Dạy từ vựng cho học sinh tiểu học thông qua phương pháp sưu tập từ theo nhóm

VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** TRẦN THỊ HÀ THU AN INVESTIGATION INTO USING COMPILATION OF THEME – BASED LEXICAL LISTS ON PRIMARY STUDENTS’ VOCABULARY RETENTION (Dạy từ vựng cho học sinh tiểu học thông qua phương pháp sưu tập từ theo nhóm) M.A MINOR THESIS Field: English teaching methodology Code: 8140231.01 Hanoi, 2019 VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** TRẦN THỊ HÀ THU AN INVESTIGATION INTO USING COMPILATION OF THEME – BASED LEXICAL LISTS ON PRIMARY STUDENTS’ VOCABULARY RETENTION (Dạy từ vựng cho học sinh tiểu học thông qua phương pháp sưu tập từ theo nhóm) M.A MINOR THESIS Field : English teaching methodology Code : 8140231.01 Supervisor : Dr MAI THỊ LOAN Hanoi, 2019 DECLARATION I hereby state that I, Trần Thị Hà Thu, being a candidate for the Degree of Master of Arts, accept the requirement of the University relating to the retention and use of M.A Thesis deposited in the library I certify my authorship of the thesis: An investigation into using compilation of theme-based lexical lists on primary students’ vocabulary retention is the result of my own, and this thesis has not been submitted for any degree at any other university or institution Hanoi, 2019 Tran Thi Ha Thu i ACKNOWLEDMENTS First and foremost, I would like to express my heartfelt gratitude to my supervisor, Dr, Mai Thị Loan for her valuable guide, patient support and encouragement in the completion of this M.A Thesis I am so grateful to the writers of many books and Web pages I read which have stimulated my thinking on doing this paper This study has been also completed with the invaluable help and the co – operation of the students and the English teachers at Khanh Nhac A Primary School Without their enthusiastic contribution and cooperation, this research would certainly not have been completed Finally, I am greatly thankful to my family and friends, who are forever a great source of support and encouragement ii ABSTRACT The study aims at investigating the use of compilation of theme-based lexical lists in teaching vocabulary to primary students at a primary school in Ninh Binh In order to fulfill the aim of the study, the instruments employed to collect data were test, classroom observations and questionnaire for the students The results of the data analysis indicate that the students gave prominence to vocabulary teaching and learning through compilation of theme-based lexical lists The students also achieved considerable progress in their vocabulary retention after attending vocabulary lessons using compilation of theme-based lexical lists In addition, the findings of the research point out some recommendations to better situation for the benefits of the students, some of which are choosing well-suited materials, using compilation of theme-based lexical lists in combination with other activities such as games and mind-mapping The study is hoped to meet the teachers’ needs, increase the motivation of learners and teachers during learning vocabulary process iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDMENTS ii ABSTRACT iii LISTS OF ABBREVIATIONS vii LISTS OF TABLES AND FIGURES viii CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims and objectives of the study 1.3 Research questions 1.4 Method of the study 1.5 Scope of the study 1.6 Significance of the study 1.7 Structure of the study CHAPTER 2: LITERATURE REVIEW 2.1 Previous studies on theme-based teaching 2.2 Vocabulary in English teaching and learning 2.2.1 Definition of vocabulary 2.2.2 Types of vocabulary 2.2.3 Aspects of vocabulary knowledge 2.2.4 The role of vocabulary in English teaching and learning 10 2.3 Teaching English to young learners 12 2.3.1 Characteristics of young learners 12 2.3.2 Teaching English vocabulary to young learners 13 2.4 Methods in vocabulary teaching 14 2.4.1 The Grammar -Translation Method 14 2.4.2 The Direct Method 15 2.4.3 The Audio-Lingual Method 15 iv 2.4.4 Communicative Language Teaching 16 2.5 Compilation of theme-based lexical lists in English vocabulary teaching and learning 16 2.5.1 Theme-based teaching approach 16 2.5.2 Planning