Effects of communication based translation activities on efl high school students vocabulary achieviment m a

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE EFFECTS OF COMMUNICATION-BASED TRANSLATION ACTIVITIES ON EFL HIGH SCHOOL STUDENTS’ VOCABULARY ACHIEVEMENT A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By PHAM NGOC TRUONG LINH Supervised by NGUYEN THI NHU NGOC, Ph.D HO CHI MINH CITY, JULY 2018 ACKNOWLEDGEMENTS I am the one who loves exploring, discovering and trying new things; doing research is what I consider an interesting activity in my whole-life professional career I am deeply indebted to the professors at the Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, who helped me construct the very first jigsaw pieces together for a wonderful picture afterwards With the precious background theories, skills as well as experience they have provided, I am now more confident to find many acceptable solutions related to my teaching contexts or be able to approach new domains in the areas They all together made me so new and ready for the upcoming challenging stage of my life – doing research and working daily things with scientific and professional senses However, this thesis would have remained a dream had it not been for the help of many others I wish to thank, first and foremost, my supervisor Dr Nguyen Thi Nhu Ngoc, who guided me to an appropriate decision on the research subject and approach Thanks to her constructive suggestion, thorough correction and incisive criticism, this paper has been continuously revised before the completion I also own a debt of gratitude to my two beloved sisters and colleagues, Ms Pham Ngoc Han and Ms Le Thi Kim Chi, who supported me a lot in the experimental project with the test feedbacks, observation and assessment Another special gratitude goes out to the head as well as the staff of Marie Curie High School for their full assistance and encouragement for me to conduct the study at the facility And finally, last but not least, to my family and all my friends who were always keen to know what I was doing and how I was proceeding, although it is likely that they have never grasped what it was all about! Their continuous hopes, wishes and supports have been playing as a spiritual power for me to pursue my passion and recover whenever my steps falter ii STATEMENT OF ORIGINALITY The work contained in this thesis has not been previously submitted for a degree or diploma at any other higher education institution To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due references are made HO CHI MINH CITY, JULY 10, 2018 PHAM NGOC TRUONG LINH iii RETENTION OF USE I hereby state that I, Pham Ngoc Truong Linh, being a candidate for the Master’s degree in TESOL, accept the requirements of the University relating to the retention and use of Master’s thesis deposited in the University Library In term of these conditions, I agree that the original of my thesis deposited should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for care, loan, or reproduction of theses HO CHI MINH CITY, JULY 10, 2018 PHAM NGOC TRUONG LINH iv TABLE OF CONTENTS Page Tittle page i Acknowledgements ii Statement of originality iii Retention of use iv Table of contents v List of abbreviations viii List of tables ix List of figures .x Abstract xi CHAPTER - INTRODUCTION 1.1 Background to the study 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Organization of the study 1.7 Summary CHAPTER – LITERATURE REVIEW 2.1 Vocabulary in second language acquisition 2.1.1 The role of vocabulary 2.1.2 Aspects of vocabulary knowing 2.1.3 Vocabulary teaching and learning 13 2.2 Translation in second language acquisition 15 2.2.1 The role of translation 16 2.2.2 Translation in relation to contrastive analysis 18 2.2.3 Translation in communicative approach 21 2.3 Summary 23 v CHAPTER – METHODOLOGY 3.1 Construction of a CTA for teaching and learning vocabulary 24 3.1.1 Target learners 24 3.1.2 Conceptual framework 24 3.2 Experimental project of CTAs application 27 3.2.1 Design of the experimental project 27 3.2.2 Participants 27 Sampling procedure 27 Participants’ characteristics 28 3.2.3 Procedure 29 Pilot stage 29 Implementation stage 29 Post-stage 30 3.2.4 Research instruments 30 Recognition Test 30 Writing Test 32 Speaking Test 33 Questionnaire 34 3.2.5 Data analysis procedure 35 3.3 Summary 37 CHAPTER – RESULTS AND DISCUSSIONS 4.1 Some model CTAs for teaching and learning vocabulary at high school 38 CTA - Vocabulary brainstorming 39 CTA - Vocabulary recognition 40 CTA - Vocabulary guessing .41 CTA - Controlled sentence translation 43 CTA - Free sentence translation 44 CTA - Role play 45 CTA - Translation with pictures 48 CTA - Translator-to-be 50 vi CTA - Speedy translation 52 CTA 10 - Writing-Translation 53 4.2 Effects of CTAs on the students’ vocabulary achievement 57 4.2.1 Before the treatment 57 4.2.2 After the treatment 58 4.2.3 Correlation between recognition and production 62 4.3 Experimental students’ attitudes towards CTAs 65 4.4 Summary 72 CHAPTER – CONCLUSIONS AND IMPLICATIONS 5.1 Conclusions 73 5.2 Implications 75 5.3 Limitations 78 REFERENCES 80 APPENDIX – The relationship between vocabulary and the matrix of questions in the English Test of National Examination 2016 87 APPENDIX – Glossary – English 10 – Semester 88 APPENDIX – English 10 contents (Student book extracts) 91 APPENDIX – Extra vocabulary exercise practice 109 APPENDIX – Some suggested ideas of CTAs for teaching and learning vocabulary in the English 10 student textbook 112 APPENDIX – Vocabulary Test – English 10 127 APPENDIX – Vocabulary Test – English 10 129 APPENDIX – Speaking Tests – Questions 131 APPENDIX – Speaking Assessment 132 APPENDIX 10 – Questionnaire (English version) 133 APPENDIX 11 – Questionnaire (Vietnamese version) 135 APPENDIX 12 – Answer key to extra exercise practice 137 vii LIST OF ABBREVIATIONS CALL CG CLT CTA EFL EG GTM L1 L2 Ss T SPSS Statistics df Degrees of freedom M Mean score N p Number Sig.(2-tailed) r Pearson correlation coefficient SD Standard Deviation t t-value Computer-Assisted Language Learning Control Group Communicative Language Teaching Communication-based Translation Activity English as a Foreign Language Experimental Group Grammar Translation Method Native language/ mother tongue / source language Target language Students Teacher The number of values in the final calculation of a statistic that are free to vary ‘df’ is calculated by the number of observations minus the number of necessary relations among these observations The number of participants in a group Significant value between two independent samples p < 0.05: there is significant difference between the means p ≥ 0.05: the difference between the means is not significant r can take a range of values from +1 to -1 r = 0: indicates no association between the two variables r > 0: indicates a positive association; that is, as the value of one variable increases, so does the value of the other variable r < 0: indicates a negative association; that is, as the value of one variable increases, the value of the other variable decreases The average distance from the mean of the data set to a point The greater the SD, the greater the variances of the samples The smaller the SD, the greater the homogeneity The size of the difference relative to the variation in the sample data The greater the magnitude of t (it can be either positive or negative), the greater the evidence against the null hypothesis that there is no significant difference The closer t is to 0, the more likely there isn't a significant difference viii LIST OF TABLES Page Table 1: What is involved in knowing a word? (Nation, 2001, p 27) 10 Table 2: Receptive knowledge and use of the word ‘discontented’ 11 Table 3: Productive knowledge and use of the word ‘discontented’ 12 Table 4: Summary of participants’ English scores in the placement test 27 Table 5: Summary of participants’ characteristics 28 Table 6: Recognition Test - descriptions and examples .31 Table 7: The matrix of items in Recognition Test 32 Table 8: Writing Test - descriptions and examples 32 Table 9: The matrix of items in Writing Test 33 Table 10: Components of Attitudes (Schau, 2003) 34 Table 11: Levels of agreement