – Reading and writing 15:10 April 19th, Y4 2012 D2 Unit 11: Fashion Lifelines Elementary: p 76-77 7:30 - 8:15 April 24th, Grammar Y4 2012 Unit 11: Fashion D4 Lifelines Elementary: p 78 8:20 – 9:05 April 28th, Vocabulary Y4 2012 Unit 11: Fashion C2 Lifelines Elementary: p 79 14:25 – Reading and writing 15:10 May 2nd, Y4 2012 D3 Unit 12: Health Lifelines Elementary: p 82-83 9:20 – 10:05 May 4th, 2012 Grammar Y4 C3 Unit 12: Health Lifelines Elementary: p 86-87 10:10 – Listening and speaking 10:55 APPENDIX D Lesson plans under observation Lesson plan 1: Unit 10: Travel – Reading and writing VIII Syllabus: Lifelines Elementary Date: Monday, April 16th, 2012 * Aims: By the end of the lesson, Ss will be able to - know the form of the past simple tense with irregular verbs - understand the reading text and the exercises * Teaching aids: text book (Lifelines elementary), lesson plan, board, chalks * Teaching procedures: up Steps T’s activities A Warm Greeting Calls the roll Sts’ activities - Greeting - Monitor answers B New TORQUAY? BUT I SAID TURKEY - Introduces the new lesson: Now, read lesson: Reading through the first paragraph and answer some and writing Pre- questions: What is the woman's name? reading Where is she from? (Task 1) Where does she works? Where was she last week? Where did she want to fly? - Gives feedback - Introduces new words: Last time, I told you to underline all the verbs in the past tense in this text at home Did you it? -Who can list some irregular verbs? E.g : have – had take – took set – set say – said think – thought get – got be – was, were find – found leave – left -Asks Ss to pronounce these verbs, listens and corrects their mistakes -Ok Now, let's have a look on the new words in the text to pack đóng gói to set off: khởi hành to direct đạo to find: thấy, IX - Read the first paragraph and give answers -Yes, I did (A student raises his voice) -Take notes on their notebooks -Read aloud these verbs -Take notes and read in chorus passenger (n) hành khách to arrive tới, đến to recognize nhận to sort loại to provide cung cấp Whilefrightened (a) hoảng sợ reading - Look at new words in the wordlist and read (task and after me 3) - Asks Ss to read words by themselves Postreading (task 4) C Consolidation - Summaries the content of the lesson D Homework - Asks Ss to learn by heart vocabulary - Asks Ss to exercises (workbook) - Asks Ss to prepare the new lesson - Listen Listen and write down Researcher's comment: In this lecture, the teacher integrated vocabulary teaching with reading-writing skill In order to prepare for this lecture, the teacher asked students to find all the past tense verbs in the text at home However, a few students did it at home The teacher introduced some irregular verbs in past tense Then she chose some other words in the text to teach, which is very helpful to students in reading comprehension In order to teach these words explicitly, she wrote these words on the board, read them aloud and used L1 translation to present their meanings Students seemed to be uninterested in the lecture and just listened, took notes what the teacher said They didn't know how to use these words in contexts and there were not any exercises for them to practice the taught words in the lecture Lesson plan 2: Unit 11: Fashion – Grammar Syllabus: Lifelines Elementary Date: Thursday, April 19th, 2012 X * Aims: By the end of the lesson, Ss will be able to - know the form and the use of the present continuous tense - use the present continuous tense to talk about an action happening at the moment and to describe people’s activities or of their own * Teaching aids: text book (Lifelines elementary), lesson plan, board, chalks * Teaching procedures: T’s activities Steps Sts’ activities Greeting Calls the roll up Asks Ss to look at the pictures in the textbook and raises some questions to Ss: Who are in the first picture? Which are the second parts of this conversation: A, B or C? Who are in the second one? Which are the second parts of this conversation: A, B or C? Who are in the last one? Which are the second parts of this conversation: A, B or C? Gives feedback THE PRESENT CONTINUOUS TENSE B New - Asks Ss to look at the dialogues again lesson: and complete the sentences with a subject Grammar E.g: Suzanne is studying chemistry Rules Tim is watching TV A Warm -Asks Ss to explain the way to form a sentence in the present continuous tense -Asks Ss to give some examples -Introduces to Ss the spelling rule of - Greeting - Monitor answers - Listen and answer the questions -Listen and the task as the T requires -A student explains the way to form a sentence in the present continuous tense Verbs: - Introduces the use