Vocabulary instruction on reading comprehension for students in grade 11 at truong dinh high school in tien giang province m a 60 14 10

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES ********* VOCABULARY INSTRUCTION IN READING COMPREHENSION FOR STUDENTS IN GRADE 11 AT TRUONG DINH HIGH SCHOOL IN TIEN GIANG PROVINCE A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF TESOL Submitted by PHAN ĐỖ NGỌC DIỆP Supervisor NGUYỄN THÁI ÂN, Ph.D HO CHI MINH CITY, 2011 i CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: VOCABULARY INSTRUCTION IN READING COMPREHENSION FOR STUDENTS IN GRADE 11 AT TRUONG DINH HIGHSCHOOL IN TIEN GIANG PROVINCE in terms of the statement of Requirements for Theses in Master’s Programs issued by the Higher Degree Committee Ho Chi Minh City, November 24 th, 2011 PHAN ĐỖ NGỌC DIỆP ii RETENTION AND USE OF THE THESIS I hereby state that I, PHAN ĐỖ NGỌC DIỆP, being the candidate for the degree of Master of TESOL, accept the requirement of the university relating to the retention and use of Master’s Thesis deposited in the library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of thesis Ho Chi Minh City, November 24 th, 2011 PHAN ĐỖ NGỌC DIỆP iii ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my thesis supervisor, Dr Nguyễn Thái Ân, who did provide me with insightful discussions, constructive criticisms, valuable comments, and continuing support in the preparation and completion of this thesis I am greatly in debt to all the lecturers of the TESOL graduate program at the University of Social Sciences and Humanities for their helpful instruction during the course from the year 2006 to 2009 Finally, I would like to send my deepest gratitude to my family and my friends who cared, encouraged and supported me during the time of completing the thesis iv ABSTRACT Vocabulary knowledge has long been a major determinant influencing ESL/EFL reading comprehension (Laufer, 1997) Reading comprehension efficiently helps readers to improve their vocabulary The more they would read extensively the more ideas and words would be generated, which ultimately helps in the development of vocabulary of the target language Vocabulary acquisition is one of the most challenging obstacles language learners must overcome The main objective of the study was to investigate the reality of vocabulary instruction in reading comprehension for students in grade 11 at Truong Dinh high school to find out what difficulties teachers and students face when dealing with vocabulary instruction in reading comprehension and in what way vocabulary can assist students in reading comprehension Sample of the study constituted of classes if eleven graders and 10 teachers at this school This study evaluates the vocabulary teaching component of an English teaching program for students at high school It first describes the course and the issues which prompted the study Then it examines previous research in vocabulary learning and applies some of the key findings to the development of a research project This project has two elements: questionnaires related to vocabulary instruction in reading comprehension and classroom observation to find out the reality of vocabulary instruction in reading comprehension Data analysis of the questionnaire shows reality and problems of vocabulary instruction in reading comprehension Students know the importance of vocabulary knowledge in comprehension but they not know how to effectively deal with new words in a reading text Students should be actively involved in exploring word meaning and learn how to figure out meaning with unknown words in reading comprehension v Findings from questionnaire and classroom observation reveal that teachers’ vocabulary instruction sometimes falls back to the “old” procedure of teaching vocabulary: reading aloud, translating In addition, teachers seem to lack information about students’ real ability in reading For this reason, teachers’ teaching methods not meet the need of the students Therefore, teacher should take into