vocabulary teaching using compilation of theme-based lexical lists18 2.6 Summary 19 CHAPTER 3: RESEARCH METHODOLOGY 20 3.1 Experimental research 20 3.2 The setting of the study 20 3.3 Participants 21 3.4 Data collection instruments 22 3.4.1 Test 22 3.4.2 Classroom observations 22 3.4.3 Questionnaire 23 3.5 Data collection procedure 24 3.6 Data analysis procedure 24 3.7 Summary 25 CHAPTER 4: DATA ANALYSIS AND DISCUSSION 26 4.1 Data analysis 26 4.1.1 Analysis of test 26 4.1.2 Analysis of classroom observations 29 4.1.3 Analysis of questionnaire for students 32 4.2 Discussion 40 4.3 Summary 43 CHAPTER 5: CONCLUSION 44 5.1 Recapitulation 44 5.2 Concluding remarks 44 5.3 Limitations and suggestions for further study 46 REFERENCES 47 v APPENDICES I APPENDIX 1A: PRETEST I APPENDIX 1B: POSTTEST II APPENDIX 2: CLASSROOM OBSERVATION CHECKLIST II APPENDIX 3A: QUESTIONNAIRE (ENGLISH VERSION) V APPENDIX 3B: QUESTIONNAIRE (VIETNAMESE VERSION) VIII APPENDIX 4: THE FORMULA OF MEAN, MEDIAN AND STANDARD DEVIATION XI APPENDIX 5: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XVII vi LISTS OF ABBREVIATIONS CBI : Content-Based Instruction CLT : Communicative Language Teaching GTM : Grammar Translation Method UK : United Kingdom US : United States % : Percentage vii LISTS OF TABLES AND FIGURES Table 2.1 What is involved in knowing a word Source: Nation (2001: 27) 10 Figure 2.1 Brainstorming and making webs 19 Figure 4.1 Results of pretest scores of experimental class and control class .26 Figure 4.2 Results of posttest scores of experimental class and control class 27 Table 4.1 Descriptive statistics for the pretest and posttest scores of experimental class and control class 28 Table 4.3 Teacher’s instruction in the classroom .30 Figure 4.3 Materials in the classroom 31 Table 4.4 The teachers’ frequency of applying compilation of theme-based lexical lists in English classes .32 Figure 4.4 Students’ comments on English lessons using compilation of themebased lexical lists .33 Figure 4.5 Students’ involvement in English classes using compilation of themebased lexical lists .33 Figure 4.6 Students’ assessment of the difficulty of learning vocabulary through compilation of theme-based lexical lists 34 Figure 4.7 Students’ assessment of their vocabulary retention after lessons using compilation of theme-based lexical lists 35 Figure 4.8 Ways of presenting the meaning of words that students like 37 Figure 4.9 Kinds of tasks students would like to be involved 38 Table 4.6 Students’ preferred themes in English lessons implementing compilation of theme-based lexical lists .39 Figure 4.10 Students’ favorite kinds of activity organization in English classes 40 viii Class: Lesson: Teacher: Write one number in the evaluation column (Need improvement) (Satisfactory) Lesson procedure and students’ participation Evaluation Observation notes The teacher encourages the students to recall what they have learnt in previous lessons The teacher links students’s prior knowledge to the content of the new lesson The teacher leads the students into the topic of the lesson by a clear introduction Compilation of theme-based lexical lists is used in combination with other activities The students volunnteer to the tasks given by the teacher The students are engaged, on task, and not disruptive most of the time The students take notes of the content The students ask questions about the lesson content The students discuss the tasks in groups/ in pairs Teacher’s instruction 10 (3) Excellent Evaluation The teacher gives clear instructions for the tasks to the students III Observation notes 11 12 13 14 15 The teacher gives examples for the tasks The teacher provides opportunities to students to check the tasks The teacher gives feedback to the students The teacher interacts respectfully and friendly with students The teacher goes around to help students during the lesson Materials 16 17 18 Evaluation Observation notes The students are interested in the theme introduced in the material Textbooks are used in the lesson Other materials (worksheets, dictionaries) are used Overall comments: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………… IV APPENDIX 3A: QUESTIONNAIRE (ENGLISH