of the present -Listen continuous tense: The Use note down + say what is happening at the moment + describe a temporary state + describe a future arrangement -Now, before adding "ing" to these verbs, who can tell me which words you don't know? XI and + grab: túm, nắm + hold: giữ, cầm + smile: mỉm cười + park: đỗ xe +take off: cởi bỏ -Asks Ss to repeat and individually (grabbing) -Read the new (holding) words (smiling) -Note down (parking) (taking off) these words in chorus -Listen Practice C Consolidation D Homework and repeat - Summaries the main point of the lesson - Asks Ss to learn by heart vocabulary - Asks Ss to exercises (workbook) - Listen - Listen and write down Researcher's comment: In this lecture, the teacher integrated vocabulary teaching with grammar She explained how to form the present continuous tense, its use and the spelling rules of verbs in this tense In addition, she introduced some other verbs in current task To teach these verbs explicitly, she also used L1 translation to give words meaning She also provided students with -ing forms of these verbs The teacher used exercises given in the textbook for students' practice Students had chance to practice these words, however, the class atmosphere seemed to be rather boring Lesson plan 3: Unit 11: Fashion – Vocabulary Syllabus: Life Lines Elementary Date: Tuesday, April 24th, 2012 * Aims: By the end of the lesson, Ss will be able to XII - enrich vocabulary of clothes - categorize clothes vocabulary * Teaching aids: text book (Lifelines elementary), lesson plan, board, chalks * Teaching procedures: T’s activities Steps A Warm up B Sts’ activities Greeting - Greeting Calls the roll Monitor Raises some questions to Ss: Are you interested in the Fashion topic? answers Which clothes you often wear? - Listen and Can you give me some names of clothes you know? answer T's questions New CLOTHES -You are going to learn some names of lesson: clothes, today Look at the pictures and tell me Vocabular what they are wearing -Ok, I'll give you some words of clothes in y these pictures Gloves, bag, cap, hat, shirt, jumpers, suit, Presentation baseball, top, coat, tie, boots, jacket, dress, T-shirt, sweatshirt, skirt, shorts, trousers, jeans, tights, trainers, socks, shoes, -Read the new words and ask Ss to repeat in chorus and then individually -Asks Ss to name the clothes people are wearing in the pictures: -Gives feedback Penny: Hat, dress, gloves, bag, tight, shoes Michael: Shirt, suit, tie, coat, shoes Adam: Cap, T-shirt, shorts, socks, trainers Paulette: Top, skirt, boots Winston: Jacket, jumper, trousers Judy: Sweatshirt, jeans XIII -Look at the pictures in the textbook -Note down -Look at the wordlist and read -Work in groups to name the clothes in the pictures Practice C Consolidation - Asks Ss to categorize clothes vocabulary - Listen to the as examples: T and make a word network on your hat Above your waist hat C LOTHES under your waist on your foot trainers -Summaries the main point of the lesson - Asks Ss to learn by heart vocabulary - Asks Ss to exercises (workbook) D Homework - Listen and write down Researcher's comment: In this lecture, students were equipped with names of clothes In order to teach these words explicitly, the teacher used the pictures given in the textbook to present the words meaning Students were more interested and involved in the task; the class atmosphere seemed to be more exciting The teacher also designed an activity for vocabulary consolidation, which helped students revise the words taught in this lecture However, to make this lecture more effective, the teacher should use power point, projector to present these words of clothes Then, it is likely that students will be impressed by the colorful pictures of clothes Lesson plan 4: Unit 11: Fashion – Reading and writing Syllabus: Life Lines Elementary Date: Saturday, April 28th, 2012 * Aims: By the end of the lesson, Ss will be able to - understand the text XIV - answer the comprehension questions * Teaching aids: text book (Lifelines elementary), lesson plan, board, chalks * Teaching procedures: Steps T’s activities Sts’ activities Greeting - Greeting Calls the roll - Monitor up Asks a student to write some words of answers clothes taught in previous lesson - A student Comments and give the student a mark does as the T requires B New A MODEL PUPIL -Introduces the new lesson: we are going to lesson: read a text about a model pupil Now, look at the Listen pictures, the headlines and discuss the three Reading and the task in questions in the textbook and writing group What's the girl's name? Where is she in the pictures? Pre3 What you think the article is about? reading -Before