consideration the actual desire of students in learning as well as the problems students may encounter in reading comprehension Students should be well aware of the strategies to deal with unknown words in a reading text When students are taught how to get through with the reading text more effectively, they will feel more confident in reading comprehension, which also builds a bridge to success in learning English “Guessing in context” and “word parts” are useful techniques help to determine meaning of words in reading comprehension vi LIST OF ABBREVIATIONS EFL: English as a foreign language FL: Foreign Language L1: first language L2: second language NRP: National Reading Panel TDHS: Truong Dinh High School vii TABLE OF CONTENTS Certificate of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv List of abbreviations vi Table of contents vii List of figures xii List of tables xiii CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Rationale of the study 1.3 Problem statement 1.4 Significance to the study 1.5 Aims of the study 1.6 Limitations 1.7 Study setting 1.7.1 The school 1.7.2 Syllabus 1.7.2.1 Aims and objectives of the syllabus 1.7.2.2 The content of the syllabus 1.7.2.3 The construction of the textbooks 1.7.2.4 Time allocation 10 1.7.2.5 Methods being used in teaching English at high schools 11 1.7.2.6 Students’ profile 11 1.8 Organization of the study 12 CHAPTER 2: LITERATURE REVIEW 13 2.1 Overview of the place of vocabulary in foreign language teaching 13 2.2 Teaching vocabulary in reading comprehension 15 viii 2.3 Correlation between vocabulary and reading comprehension 16 2.4 Need for vocabulary instruction 19 2.5 Perspectives on vocabulary instruction 20 2.5.1 Definition of vocabulary 20 2.5.2 Vocabulary learning process 21 2.5.3 What information is necessary to ‘know’ a word? 23 2.5.4 How should vocabulary be learned? 25 2.5.5 What makes a good vocabulary learner? 27 2.6 Principles of teaching and learning vocabulary 29 2.6.1 Vocabulary Knowledge 29 2.6.2 Principles of Vocabulary Instruction 32 2.6.3 Types of Vocabulary Instruction 34 2.7 Guessing meaning of unknown words 36 2.7.1 Guessing meaning of unknown words through context 38 2.7.2 Using word parts: prefixes, suffixes and roots 42 CHAPTER 3: METHODOLOGY 45 3.1 45 Research questions 3.2 Research design 46 3.2.1 Subjects 46 3.3.2 Instruments 47 3.3.2.1 Questionnaires 48 3.3.2.1.1 Questionnaire for students 48 3.3.2.1.2 Questionnaire for teachers 50 3.3.2.2 Classroom observation 50 Data collection procedure 52 3.4 3.4.1 Data collection procedure of questionnaires 52 3.4.2 Data collection procedure of classroom observations 52 3.5 53 Conclusion CHAPTER 4: DATA ANALYSIS AND FINDINGS 54 ix 4.1 Analysis of students’ responses 54 4.1.1 Question 1: Factors can help students to comprehend the text better 54 4.1.2 Question 2: The most important thing teachers should to help students get success in vocabulary instruction 55 4.1.3 Question 3: The importance of context in guessing meaning of new words 56 4.1.4 Question What students when they find a new word 57 4.1.5 Question 5: Difficulties students encounter when reading a text in the textbook 58 4.1.6 Question 6: The ways students apply to learn vocabulary 60 4.1.7 Question 7: What teachers should to help students acquire good ability of guessing meaning of unknown words 61 4.1.8 Question 8: Techniques students learn to guess meaning of unknown words 62 4.1.9 Question 9: Technique students apply when trying to guess meaning of unknown words in a reading text 64 4.1.10 Question 10: Students’ opinions on vocabulary instruction 65 1.11 Question 11: Which role of context should be taught to students 67 4.2 Analysis of teachers’ responses 68 4.2.1 Question 1: Factors can help students to comprehend the text better 68 4.2.2 Question 2: The most important thing teachers should to help students get success in vocabulary instruction 69 4.2.3 Question 3: The importance of context in guessing meaning of new words 70 4.2.4 Question What students when they find a new word 71 4.2.5 