VERSION) Using compilation of theme – based lexical lists on primary students’ vocabulary retention Dear students, This survey questionnaire is aimed at investigating the use of compilation of theme – based lexical lists on 4th grade students’ vocabulary retention at Khanh Nhac A Primary School All the information provided by you is sorely for the study purpose Thank you very much for your cooperation! How often your teachers use compilation of theme – based lexical lists in English classes? A Always B Sometimes C Rarely D Never What you think about the English lessons using compilation of theme – based lexical lists? A Very interesting B Rather interesting C A bit interesting D Boring What you often in English lessons using compilation of theme – based lexical lists? A Participate actively in all activities B Only pay attention to the part I like C Find it difficult to concentrate on the activities D Not participate in any activity E Do other things instead How you find it to understand words when learning English vocabulary through compilation of theme – based lexical lists? V A Very easy B Quite easy C A bit easy D Difficult To what extent does compilation of theme – based lexical lists affect your vocabulary retention? A Much better B Better C Little better D Not better at all What would you like your teachers to in English lessons using compilation of theme – based lexical lists? (You can choose more than one) A Create a comfortable environment for students to learn B Provide many examples of word use C Instruct how to pronounce words correctly D Explain the word meaning in Vietnamese E Review students’ vocabulary regularly F Provide more language exercises Which way of presenting the meaning of new words you like? (You can choose more than one) A Use visual aids (pictures, flashcards, etc.) B Translate the words into Vietnamese C Explain the meaning of the words in English D Play language games What kinds of tasks in theme – based lessons would you like to be involved in? (You can choose more than one) A Matching B Odd one out VI C Listing D Ordering and shorting E Others: ………………………………… Which theme would you like your teacher to present in English lessons implementing compilation of theme – based lexical lists? (You can choose more than one) A Hobbies B Foods and drinks C Toys D Other:…………………………………… 10 What is your favorite kind of activity organization in English lessons using compilation of theme – based lexical lists? A Group work B Pair work C Individual work VII APPENDIX 3B: QUESTIONNAIRE (VIETNAMESE VERSION) Phiếu khảo sát việc dạy từ vựng cho học sinh tiểu học thông qua phương pháp sưu tập từ theo nhóm Các em thân mến, Phiếu khảo sát nhằm mục đích tìm hiểu việc sử dụng phương pháp sưu tập từ theo nhóm dạy học từ vựng cho học sinh lớp Trường Tiểu học Khánh Nhạc A Thông tin mà em cung cấp sử dụng cho mục đích nghiên cứu Vì vậy, mong em trả lời trung thực câu hỏi phiếu Xin chân thành cảm ơn em! Giáo viên em có thường xuyên sử dụng phương pháp sưu tập từ theo nhóm học khơng? A Thường xun B Thỉnh thoảng C Hiếm D Không Em thấy học tiếng Anh với phương pháp sưu tập từ theo nhóm? A Rất thú vị B Khá thú vị C Thú vị chút D Nhàm chán Em thường làm tiết học tiếng Anh với phương pháp sưu tập từ theo nhóm? A Tham gia vào tất hoạt động B Chỉ ý đến phần em thích C Cảm thấy khó tập trung vào hoạt động D Không tham gia vào hoạt động E Làm việc riêng Em có cảm thấy dễ hiểu học tiết học với phương pháp VIII sưu tập từ theo nhóm? A Rất dễ hiểu B Khá dễ hiểu C Dễ hiểu chút D Khó hiểu Khả nhớ từ em cải thiện sau tiết học này? A Tốt nhiều B Tốt C Tốt chút D Không tốt chút Em muốn giáo viên làm tiết học với phương pháp sưu tập từ theo nhóm? (Em chọn nhiều đáp án) A Tạo môi trường thoải mái cho học sinh B Đưa nhiều ví dụ cách sử dụng từ C Hướng dẫn cách phát âm từ xác D Giải thích nghĩa từ tiếng Anh E Thường xuyên kiểm tra từ vựng học sinh F Đưa nhiều tập ngôn ngữ Em thích cách dạy từ sau đây? (Em chọn nhiều đáp án) A Dùng công cụ tranh ánh, flashcard B Dịch từ sang tiếng Việt C Giải thích nghĩa từ tiếng Anh D Chơi trị chơi ngơn ngữ Em thích loại tập tiết học này? (Em chọn nhiều đáp án) A Nối từ B Tìm từ khác nhóm C Liệt kê từ D Sắp xếp