you read the text, look through it and find out new words Are there any new words in the (task 1) -Yes, there text? -Provides Ss with some new words: Ok, are many before you the exercise and 3, I'll give you some new words in this text + to appear: xuất + catwalk (n): -Take sàn diễn notes + different (a): khác + contract (n): hợp đồng + competition (n): thi + to offer : đề xuất, + education (n): giáo dục + prize (n): phần thưởng + GCSE exam: (General Certificate of Secondary Education exam) Kì thi tốt nghiệp THPT -Listen and -Read these words and asks Ss to repeat in repeat chorus and individually -Listens and correct Ss' wrong pronunciation A Warm While- XV reading (task and 3) Post- reading (task 4) C Consolidation D Homework - Summaries the content of the lesson - Asks Ss to learn by heart vocabulary - Asks Ss to exercises (workbook) - Asks Ss to prepare the new lesson - Listen Listen and write down Researcher's comment: In this lecture, the teacher integrated vocabulary teaching with reading-writing skill Before asking students to reading comprehension tasks, the teacher chose and introduced some new words included in the reading text To teach these words explicitly, she also wrote these words on the board, read them aloud and used L1 translation to give their meaning Then students found it easy to understand the text and complete the tasks in this part However, the teacher should add some other forms of the taught words Lesson plan 5: Unit 12: Health - Grammar Syllabus: Life Lines Elementary Date: Monday, May 2nd, 2012 * Aims: By the end of the lesson, Ss will be able to - understand the rules for forming and using comparatives and superlatives XVI - practice about comparatives and superlatives * Teaching aids: text book (Lifelines elementary), lesson plan, board, chalks * Teaching procedures: T’s activities Steps Sts’ activities Greeting Calls the roll Asks a student to go to board and an exercise Choose the correct form of the verbs: Do you wear/ Are you wearing a suit every day? What you do/ are you doing? - I’m an engineer It rains/ is raining at present How often you play/ are you playing tennis? What you watch / are you watching, now? New COMPARATIVES AND SUPERLATIVES -Introduces the new lesson: We are going to learn about comparatives and superlatives of adjectives, today -Ask the students to look at the pictures and discuss the pre-reading questions in pairs or small groups, and then feed back their ideas to the whole class - Ask Ss to look through the text and complete the table of some missing forms, then discuss with the class -Gives feedback -Ok, Before learning how to make comparatives and superlatives of adjectives, I'd like to give you some new words fit (a) : vừa vặn, thường healthy (a) : khoẻ mạnh relaxed (a): thư giãn, nghỉ ngơi slim(a): gầy, mỏng mảnh >< big (a): to béo difficult (a): khó khăn >< easy (a): dễ A Warm up B lesson: Grammar XVII - Greeting -Monitor gives answers - One student does the exercise -Look at the pictures and discuss the questions -Do the task Listen and note down on their notebooks -Listen and dàng Rules repeat expensive (a): đắt đỏ >< cheap (a) rẻ excellent (a): tuyệt vời, xuất xắc popular (a): phổ biến, quần chúng -Read these words and asks Ss to repeat in chorus and individually -Elicits and provides a correct structure Now, I'd like to explain the rules to you Comparatives: - Short adj: adj +er - Long adj: more + adj Superlatives Take notes - Short adj: the adj + est - Long adj: the most + adj Notes: - When the adjectives end in e we add r or st e.g Close - closer - the closest - When the adjective has a short vowel and ends in one consonant, we double the consonant and add er or est e.g big - bigger - the biggest -When the adj ends in y, we remove y and add ier or iest e.g sunny - sunnier – the sunniest easy - easier - the easiest - Some adjectives are complete irregular e.g good - better - the best bad - worse - the worst Practice much/many - more - the most -Asks Ss to give some examples -Asks Ss to a Gap-filling exercise: C Fill in the gaps with the correct forms of the Consolidation words given in the box Fit, healthy, relaxed, slim , good, long, bad Do the Difficult, expensive, excellent, popular, exercise in groups heavy Last year I was very fat I lose kilos, now and look…………… Football is one of the …………sports in the world XVIII D Homework She often goes to aerobic club because she feels………….and ………with some regular exercises Walking along the street in the morning makes you……………………… I hope my next result will be…………than last term Among these shirts, which is the………………? Who is the………….soccer player in Give Vietnam? answers English is …………than any other subjects