Question 5: Difficulties students encounter when reading a text in the textbook 72 4.2.6 Question 6: Ways students apply to learn vocabulary effectively 73 4.2.7 Question 7: Techniques students should employ to guess 101 61 McShane, S (2005) Applying research in Reading Instruction for adults: first steps For Teachers 62 Mecartty, F H (2000) Lexical and grammatical knowledge in reading and listening comprehension by foreign language learners of Spanish Applied Language Teaching, 11(2), 323-348 63 Meara, P (1980) Vocabulary acquisition: a neglected aspect of language learning Language Teaching and Linguistics: Abstracts, 13(4), 221-247 64 Mezynski, K (1983) Issues concerning the acquisition of knowledge: effects of vocabulary training on reading comprehension Review of Educational Research, Vol.53, 253-279 65 Michael, L., & Jimmie, H (1992) Practical Techniques for Language Teaching Language Teaching Publication 66 Nagy, W E., & Herman, P A (1987) Breath and depth vocabulary knowledge: Implications for acquisition and instruction In McKeown, M G & Curtis, M E (Eds), The nature of vocabulary acquisition (pp.19-51) Hillsdale, NJ: Erlbaum 67 Nagy, W E., & Scott, J A (2000) Vocabulary Process In kamil, M L., Mosethal, P B (Eds.) Handbook of reading research: volume III (pp 269284) Mahwah: NJ: Erlbaum 68 National reading panel (2000) National reading Panel: Teaching children to read: An evidence- based assessment of a scientific research literature on reading and its implications for reading instruction 69 Nation, I.S.P (1990) Teaching and learning vocabulary Boston: Heinle & Heinle 70 Nation, I.S (2001) Learning Vocabulary in Another Language Cambridge University Press 71 Norbert, S (2000) Vocabulary in Language Teaching Cambridge University Press 102 72 Nunan, D (1998) Language Teaching Methodology International Book Distributors Ltd 73 Nunan, D (1999) Second language Teaching and Learning Boston: Heinle & Heinle 74 Nuttall, C (1992) Teaching Reading Skills in a Foreign Language Heineman 75 Quian, D D (1999) Assessing the roles of depth and breath of vocabulary knowledge in reading comprehension Canadian Modern Language Review, 56, 282-307 76 RAND Reading study group (2002) Towards an A & D program in reading comprehension Santa Monica, CA: RAND Corporation 77 Richards, J.C., Rodgers, T S (2001) Approaches and methods in language teaching CUP 78 Ranjit, K (1996) Research Methodology Longman 79 Raptis, H (1997) Is second Language reading vocabulary best learned by reading? Canadian Modern Language Review Vol 53, 566-580 80 Richek, M (2005) Words are wonderful: Interactive, time-efficient strategies to teach meaning vocabulary The Reading Teacher , 58(5), 414423 81 Rupley, W H., & Nichols, W.D (2005) Vocabulary instruction for the struggling reader Reading and Writing Quarterly, 21, 239-260 82 Schmitt, N (2000) Vocabulary in language teaching CUP 83 Simanjuntak, Edithia Gloria 1988 Developing Reading Skills for EFL Students Jakarta: Depdikbud 84 Stanovich, K (1981) Attentional and automatic context effects In interactive process in reading, ed A Lesgold & Perfetti, C Hillsdale, N.J: Erlbaum 85 Steven, A S., & William, E N (2006) Teaching Word Meaning Lawrence Erlbaum Associates, Inc 103 86 Swan, M and Smith, B (1987) Learner English: a Teacher’s Guide to Interference and Other Problems Cambridge: CUP 87 Swarbrick, A (1994) Approaches and Methods in Language Teaching In the USA and Canada 88 Tom, H & Alan, W (1987) English for Special Purposes Cambridge: CUP 89 Tony, W (1987) Roles of Teachers & Learners Oxford University Press 90 Ur, P (1996) A Course in Language Teaching Cambridge: CUP 91 Wallace, J Michael 1982 Teaching Vocabulary London: Briddles Ltd 92 Wallace, C (1992) Reading Cambridge: CUP 93 Wagner, R K., Muse, S E., & Tannenbaum, K R (2007) Vocabulary Acquisition: Implications for reading Comprehension The Guilford Press 94 Wenden, A and Rubin, J (1987) Learners Strategies in Language Learning Cambridge: CUP 95 West, M (1930) A general service list of English words London: Longman, Green and Co 96 White, C J (1988) The role of association patterns and semantic networks in vocabulary development English Teaching Forum, 26, 4, pp 9-11 97 Wilkins, D (1972) Linguistics in Language Teaching London: Edward Arnold 98 William, L (1984) Foreign and second Language Learning Cambridge: CUP 99 Wright, T (1987) Roles of Teachers and Learners Oxford University Press 104 APPENDIX QUESTIONNAIRE (for teachers) The questionnaire aims at surveying the reality of vocabulary instructions in reading comprehension of students in grade 11 at Truong Dinh high school in Tien Giang province Your contribution is of great value for my research The data collected will be used in my research only, not on any other purposes I am very grateful for your valuable help I PERSONAL INFORMATION Gender:  Male  Female You have been teaching for ……years II TEACHERS’ OPINIONS ON VOCABULARY INSTRUCTION IN READING COMPREHENSION Which factors you think can help your students to comprehend the text better? (you can choose more than one option)  Rich in vocabulary  Good at grammar  Good at guessing meaning of unknown words  Good knowledge of a specific field What you think the most important thing teacher should to get success in giving vocabulary instructions?  Discussing the topic of the text  Students’ working on new words themselves  Teaching students to use context to deal with unknown words How important is the role of context in guessing meaning of new words?  Very important  Important  Unimportant  Unnecessary When reading, if your students find a new word, they will 105 (you can choose more than one option)  stop to look it up in a dictionary  ask you or his/her friend(s) for help  go on reading and try to guess the meaning  ignore if the word is not important Which difficulties your students encounter when they read a text? (you can choose more than one option)  The text has many new words  The text has many expressions and collocations  The text has too many new grammatical structures  They don’t have knowledge of any particular field  They don’t know how to guess meaning of unknown words Which ways your students apply to learn vocabulary effectively? (You can choose more than one option)  Learning new words and revising them every day  Writing each word and its usage on a piece of paper and sticking it somewhere in the house to learn it anytime  Using the words regularly whenever possible  Reading more to reinforce the old words and expand the new ones  Reading the words aloud while writing them down again and again  Using synonyms or antonyms  Using context To help your students acquire the techniques of guessing meaning of unknown words, you should:  change your students’ habit of dealing with new words  teach your students how to use context to deal with unknown words  adapt various ways of presenting new words How often you use the following techniques in vocabulary instructions? (You can choose more than one technique) 106 Techniques Synonyms Antonyms Context Pictures & drawings Definition (1 = never = rarely = sometimes = often = always) How often you translate the text into Vietnamese to your students?  Never  Rarely  Sometimes  Often 10 Which strategies you often apply when presenting new words?  Giving students some words associated with the meaning of those in the text and asking them to scan the text to find the equivalents  Reading each sentence in the text and stopping to explain the meaning of new words  Asking students to find out new words themselves  Helping students to guess the meaning of new words through the clues  Asking students to look up new words in a dictionary 11 Which role of context should be taught to students?  Guessing the meaning of new words  Using the words in communicative situations  Developing your creation in dealing with new words Thank you very much for your contribution! 