The influences of oral presentations on vocabulary development in terms of lexical diversity and lexical density a quasi experimental study in a grade 8 class at doan thi diem junior secondary school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER THE INFLUENCES OF ORAL PRESENTATIONS ON VOCABULARY DEVELOPMENT IN TERMS OF LEXICAL DIVERSITY AND LEXICAL DENSITY: A QUASI-EXPERIMENTAL STUDY IN A GRADE CLASS AT DOAN THI DIEM JUNIOR SECONDARY SCHOOL Supervisor: Lƣơng Quỳnh Trang, M.A Student: Đặng Minh Anh Course: QH2011.F1.E6 HA NOI – 2015 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƢỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƢ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP ẢNH HƢỞNG CỦA HOẠT ĐỘNG THUYẾT TRÌNH ĐỐI VỚI SỰ PHÁT TRIỂN TỪ VỰNG THỂ HIỆN Ở SỰ ĐA DẠNG VÀ MẬT ĐỘ TỪ VỰNG: MỘT NGHIÊN CỨU GIẢ THỰC NGHIỆM Ở MỘT LỚP TẠI TRƢỜNG TRUNG HỌC CƠ SỞ ĐOÀN THỊ ĐIỂM Giáo viên hƣớng dẫn: Th.s Lƣơng Quỳnh Trang Sinh viên: Đặng Minh Anh Khóa: QH2011.F1.E6 HÀ NỘI – 2015 b SUPERVISOR’S SIGNATURE OF APPROVAL Signature Lương Quỳnh Trang Date 5/6/2014 c ACCEPTANCE I hereby state that I: Dang Minh Anh, QH 2011.F.1.E6, being a candidate for the degree of Bachelor of Art (TEFL) accept the requirements of the College relating to the retention and use of Bachelor‟s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Đặng Minh Anh Date 5/6/2014 d ACKNOWLEDGEMENT I would like to express my deepest gratitude to my supervisor, Ms Lương Quỳnh Trang, and my advisor, Mr Nguyễn Chí Đức, who have given me the inspiration, priceless advice and continuous support so that I can complete this thesis My special thanks also go to the teacher and all the students at class 8S3, Doan Thi Diem Junior Secondary School for taking part in this study Last but not least, I am grateful to my friends for sharing their experience of the thesis writing and my family for their support during the time I carried out this research i ABSTRACT The present study was designed to determine the extent to which EFL students can enhance their level of lexical diversity and density through regular practice of oral presentations in English lessons A quasi-experimental design was used The study population consisted of 16 students in a grade class at Doan Thi Diem Secondary school During the experimental period of 10 weeks in semester two of the school year 2014-2015, the students had to give six oral presentations in groups Firstly, lexical diversity of the first presentation (pre-test) and of the last one (post-test) was measured, using D or Voc-D measure Lexical density of the two tests was also measured by calculating the proportion of content words over the total number of words Then the difference in lexical density and diversity between the pre-test and was examined using a t-test The results have shown that regular practice of oral presentations in English have significantly improved the students‟ vocabulary lexical diversity and lexical density Key words: Oral Presentation, vocabulary development, lexical density, and lexical diversity ii TABLE OF CONTENT ACKNOWLEDGEMNT ……………………………………………………… i ABSTRACT ……………………………………………………………………… ii TABLE OF CONTENT ………………………………………………………… iii LIST OF TABLES ……………………………………………………………… vi LIST OF FIGURES …………………………………………………………… vii LIST OF ABBREVIATION ………………………………………………… viii CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Research aims 1.3 Research questions 1.4 Scope of the study 1.5 Methods of the study .3 1.6 Significance of the study .3 1.7 Structure of this study report .3 CHAPTER II: LITERATURE REVIEW .5 2.1 Key concepts 2.1.1 Oral presentation .5 2.1.2 Vocabulary development .11 2.2 Related studies .12 2.3 Research gaps .14 CHAPTER III: RESEARCH METHODOLOGY .16 3.1 Why experimental study is used for this current study? 16 3.2 Why a quasi-experiment without a control group is used for this current study? 16 iii 3.3 A model of quasi-experimental study: The one – group, pretest – posttest design without a control group 18 3.4 Construction of the study 19 3.4.1 Participant selection 19 3.4.2 Quasi-experiment procedure 20 3.4.3 The study procedure 20 3.4.4 Data collection procedure 25 3.4.5 Data analysis method and procedure .25 CHAPTER IV: FINDINGS 29 4.1 Research question 1: Influences of the oral presentation training program on lexical diversity .29 4.2 Research question 2: Influences of the oral presentation training program on lexical density 32 CHAPTER V: DISCUSSION .35 5.1 Push output 35 5.2 Teacher’s instruction and appropriate feedback on new lexical items 36 5.3 Students’ self-selected vocabulary on new lexical items 36 5.4 Motivating learning environment 37 5.5 Summary of discussion 37 CHAPTER VI: CONCLUSION 39 6.1 Conclusion 39 6.2 Pedagogic implications 39 6.3 Limitations and recommendations for further study 40 REFERENCES 42 iv APPENDIX A: SAMPLES OF FIRST PRESENTATION (PRETEST) 49 APPENDIX B: SAMPLES OF LAST PRESENTATION (POSTTEST) 51 v LIST OF TABLES Table 3.2.1 The setting of different experiment types ……………………… 19 Table 3.4.3.1 Process of the intervention of regular practice of Oral presentation ………………………………………………………………………21 Table 3.4.5.1.1 The formulas for D calculation ……………………………… 26 Table 4.1.1 Overall descriptive statistics of lexical diversity in pretest and posttest broken down by TTR and D ………………………………………… 29 Table 4.1.2 Statistical results of T-test measuring the influences of oral presentations on lexical diversity