indicated by mean score rating 36 Table 12: Example of role play activity 46 Table 13: Elements and Potential vocabulary enhancement involved in the CTAs 55 Table 14: Summary of pre-test results 57 Table 15: Summary of control group’s results 58 Table 16: Summary of experimental group’s results 58 Table 17: Summary of post-test results 59 Table 18: Correlations of test scores in the control group 62 Table 19: Correlations of test scores in the experimental group 62 Table 20: Attitudes towards difficulty level of CTAs 66 Table 21: Attitudes towards cognitive competence 66 Table 22: Attitudes towards how CTAs affect feelings 67 Table 23: Attitudes towards personal interests 67 Table 24: Attitudes towards the values of CTAs 68 Table 25: Attitudes towards personal efforts 69 Table 26: Correlations between students’ attitudes and their background 70 Table 27: Summary of the study results .73 ix LIST OF FIGURES Page Figure 1: The English scores of Marie Curie high school students in the National Examination 2016 Figure 2: Summary of elements and sub-elements that constitute a method .25 Figure 3: Conceptual framework of a CTA for vocabulary teaching and learning 26 Figure 4: Design of the experimental project 27 Figure 5: Example of rewards designed with computer .49 Figure 6: Example of interactive characters designed with computer 50 x UNIT – WRITING Task 1: Speedy translation activity Students are first asked to read the input given and discuss with each other to understand the content; dictionary or teacher’s assistance may be taken when necessary Then the activity can be applied to enhance students’ acquisition of the input Some pronunciation practice (reading aloud and translation) can be done beforehand Sentences for Speedy translation activity a TV làm cho bị động b Xem TV cách thú vị để thư giãn c TV khuyến khích mua thứ mà không cần d TV giúp học hỏi nhiều giới e Một vài chương trình TV làm cho người ta trở nên bạo lực f TV nâng cao tính đại chúng thể thao g TV làm cho nhận thức trách nhiệm tồn cầu h TV làm cho thứ trở nên dễ nhớ trình bày thơng tin cách hiệu i TV can thiệp vào sống gia đình j TV lấy thời gian dành cho đọc sách vui chơi Task & Task 3: Writing and Translation 124 UNIT – READING Task 1: Controlled sentence translation and Vocabulary guessing activities How can you say these sentences in English? The reading text may help you a Người làng phải làm việc vất vả ngày mà không đủ kiếm sống b Cuộc sống họ đơn giản thiếu thốn nhiều thứ c Những đứa thỏa lòng mong ước ba mẹ d Họ giới thiệu nhiều phương pháp canh tác mới, giúp tạo nên vụ mùa tốt e Họ giúp người làng trồng vụ mùa chất lượng cao để xuất Find the words/phrases that best express the highlighted meanings in the sentences above and finish Task in your student book Task & Task 3: Vocabulary recognition T: Look at the answers you have written down on the board and tell me the word that means ‘bùn’, ‘rơm’ and ‘gạch’ Ss: mud, straw and brick T: Well-done ‘làm cho sống tốt đẹp hơn’? Ss: bettering their lives T: Very good Now let’s repeat all these words one more time… UNIT – SPEAKING Task 3: Translation with pictures Some pictures of roads, medical center, football ground, cash crops, bridge over the canal and new school are provided Students choose a random picture and tell what they are going to with it to improve life in the Vietnamese countryside (using the prompts and structures that have been given in Task and Task 2) The other students are expected to listen and retell 125 their friend’s ideas in Vietnamese The activity can be done in a game with four groups and rewards designed on computer (see page 72) UNIT – LISTENING After you listen: Translator-to-be activity Suggestion 1: Teacher plays the tape and stops at each sentence for students to translate it into Vietnamese Suggestion 2: Teacher shows a clip (found on Internet or created) of the changes or development of a city/town with voice and subtitles Students watch, take notes and report the content of the clip in their own native language Suggestion 3: Each student is called to share the changes they observe in their own hometown or home