107 APPENDIX QUESTIONNAIRE (for students) The questionnaire aims at surveying the reality of vocabulary instructions in reading comprehension of students in grade 11 at Truong Dinh highschool in Tien Giang province Your contribution is of great value for my research The data collected will be used in my research only, not on any other purposes I am very grateful for your valuable help I PERSONAL INFORMATION Gender:  Male  Female Your class: …… II STUDENTS’ OPINIONS ON VOCABULARY INSTRUCTION IN READING COMPREHENSION Which factors you think can help you to comprehend the text better? (you can choose more than one option)  Rich in vocabulary  Good at grammar  Good at guessing meaning of unknown words  Good knowledge of a specific field What you think the most important thing teacher should to get success in vocabulary instructions?  Discussing the topic of the text  Students’ working on new words themselves  Teaching students to use context to deal with unknown words How important is the role of context in guessing meaning of new words?  Very important  Important  Unimportant  Unnecessary 108 When reading, if you find a new word, you will (you can choose more than one option)  stop to look it up in a dictionary  ask you or his/her friend(s) for help  go on reading and try to guess the meaning  ignore if the word is not important Which difficulties you encounter when you read a text? (you can choose more than one option)  The text has many new words  The text has many expressions and collocations  The text has too many new grammatical structures  You don’t have knowledge of any particular field  You don’t know how to guess meaning of unknown words Which ways you apply to learn vocabulary? (You can choose more than one option)  Learning new words and revising them every day  Writing each word and its usage on a piece of paper and sticking it somewhere in the house to learn it anytime  Using the words regularly whenever possible  Reading more to reinforce the old words and expand the new ones  Reading the words aloud while writing them down again and again  Using synonyms or antonyms  Using context To help you acquire the techniques of guessing meaning of unknown words, your teacher should:  change your habit of dealing with new words  teach you how to use context to deal with unknown words  adapt various ways of presenting new words 109 Which techniques you apply when you try to guess meaning of unknown words in a reading text? (you can choose more than one technique) Techniques Never Rarely Sometimes Often Always Synonyms/Antonyms Contextual clues Word formation Which techniques does your teacher teach you to guess meaning of unknown words?  Synonyms  Antonyms  Contextual clues  Word formation (e.g affixation) 10 Your opinions on vocabulary instructions conducted by your teacher? (you can choose more than one option) Techniques Strongly dislike Dislike Don’t mind Like Antonyms Synonyms Context Pictures & drawings Definition Translation 11 Which role of context should be taught to students?  Guessing the meaning of new words  Using the words in communicative situations  Learning and memorizing words better Thank you very much for your contribution! Like very much 110 APPENDIX PHIẾU KHẢO SÁT (dành cho học sinh) Những câu hỏi nhằm thu thập liệu cho đề tài nghiên cứu luận văn thạc sĩ Xin bạn vui lòng dành chút thời gian trả lời câu hỏi sau Câu trả lời ban quan trọng thành công đề tài sử dụng vào mục đích nghiên cứu khơng nhằm mục đích khác Xin chân thành cảm ơn giúp đỡ bạn I THƠNG TIN CÁ NHÂN Giới tính: Nam Nữ Lớp:…… II Ý KIẾN CỦA HỌC SINH VỀ VIỆC DẠY TỪ VỰNG KHI ĐỌC HIỂU Những yếu tố giúp bạn hiểu đọc tốt nhất? (bạn đánh dấu nhiều lựa chọn)  a.Từ vựng phong phú  b.Ngữ pháp vững vàng  c.Khả đoán nghĩa từ vựng tốt  d.Kiến thức sống có liên quan đến đọc Theo bạn, điều quan trọng giúp giáo viên thành công dạy từ vựng gì?  a Học sinh thảo luận chủ đề đọc  b Hoc sinh tự đoán nghĩa từ  c Dạy học sinh cách đốn nghĩa từ thơng qua ngữ cảnh Ngữ cảnh có vai trị quan trọng việc đoán nghĩa từ mới?  a Rất quan trọng  b Quan trọng  c Không quan trọng  d Không cần thiết Khi đọc, bạn gặp từ mới, bạn (bạn chọn nhiều lựa chọn) 111  a dừng lại để tra từ điển  b hỏi bạn bạn  