in pretest and posttest broken down by TTR and D …………………………………………………………………………… 32 Table 4.2.1 Overall descriptive statistics of lexical density in pretest and posttest ……………………………………………………………………………33 Table 4.2.2 Statistical results of T-test measuring the influences of oral presentations on lexical diversity in pretest and posttest broken …………… 34 vi 7.1 CHAPTER VI: CONCLUSION Conclusion Applying oral presentations nowadays in teaching is not uncommon However, applying oral presentations in enhancing vocabulary development for students has not been taken into consideration With the aim of exploring the positive effect of oral presentations on the vocabulary ability of students in the context of EFL classrooms, the writer conducted this experiment investigating the extent to which oral presentations influences on learners‟ lexical diversity and density in the context of Vietnam The study was designed as an one group, pretestposttest without a control group quasi-experiment The quasi-experimental study was carried out during ten weeks of the second semester of the school year 20142015 in a grade class at DTD junior secondary school After the OPTP, the result of pretest and posttest were compared and analyzed to clarify the effectiveness of OPTP in enhancing students‟ lexical diversity and density The fact is that the experiment was conducted successfully as the positive effects of OPTP in enhancing lexical diversity and density were demonstrated In short, this study, although small in scope, has produced some interesting results, which are hoped to make a contribution towards developing future educational methods to develop the vocabulary ability of EFL leaners, especially in the context of junior secondary classrooms 7.2 Pedagogic implications Nation (2001) noted that “vocabulary is not a goal in itself, it is done to help learner listen, speak, read or write more effectively” (p 362) Receptive knowledge is thus usually measured by translating from L2 into L1, while productive knowledge is measured by translating from L1 into L2 or by cloze tests It is generally assumed that receptive vocabulary use is easier than productive vocabulary use 39 In the context of Vietnam, in teaching new words, the teachers often traditionally provide the Vietnamese meaning in isolation instead of providing them in context This results in the fact that most of the words become passive vocabulary (receptive) instead of active (productive) one Consequently, in spite of the large number of the receptive vocabulary, Vietnamese students often find it hard to use those words to express their ideas in writing and especially in speaking As mentioned above, it is important to turn passive vocabulary used in reading and listening into active vocabulary by producing wring or speaking products In the modern world, it is significant and necessary for teachers to try and apply the new teaching approach instead of the traditional one It is worth noting that in teaching vocabulary, it is important for the teacher to provide for learning meaning-focused input (listening and reading) and meaning-focused output (speaking and writing) so that a variety of opportunities for vocabulary development take place (Nation, 2001) In addition, according to many studies, teachers are proved to be not the only source providing vocabulary for the learners since the learners can develop their own vocabulary knowledge and ability by self and peer study Moreover, from the findings, it is obvious that oral presentations, which are commonly applied for advanced students in university or college, can definitely be applied for students at a lower level such as intermediate and in junior secondary school in particular In other words, the OPTN should be paid more attention to and considered as an effective new teaching method, especially in enhancing vocabulary ability With appropriate aims and procedures, the OPTP can be applied and suggested to students in all EFL classes in general and the junior secondary class in particular in Vietnam 7.3 Limitations and recommendations for further study In fact, this is research is the first investigation into the extent to which oral presentations influences learners‟ lexical diversity and density in the context of 40 Vietnam Due to the time constraints and lack of former research, there still exist some unsolved questions, which are recommended for further study Firstly, as explained as in Chapter III, this study was carried out in form of one-group, pretest-posttest quasi-experimental study without control groups Due to objective and subjective reasons, the study only controls the variances in terms of treatment and procedure Secondly, this study was conducted in small scope since the number of participants is quite small Additionally, DTD is known as one of the most innovative schools in Hanoi, which pays special attention to improving its quality of teaching and learning English For further studies, it is recommended the researchers would obtain more control on the variances as well as enlarge the study scale by carrying out with control groups Moreover, these groups can be set with different contexts (EFL/ESL), levels (intermediate, advance), conditions of facility, and learning conditions (city, country, rural area) 41 REFERENCES Al-Issa, A S and Al-Qubtan, R (2010) Taking the Floor: Oral Presentations in EFL Classrooms TESOL Journal, Vol (2) 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French