từ IX E Loại tập khác: …………………… Chủ đề em thích giáo viên giới thiệu tiết học với phương pháp sưu tập từ theo nhóm? (Em chọn nhiều đáp án) A Sở thích B Đồ ăn đồ uống C Đồ chơi D Khác: ……………………… … 10 Em thích cách tổ chức hoạt động học với phương pháp sưu tập từ theo nhóm? A Làm việc theo nhóm B Làm việc theo cặp C Làm việc cá nhân X APPENDIX 4: THE FORMULA OF MEAN, MEDIAN AND STANDARD DEVIATION Mean  Definition: Mean is the average of a set of students’s scores  The formula: Mean = Here, ∑ represents the summation X represents scores N represents number of scores  Excel formula: AVERAGE (number1, number2,…) Note: number1, number2,… are to 255 number corresponding to a sample of population For example, to calulate the mean of pretest of experimental class, take the following steps: Enter the pretest scores of the experimental students from cell B2 to cell B41 Click on cell C2 – where the mean will be entered Enter the formula =AVERAGE(B2:B41) to find the mean of the set of pretest scores Press "Enter" to complete the formula and the mean of pretest scores will appear in the cell XI XII Median  Definition: Median is the number which would have the same amount of numbers both above and below it in the specified data group  The formula: Median = + i Here, N represents number of scores ∑f0 represents the sum of the frequencies or number of scores up to the interval containing the median fw represents the frequency or number of scores within the interval containing the median i represents the size or range of the interval  Excel formula: MEDIAN(number1, number2,…) Note: number1, number2,… are to 255 number corresponding to a sample of population For example, to calulate the median of pretest of experimental class, take the following steps: Enter the pretest scores of the experimental students from cell B2 to cell B41 Click on cell D2 – where the median will be entered Enter the formula =MEDIAN(B2:B41) to find the median of the set of pretest scores Press "Enter" to complete the formula and the median of pretest scores will appear in the cell XIII XIV Standard Deviation  Definition: Standard Deviation (SD) is a statistical measure that captures the difference between the average and the outliers in a set of data  Formula: Here, n represents number of scores represents the sample mean  Excel formula: STDEV(number1, number2,…) For example, to calulate the standard deviation of pretest of experimental class, take the following steps: Enter the pretest scores of the experimental students from cell B2 to cell B41 Click on cell E2 – where the standard deviation will be entered Enter the formula =STDEV(B2:B41) to find the standard deviation of the set of pretest scores Press "Enter" to complete the formula and the standard deviation of pretest scores will appear in the cell XV XVI APPENDIX PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU Họ tên: …………………………… Tuổi: ………………………………… Tên đề tài tham gia nghiên cứu: Dạy từ vựng cho học sinh tiểu học thông qua phương pháp sưu tập từ theo nhóm Mục đích nghiên cứu: Nghiên cứu nhằm mục đích khảo sát việc sử dụng phương pháp sưu tập từ theo nhóm dạy từ vựng cho học sinh tiểu học Khoảng thời gian nghiên cứu dự kiến: tuần Số học sinh tham gia nghiên cứu: 80 Phương pháp tiến hành: Bài kiểm tra, quan sát lớp học, bảng câu hỏi khảo sát Sau giải thích mục đích, quyền lợi nghĩa vụ đối tượng tham gia vào nghiên cứu “Dạy từ vựng cho học sinh tiểu học thông qua phương pháp sưu tập gia từ theo nhóm”, em đồng ý tự nguyện tham gia vào nghiên cứu Em xin tuân thủ quy định nghiên cứu Ninh Bình, ngày …… tháng …… năm …… Ký tên XVII ... BASED LEXICAL LISTS ON PRIMARY STUDENTS’ VOCABULARY RETENTION (Dạy từ vựng cho học sinh tiểu học thông qua phương pháp sưu tập từ theo nhóm) M.A MINOR THESIS Field : English teaching methodology... tend to resolve around themselves Children get bored easily Children have no choice to attend school The lack of the choice means that class activities need to be fun interesting and exciting as... study The study was conducted at Khanh Nhac A Primary School which is located in Ninh Binh Province In the school year 2018-2019, the school has the total of 634 students divided into 17 classes