in the curriculum at my college This film is very long and boring It is the……………….film I've ever seen 10 In reality, women live……………than men -Call for Ss' answers and give feedback - Summarizes the main points of the lesson - Asks Ss to learn by heart vocabulary Listen - Asks Ss to exercises (workbook) write down - Asks Ss to prepare the new lesson Researcher's comment: In this lecture, the teacher integrated vocabulary teaching with grammar Before providing students with the rules for forming and using comparatives and superlatives, the teacher pre-taught some new words To teach these words explicitly, she used synonyms/antonyms and L1 translation to present their meanings Students listened, took notes what the teacher said and practice the taught adjectives in some exercises In addition, the teacher designed a gap-filling exercise for vocabulary consolidation This lecture were rather successful, students had chance to practice both the grammar point and new words Lesson plan 6: Unit 12: Health – Listening and speaking Syllabus: Life Lines Elementary Date: Friday, May 4th, 2012 * Aims: By the end of the lesson, Ss will be able to - Ask and answer about the problems XIX and - Give advice to each problem * Teaching aids: text book (Lifelines elementary), lesson plan, board, chalks * Teaching procedures: Steps T’s activities Sts’ activities Greeting up The Checks Ss' vocabulary of parts of body: one monitor gives student points at his part of body, the other says it out in answers English Comments and give marks Students as the T requires B New WHAT'S THE MATTER? -Introduces the new lesson: What we are going to -Listen lesson: learn today are stating the problem and giving some to the T Listening advice In terms of stating the problems, I'd like to give you some new words Look at my gestures and then and speaking speak out the meaning of the words Understand? -Makes some gestures accompanied with saying the sentences including the new vocabulary items, Look at writes the words on the board, read them and ask Ss to the T's gestures repeat and guess the hungry (a) đói words thirsty (a) khát tired (a) mệt mỏi headache (n) đau đầu stomach ache (n) đau bụng, dau dày toothache (n) đau sore throat (n) viêm họng cough (n) ho hurt (v) làm đau, đau Match -Asks Ss to read the problems and match them to the problems Task the correct pictures with the -Gives feedback pictures Answers: 1.h 2.f 3.b 4.e 5.d 6.g 7.a 8.c -Now, look at the following advice at the page of Task 86 You have to choose some advice for each above Yes (in problem Do you find any new words? chorus) - Asks Ss to underline new words and explains A Warm Greeting Calls the roll XX the meanings of these words: painkiller (n) thuốc giảm đau Note optician's phòng khám mắt down stay up late (v) thức khuya put on (v) mặc vào, khoác vào -Reads aloud these words and asks Ss to repeat -Listens and corrects their pronunciation Listen -Ask Ss to look at the advice, match it to the and repeat problems then compare their ideas with a partner -Gives feedback Task C Summarizes the content of the lesson Listen to the T -Asks Ss to learn by heart vocabulary - Asks Ss to exercises (workbook) - Asks Ss to prepare the new lesson Listen and note down Consolidation D Homework Researcher's comment: In this lecture, vocabulary teaching was integrated with listening and speaking skill Before showing students how to state the problem and give some advice, the teacher provided students with some new words To teach these words explicitly, the teacher wrote these words on the board, read them aloud and used gestures, L1 translation to present their meanings Although the time of the lesson is near the lunch time, the class atmosphere was very exciting and interesting Students were attractd and got involved in the tasks This lecture was the most successful APPENDIX E: Pictures of clothes recommended for Unit 11- Fashion XXI Shirt Coat Boots Trousers Suit Top Jumper Socks Baseball cap Skirt Dress Bag Jeans Trainers Shorts Tie Gloves XXII Jacket Shoes Tights Sweatshirt Hat T-shirt Tracksuit ... focuses on teaching vocabulary explicitly to first- year students at YBMC It is confined to the investigation of the teachers' ideas of explicit vocabulary teaching, their choice of vocabulary to teach,... implications for the matters of teaching vocabulary explicitly that the researcher is going to mention, to some extent, should be taken into considerations At the first place, explicit vocabulary teaching. .. classroom observations were carried out in different classes of first- year students to compare what the teachers said to what they did concerning to explicit vocabulary teaching In order to realize