immersion students working together” Modern Language Journal 82, 3, 320–337 54 Donesch, J (2011) The role of output and feedback in second language acquisition: a classroom based study of grammar acquisition by aldult eng;sih language laerners Retrieved in April, 2015 from http://jeful.ut.ee/public/files/Donesch-Jezo%209-28.pdf 55 Mitchell, R and Myles, F (2004) Second language learning theories 2nd ed London: Arnold 56 Laufer, B & Paribakht, T S (1998) The Relationship Between Passive and Active Vocabularies: Effects of Language Learning Context Retrieved in April, 2015 47 from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&cad=rja &uact=8&ved=0CEUQFjAE&url=http%3A%2F%2Fwww.researchgate.net%2Fpro file%2FBatia_Laufer%2Fpublication%2F228054193_The_Relationship_Between_ Passive_and_Active_Vocabularies_Effects_of_LanguageLearning_Context%2Flink s%2F54802c840cf2ccc7f8bb21d3.pdf&ei=8KhFVYfwMHHmwWji4CwAg&usg=AFQjCNG4QwrTTpc9r0oMmPQ38XBxdU0EA&sig2=ZhkrAC2KlkgD20Jh55l0hg&bvm=bv.92291466,d.dGY 57 Nation, I.S.P (2001) Learning Vocabulary in Another Language Cambridge: Cambridge University Press 58 Dekdouk, F (2013) The Effects of Oral Presentations on Developing EGAP Students' Communicative Competence 48 APPENDIX A: SAMPLES OF FIRST PRESENTATION (PRETEST) 10 Student First presentation First what are definition of job and Lexical Lexical Lexical diversity diversity density (TTR) (D) 0.61 47.63 0.56 0.63 48.78 0.46 career? Today we are going to be talking about the world weirdest job First about the definition of the work It is a piece of work, or a specific task done as part of the routine of one's occupation or for an agreed price Secondly a post of employment; fulltime or part-time position Thirdly, the process or requirements, details, etc., of working And finally, the execution or performance of a task All job are known that it is a way to make money, right? Yes, that is something really good to make money Next, there are some people on the field happy with their work In this picture, there are Ede people and some elephant and they are having a festival with the elephant and lots of musical instrument Now is the culture Here is a lotus This is One-Column 49 pagoda It was built in 1010 This is the statue of an ancient god with 1000 arms who help the poor or unhappy Last is the Tet holiday, one of the most important holidays in Vietnam There are some food and things in Tet holiday 13 First there is traditional Tet food And traditional Tet clothes Here is traditional clothes Ao dai Here is the Nem, Banh Chung To prepare for Tet holiday celebration, people have to prepare Everything must be perfect They built and decorate the house beautifully, of course, and clean or paint it if necessary Here are the pictures Children are receiving the money In Vietnamese, it means lucky money It is a very important custom … in Vietnam New year and there are reasons for that 50 0.67 56.52 0.49 11 APPENDIX B: SAMPLES OF LAST PRESENTATION (POSTTEST) Student Six (last) presentation We are talking about the features of Lexical Lexical Lexical diversity diversity density (TTR) (D) 0.63 57.52 0.60 0.72 92.23 0.65 France and definitely one of them is the landscape Here, you can see the beautiful famous places of France The landscape of this country is varied Forests and woodland areas cover over a quarter of its country The beautiful forest appears as a great place to product beer and a wonderful place for industry of producing wine One of the most famous mountains in France is Mount Perdu, in the Pyrenees, a joint French and Spanish World Heritage site The designated site consists of scenic view with meadows, lakes, caves and forests on mountain slopes Thanks to the capital multicultural populations, you find more than 60 different nation cuisines from France, Italian, and Spanish, and Japanese Indian food is especially popular in 51 Britain and many people often eat it at their local curry house Vegetarian food is an important part of London restaurant and most of them take often at least a couple of this … of course one who not eat meat Take away food Fish and chips are England traditional food It became popular in 1880 when people brought fresh fish from boat and move to the city overnight People here also like burger and chicken as fast food 13 As you all know, japan is one of the top ten countries that have highest JPD over the world So to get the success, they have to work very hard Because just one earthquake or tsunami every can be destroyed As they have to go through a lot of disasters, such as earthquake or tsunami, but those hard problem also the advantages make them develop the country After hundreds and thousands times recovering, they gain experiences to develop the robot to help them recovering everything that they lost 52 0.72 81.16 0.53 53 ... students‟ vocabulary level before and after the application of the oral training program The analysis of the data brought about findings on the influences of the oral presentations training program on. .. influences of oral presentations on vocabulary development in terms of lexical diversity and lexical density: A quasi- experimental study in a grade class at Doan Thi Diem junior secondary school? ??... discover the influences of oral presentations on the students‟ vocabulary development in terms of lexical diversity There is a fact that the measure of lexical diversity has drawn such a great deal of