village then he/she is allowed to call a random friend to translate what he has just said into Vietnamese UNIT – WRITING Task & Task 2: Vocabulary recognition Task 3: Writing-Translation activity Students are asked to choose the position of their house in the map (from A to J) and write a letter to their closest friend, telling him/her the way to the house from Roston Railway Station The letters then will be sent to the recipients who will read, translate them into Vietnamese and find the exact place in the map Finally, the writer and the recipient will sit together to check if the translation as well as the place is correct Teacher will go around and provide assistance when necessary 126 APPENDIX VOCABULARY TEST – ENGLISH 10 Time: 30 minutes Your name: Student number: _ Part A: (6 marks) Class: Choose the word with the stress pattern different from the others: A passenger B purchase C district D routine A repair B harrow C arrive D announce A occupation B demonstration C entertainment D immediately Choose the word with the underlined part pronounced differently from the others: A tea B field C cheese D ready A chemistry B prepare C receive D degree A blind B disabled C determine D brilliant Choose the best option: Whenever I returned my village, I enjoy walking along the paths where flowers are growing on the of each side A blank B banks C banking D blanket The _ authority appealed to the contribution of the community to help the victim of the fire with food, clothes and money A local B location C locality D locally When the passengers realized that the ship was flooded with water, they in panic A cheered B laughed C screamed D looked 10 The forest fire last week was the most terrible experience I have ever spent I stared death in the A forehead B leg C hand D face 11 Her good for the test helped her to get the best grade A prepare B preparation C preparer D preparedly 12 During the rush hour, streets are often crowded _ people and vehicles A for B with C from D in 13 When I am tired, I like to watch television It is A relaxing B thrilling C nervous D lovely 14 What is your surname? A first name B second name C nickname D family name 15 We were _ in heavy traffic so we were twenty minutes late A crowded B got C captured D stuck 16 Doctors often advise having a check twice a year to find out problem as soon as possible A subject B profession C heath D sports 17 I had applied for the job, and the _ promised to offer it to me A employ B employee C employer D employment 18 _ is the scientific study of the life and structure of plants and animals A Physics B History C Geography D Biology 19 He is interested in He is a _ A scientist/science B science/scientist C scientific/science D scientist/scientific 20 His mother’s death is the greatest event that she will never forget A successful B brilliant C tragic D mature 21 She harbored the thought of being a member in the government, so she always tried her best and never gave up A kept in mind B passed C determined D strong-willed 22 Take some aspirins They can ease your headache A make more serious B make less severe C increase D hurt 23 Mr Pike retired last year Now they live _ their retirement money A for B in C on D at 127 24 After every semester some best students are always _ prizes and scholarships A prevented B obtained C awarded D retarded 25 We have been working for more than eight hours It is time to a rest A take B make C practice D 26 Planes often on time and passengers have to arrive at the airport at least one hour earlier A go off B take off C turn off D keep off 27 When you are in car, remember to _ your seatbelt A tie B fix C transplant D fasten 28 Don’t be worried too much Things will certainly improve gradually A immediately B right now C little by little D quickly 29 He had no effort to finish the work so the boss did not agree to offer him a pay raise A done B taken C earned D made 30 Six _ from ten is four A added B subtracted C multiplied D divided Part B: (4 marks) Give the correct form of the word given in brackets 31 At last, everything was all right We were all and relieved (joy) I like learning