c tiếp tục đọc cố gắng đoán nghĩa từ  d bỏ qua từ khơng quan trọng Bạn gặp khó khăn đọc? (bạn đánh dấu nhiều lựa chọn)  a.Bài đọc có nhiều từ  b.Bài đọc có nhiều thành ngữ, tục ngữ  c.Bài đọc có nhiều cấu trúc ngữ pháp  d.Bạn khơng có kiến thức sống có liên quan đến đọc  e.Bạn khơng biết cách đoán nghĩa từ Nhựng phương pháp học từ vựng có hiệu là: (bạn đánh dấu nhiều lựa chọn)  a Học từ ôn lại từ cũ ngày  b Viết từ cách dùng vào mảnh giấy để nơi nhà để học  c Sử dụng từ thường xuyên có hội  d Đọc nhiều để ghi nhớ từ cũ mở rộng từ  e Đọc lớn từ viết giấy nhiều lần để nhớ  f Dùng từ đồng nghĩa trái nghĩa  g Dựa vào ngữ cảnh Bạn thường dùng phương pháp để đoán nghĩa từ đọc? (bạn đánh dấu nhiều lựa chọn) Phương pháp Từ trái nghĩa Từ đồng nghĩa Dựa vào ngữ cảnh Cách thành lập từ( tiền tố/hậu tố) a Không b Hiếm c.Thỉnh d Thường e Luôn thoảng xuyên 112 Theo bạn để giúp học sinh có khả đốn từ tốt, giáo viên nên:  a thay đổi thói quen học sinh gặp từ  c dạy học sinh cách đốn nghĩa từ thơng qua ngữ cảnh viết  d thay đổi phương pháp dạy từ vựng Bạn thường dùng phương pháp để đoán nghĩa từ đọc? (bạn đánh dấu nhiều lựa chọn) Phương pháp Từ trái nghĩa Từ đồng nghĩa Dựa vào ngữ cảnh Cách thành lập từ( tiền tố/hậu tố) (1 = Không = Hiếm = = thường xuyên = luôn) 10 Ý kiến bạn cách dạy từ giáo viên (bạn đánh dấu nhiều lựa chọn) Phương pháp Từ trái nghĩa Từ đồng nghĩa Dựa vào ngữ cảnh Tranh hình vẽ Định nghĩa T.A Dịch sang Tiếng Việt (1 = ghét = không thích = khơng quan tâm 4= thích 11 Giáo viên nên dạy học sinh chức ngữ cảnh?  a đoán nghĩa từ = thích) 113  b sử dụng từ tình giao tiếp  c phát triển kỹ sáng tạo học sinh đoán từ Chân thành cảm ơn giúp đỡ bạn! 114 APPENDIX 4: CLASSROOM OBSERVATION SHEET Name of the observed: …………………………………………………… Class: ……………………………………………………………………… Observer’s name: ………………………………………………………… Date: ……………………………………………………………………… Techniques applied in vocabulary instruction in reading comprehension Explanation Guessing in context Synonym/antonym Examples Definition Word parts Pictures/drawings Translation Comment: The number of words presented in each lesson Comment: Selection of words presented in each lesson Comment: Apply Not apply 115 APPENDIX 5: CLASSROOM OBSERVATION REPORT CLASS Class: Observer: Number of students: Date: Start time: Length of observation: Teaching procedure: Techniques applied in vocabulary instruction in reading comprehension The teacher began the process of vocabulary instruction by reading aloud the whole text, and then she read sentence by sentence and stopped to present new words if there was In this lesson the teachers use a variety of techniques to present vocabulary such as explanation, synonym/antonym, word parts, translation, and example The most used techniques are “explanation” and “translation”, which does not help students actually learn the meaning of words as well as the usage of words “Guessing in context” should be instructed so that students can know how to figure out meaning of unknown words based on the surrounding “hints” The number of words presented in each lesson In this lesson, the teacher presented 12 words, which is a bit more than it is required The suggested words in this lesson could be The other words students can guess when they read Selection of words presented in each lesson The selection of words presented in this lesson is fairly acceptable Some passive words need leaving out so that the learning process becomes more active ... in grade 11 at Truong Dinh high school to find out what difficulties teachers and students face when dealing with vocabulary instruction in reading comprehension and in what way vocabulary can... 2001, in Read, 2004 :147 ) Current thinking seems to point toward a combination of incidental and intentional learning Time constraints ensure that guessing from context remains among the most valuable... instruction sometimes falls back to the “old” procedure of teaching vocabulary: reading aloud, translating In addition, teachers seem to lack information about students? ?? real ability in reading For