English because it is an _ language (nation) 33 He fought the illness with courage and _ (determine) 34 There was fierce public _ to the plan (oppose) 35 Susan is very _ She always looks attractive in photographs (photo) 32 Make a sentence with each of the words given 36 37 38 39 40 41 42 43 44 45 Example: go off The alarm clock goes off to get him up every day in the morning sorrow _ plough _ semester _ diploma _ time-consuming _ stimulate _ announce _ resolve _ contented _ prevent _ 128 APPENDIX VOCABULARY TEST – ENGLISH 10 Time: 30 minutes Your name: Student number: _ Class: Part A: (6 marks) Choose the best option: Radio presents information and we receive them through our ears A aurally B vitally C orally D visually You should turn _ the volume if you want to hear the sound louder A off B on C down D up Call a/an _ for her please because she has fallen over and is unconscious A bus B ambulance C lorry D truck I would like to sit on the because I want to have a good view, take photos and enjoy fresh air A suntan B sunburn C sunshine D sundeck When the school year comes to we’ll go on an excursion A end B the end C ending D an end We need another _ of bananas A bundle B bunch C set D flock A calculating machine can calculations with lightening speed A very incorrectly B very quickly C mysteriously D very slow Please _ your phone card in the slot before pressing the number you require A operate B adjust C plug D insert A is the place where plants and trees are grown for scientific study A pine tree B pagoda C destination D botanic garden 10 If you want to know more about animals and plants, I suggest watching the _ program on VTV2 A Around the World B Morning exercise C People’s army D Wildlife world 11 They apply new farming methods to get bumper crops A watering crop B crop failure C good crops D end meets 12 A _ is a film or a television program giving facts about something A documentary B comedy C drama D cartoon 13 We spent an afternoon visiting all the caves near Huong pagoda A enjoyment B enjoy C enjoyably D enjoyable 14 Television can make us _ We don’t have to think so our brains become lazy A passive B active C glorious D anxious 15 I work from Wednesday to Saturday; Sunday, Monday and Tuesday are my A days out B breaks C days off D working days 16 They could not risk the crops and their children’s health for money A better B endanger C improve D catch 17 Let me alone, please I want to be A on myself B by me C by myself D by my own 18 A computer helps you to interact _ people around the world A to B from C with D on 19 With your kind , I am going to see you tomorrow and have an interview about the new project A permitting B permissive C permissively D permission 20 is a film or a play that is intended to be funny, usually with a happy ending A drama B comedy C documentary D cartoon 21 Letters are their only means of A communicator B communicative C communication D communicate 129 22 I think your clothes are not proper for a job interview You should not wear jeans and a T-shirt A suitable B accurate C helpful D useless 23 The town is a popular for art lovers A formation B excursion C destination D permission 24 Is it ok if we meet at o’clock? Is the time for you? A convenient B convenience C inconveniently D conveniently Choose the word with the stress pattern different from the others: 25 A picnic B magical C floppy D picturesque 26 A channel B comment C cartoon D media 27 A manage B interact C multiply D calculate Choose the word with the underlined part pronounced differently from the others: 28 A writer B nature C term D culture 29 A channel B spacious C formation D cave 30 A picture B excursion C resurface D sunburnt Part B: (4 marks) Give the correct form of the word given in brackets 31 _ for Elaine, her results were not good enough (fortunate) It is not difficult to _ what will happen if we not care for our environment (visual) 33 They had a _ escape when their car plunged into a river (miracle) 34 Don’t come in here with those _ boots on! (mud) 35 Which is more _, the sunrise or the sunset? (glory) 32 Make a sentence with each of the words given 36 37 38 39 40 41 42 43 44 45 Example: go off The alarm clock goes off to get him up every day in the morning capable suffer operate dial interfere manage transmit left-overs persuade atmosphere 130 APPENDIX Speaking Test 1 What Vietnamese farmers often during their typical day? Talk about your daily routine Talk about things at school? (subjects, likes, dislikes, worries, etc.) Talk about a person’s background (your parents, sisters or brothers, best friends, idol, Marie Curie, etc.) What you think of disabled students? (who they are? How hard for them to learn? What can we to help them?) Speaking Test Technology is very useful to our lives Do you agree or disagree? Explain and give examples to support your ideas What would your ideal trip look like? - What places would you visit? - How would you get there? - Who would you go with? - What would you bring along? - What activities would you do? Choose one type of mass media to discuss its advantages and disadvantages (Television, radio, newspaper, The Internet…) Give some suggestions to improve life in the Vietnamese countryside (Why are your suggestions necessary? what would you do? What possible results can be seen?) 131 APPENDIX SPEAKING ASSESSMENT CLASS: _ FULL NAME: No.: Coherence 0.5 Responses are unclear Responses are somewhat clear Speaks somewhat fluidly; a few short breaks 1.5 Responses are mostly clear Responses are clear Speaks mostly fluidly; few short breaks Speaks fluidly; almost no breaks Fluency Does not speak fluidly; frequent short and long breaks Pronunciation Pronounces less than 50% of words correctly Pronounces around 50% of words correctly Pronounces around 75% of words correctly Pronounces almost all words correctly Vocabulary range Very few and repeated vocabulary used Non-varied basic vocabulary A varied but basic vocabulary A varied and relatively complex vocabulary Sentence structure/ grammar/ word control Poor grammar Many significant mistakes Basic grammar Moderately Several strong mistakes grammar Several mistakes Strong grammar Limited mistakes *No attempt to the task: 0-1.0 Total score: _ STUDENT’S SIGNATURE ASSESSOR’S SIGNATURE 132 APPENDIX 10 Survey of Students’ Attitudes towards Learning English Vocabulary through Communication-based Translation Activities (CTAs) DIRECTIONS: The statements below are designed to identify your attitudes towards Learning English Vocabulary through Communication-Based Translation Activities (CTAs) Each item has possible responses The responses range from (strongly disagree) through (neither disagree nor agree) to (strongly agree) If you have no opinion, choose response Please read each statement Mark one response that most clearly represents your degree of agreement or disagreement with that statement Try not to think too deeply about each response Record your answer and move quickly to the next item Please respond to all of the statements Strongly disagree Disagree Slightly disagree Undecided Slightly agree Agree Strongly agree 1-The instructions of CTAs are easy to understand 2-CTAs are easy to take part in 3-CTAs include EnglishVietnamese translation 4-CTAs require students to guess meanings or use previous knowledge to translate 5-CTAs require students to interact with others to translate 6-I understand the content conveyed in CTAs 7-I enjoy taking part in CTAs 8-I prefer learning vocabulary through CTAs to memorizing a long list of vocabularies 9-I like translation 10-I enjoy interacting with others to learn words 11-I like the videos and pictures enclosed in CTAs 12-I enjoy reading my friends’ writing and translating it 133 Strongly disagree Disagree Slightly disagree Undecided Slightly agree Agree Strongly agree 13-I like to interact with computer in CTAs 14-CTAs help me remember the meanings and usage of words 15-CTAs help me write and speak some sentences better 16-Translation is an important and necessary skill for learning English and communication 17-Translation is a complicated skill 18-CTAs should be included in English lessons 19-Contents from CTAs are helpful for my self-study 20-CTAs help me know more about the similarities and differences in culture 21-CTAs help me communicate in English more confidently 7 7 6 7 7 22-CTAs help me interact more with my teacher and friends 23-I often try to translate words, sentences and texts 24-I often help others with translation 25-I will take part in CTAs 26-I will share my knowledge in the lessons with CTAs 27-I will share my answers with my friends 28-I like Vietnamese Literature and Linguistics 29-I am good at Vietnamese Literature and Linguistics 30-Gender: Female Male THIS IS THE END OF THE QUESTIONNAIRE THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION! 134 APPENDIX 11 KHẢO SÁT QUAN ĐIỂM CỦA HỌC SINH VỀ VIỆC HỌC TỪ VỰNG TIẾNG ANH THÔNG QUA CÁC HOẠT ĐỘNG DỊCH THUẬT DỰA TRÊN GIAO TIẾP (CTAs) HƯỚNG DẪN: Các phát biểu sau thiết kế để tìm hiểu quan điểm học sinh phương pháp Học từ vựng tiếng Anh thông qua hoạt động dịch thuật dựa giao tiếp (CTAs) Mỗi phát biểu có lựa chọn, lựa chọn xếp theo thứ tự mức độ từ (hồn tồn khơng đồng ý) đến (khơng biết) cuối (hoàn toàn đồng ý) Nếu khơng có ý kiến rõ ràng cho phát biểu, chọn số Đọc phát biểu khoanh tròn lựa chọn thể mức độ đồng ý hay không đồng ý thân Cố gắng không suy nghĩ lâu cho phát biểu Làm ơn trả lời hết tất phát biểu Hồn tồn khơng đồng ý Không đồng ý Không đồng ý Không biết Tạm đồng ý Đồng ý Hồn tồn đồng ý 1-CTAs có hướng dẫn thực dễ hiểu 2-CTAs khơng khó để tham gia 3-CTAs bao gồm yêu cầu chuyển ngữ 4-CTAs yêu cầu phán đoán, vận dụng kiến thức để chuyển ngữ 5-CTAs yêu cầu tương tác với để chuyển ngữ 6-Tôi hiểu hầu hết nội dung truyền đạt CTAs 7-Tơi thích CTAs 8-Tơi thích học từ vựng với CTAs danh mục tra cứu từ vựng 9-Tơi thích hoạt động dịch 10-Tôi thích thảo luận với bạn bè để tìm nghĩa từ vựng 11-Tơi thích hình ảnh, video minh họa đính kèm CTAs 12-Tôi thích đọc dịch viết bạn 13-Tơi thích tương tác với máy tính CTAs 135 Hồn tồn khơng đồng ý Khơng đồng ý Không đồng ý Không biết Tạm đồng ý Đồng ý Hồn tồn đồng ý 14-CTAs giúp tơi nhớ nghĩa cách sử dụng từ vựng 15-CTAs giúp tơi nói viết câu tốt 16-Dịch thuật kỹ quan trọng cần thiết để học tiếng Anh giao tiếp 17-Dịch thuật kỹ phức tạp 18-Các học Tiếng Anh nên ứng dụng CTAs 19-Các ghi từ CTAs nguồn tài liệu dễ hiểu để tự học 20-CTAs giúp hiểu giống khác ngôn từ văn hóa 21-CTAs giúp tự tin giao tiếp tiếng Anh 22- CTAs giúp tương tác với giáo viên bạn bè nhiều 23-Tôi hay chuyển ngữ số từ vựng, mẫu câu đọc trình học tập 24-Tôi hay chuyển ngữ cho người thân hay bạn bè cần 6 7 6 7 25-Tôi tham gia CTAs 26-Tơi sẵn sàng đóng góp hiểu biết CTAs 27-Tôi sẵn sàng chia sẻ câu trả lời u cầu 28-Tơi thích môn Ngữ Văn 29-Tôi nghĩ học tốt mơn Ngữ Văn 30-Giới tính: Nam Nữ BẢNG KHẢO SÁT ĐẾN ĐÂY LÀ HẾT CHÂN THÀNH CÁM ƠN THỜI GIAN VÀ SỰ HỢP TÁC CỦA CÁC EM! 136 APPENDIX 12 – ANSWER KEY TO EXTRA EXERCISE PRACTICE UNIT – EXTRA EXERCISE I virus forum downloaded II C D A III B B C laptops hard-floppy surfing websites B C B C software Internet A chat C UNIT – EXTRA EXERCISE I excursion permission II D C A III C B C pagoda persuade C D A A geography class A D relax UNIT – EXTRA EXERCISE I II B A C C B B C B B C D A A B 21 A 22 B 23 C 24 C 25 A 26 B 27 D 28 C 29 D 30 B 31 overjoyed 32 international 33 determination 34 opposition 35 photogenic 21 C 22 A 23 C 24 A 25 D 26 C 27 B 28 C 29 A 30 A 31 Unfortunately 32 visualize 33 miraculous 34 muddy 35 glorious C UNIT – EXTRA EXERCISE I II B D A D A D C A VOCABULARY TEST 1 D B D D A A B A C 10 D 11 B 12 B 13 A 14 D 15 D 16 C 17 C 18 D 19 B 20 C VOCABULARY TEST 2 C D B D D B B D D 10 D 11 C 12 A 13 D 14 A 15 C 16 B 17 C 18 C 19 D 20 B 137 tour 138 ... the key terms of the study such as vocabulary, translation, grammartranslation method, communicative approach, communication- based translation activities, and some relevant information in previous... common translation methods used in this approach are adaptive translation, free translation, idiomatic translation and communicative translation Based on the aims of this study, the latter approach... language acquisition The term ‘communicative translation? ?? in the approach also stands out as a method of translation mentioned above Therefore, to apply communicative translation teaching as a