Effectively teaching english vocabulary to the 6th graders at quang trung secondary school

VIETNAM NATIONAL UNIVERSITY, HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES ********* EFFECTIVELY TEACHING ENGLISH VOCABULARY TO THE 6TH GRADERS AT QUANG TRUNG SECONDARY SCHOOL A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF TESOL Submitted by TRUONG NGUYEN NGOC THAO Supervisor NGUYEN THAI AN, Ph.D HO CHI MINH CITY, JULY 2011 CERTIFICATE OF ORIGINALITY I hereby certificate my authorship of the thesis submitted today entitle: EFFECTIVELY TEACHING ENGLISH VOCABULARY TO THE 6TH GRADERS AT QUANG TRUNG SECONDARY SCHOOL In terms of the statement of requirements for Thesis in Master’s Programs issued by the Higher Degree Committee The thesis has not previously been submitted for a degree Ho Chi Minh City, July 2011 TRUONG NGUYEN NGOC THAO i RETENTION AND USE OF THE THESIS I hereby state that I, TRUONG NGUYEN NGOC THAO, being the candidate for the degree of Master of TESOL, accept the requirements 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 the purposes of study and research, in accordance with the normal conditions established by the library for the care, loan or reproduction of theses Ho Chi Minh City, July 2011 TRUONG NGUYEN NGOC THAO ii ACKNOWLEDGEMENTS I am indeed grateful to many people for supporting me so that I can make this M.A (Master of Art) thesis feasible I firstly want to express my deepest gratitude to my respectable supervisor- Dr Nguyen Thai An, because of his valuable instructions to my study I am happy to have accepted as his student before the TESOL (Teaching English to Speakers of Other Language) course ends Under his wholehearted guidance, priceless comments and continuous encouragement during the process of carrying out the study, this thesis has been accomplished as required Besides, I would like to send my special thanks to my loving parents – Mr Truong Ngoc Thach and Mrs Nguyen Thi Ngoc Hoa, as well as my younger brother Truong Nguyen Thanh Tu, who warmly motivate my spirit to overcome ups and downs so that I can concentrate on my study working Also, I am deeply indebted to my headmaster - Mr Truong Van Hoa and viceprinciple – Mrs Nguyen Thi Sinh at Quang Trung secondary school in District 4, Ho Chi Minh City for their precious help during the time of my experiment At last, I would like to sincerely thank to all my teachers of the M.A course in TESOL, 2007-2010 at Ho Chi Minh City University of Social Sciences and Humanities, my colleagues in grade in and out of Quang Trung school and my students, whose contributions into having supplied information for me to seriously and scientifically research at hands and in future iii ABSTRACT Recently, the application of innovative and effective techniques for lexical instruction has not been estimated adequately in Vietnamese secondary schools Therefore, the present study aims at proving the effectiveness and feasibility of teaching English vocabulary through contexts as a good technique The study was mainly carried out on the theory of teaching vocabulary for language growth by Nation (1990, 2001, 2008), which creates a connection between words previously learned and currently new ones on the students’ progress of vocabulary learning Recognizably, the researcher considers the technique of teaching vocabulary through contexts as a useful way for activating students to remember and use the words through useful and practical activities on lexis from the contexts Data were collected during a twelve-week experimental teaching from 98 students of the Control Group – class 6A4, and the Experimental Group – class 6A3 in Quang Trung secondary school located in District Also, there were pre- and post-tests to assess the students’ linguistic performance as well as questionnaires to explore the reflections from the teachers and students Next, the T-tests were used to check if there were the statistically significant differences of means in lexical knowledge between the Control and Experimental Groups or not Then figures from pre- and post-questionnaires were analyzed to clarify the issues in the study The outcomes of the study report that the Experimental Group made a significant progress in the post-test thanks to the treatment, but not owing to chance In addition, the students expressed positive attitudes, motivation through learning activities during the application of the technique, which proves the technique of teaching English vocabulary through contexts is worthy iv TABLE OF CONTENTS Certificate of originality .i Retention and use of the thesis ii Acknowledgements iii Abstract iv Table of contents .v List of tables x List of figures xii CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Background of the study .3 1.3 Aims of the research 1.4 Research questions 1.5 Significance of the study .6 1.6 Structure of the thesis .6 CHAPTER 2: LITERATURE REVIEW 2.1 Issues concerning vocabulary teaching .7 2.1.1 Why vocabulary should be taught .7 2.1.2 Active and passive words .8 2.1.3 Aspects of knowing a word .9 2.1.4 Process of teaching new words 10 2.1.5 Easy words vs difficult words 11 2.2 Teaching English to preteens 13 2.2.1 Characteristics of young learners as living entities 13 2.2.2 How preteens learn language, including vocabulary 13 2.3 Committing new words to short-term and long-term memories 15 2.4 Techniques to teach new words 17 2.4.1 Using visual aids 17 v 2.4.2 Making mimes, gestures and actions 18 2.4.3 Giving examples 19 2.4.4 Giving synonyms 19 2.4.5 Giving antonyms 20 2.4.6 Giving translation 20 2.4.7 Using definition 21 2.5 Teaching new words through contexts 22 2.5.1 Definition of context 22 2.5.2 New words in contexts 22 2.5.3 Selecting words to teach through contexts 25 2.5.4 Texts enriched with contexts 25 2.6 Follow-up classroom activities to consolidate new words 27 2.6.1 Recognizing aspects of words 27 2.6.2 Eliciting memories 28 2.6.3 Gap filling 28 2.6.4 Using games 29 2.6.5 Matching words with pictures or definitions 29 2.6.6 Using multiple-choice tasks 30 2.7 Roles of the teacher and students when working with contexts 30 2.8 Basic word lists of previous writers 32 2.9 Previous local studies in teaching vocabulary 32 2.9.1 Theses involved in the 6th graders 33 2.9.1.1 Tran Thi My (2002) 33 2.9.1.2 Nguyen Thi Bich Thuy (2005) 33 2.9.1.3 Phan Hong Yen (2007) 34 2.9.2 Theses involved in teaching vocabulary 34 2.9.2.1 Huynh Huu Hanh Nguyen (2007) 34 2.9.2.2 Nguyen Thi Bich Tran (2009) 35 2.9.2.3 Giang Huong Nguyen Le (2009) 35 vi 2.10 Summary 36 CHAPTER 3: METHODOLOGY 3.1 Setting of the research 37 3.2 Research method 37 3.3 Participants of the research 38 3.3.1 The Control Group 39 3.3.2 The Experimental Group 40 3.3.3 The 6th-grade teachers 41 3.3.4 The researcher 41 3.4 Instruments of the research 41 3.4.1 Questionnaires 41 3.4.1.1 The students’ pre-questionnaire 42 3.4.1.2 The teachers’ questionnaire 42 3.4.1.3 The students’ post- questionnaire 42 3.4.2 Tests 42 3.4.2.1 The test of word recognition in the “Dolch basic words list” 43 3.4.2.2 The pre-test 43 3.4.2.3 The post-test 43 3.5 The experimental teaching 44 3.6 Data collection procedure 49 3.7 Summary 50 CHAPTER 4: FINDINGS AND DISCUSSION 4.1 A brief overview on analyzing procedure 51 4.2 The analysis of test scores 52 4.2.1 The result of word recognition in the “Dolch basic word list” 52 4.2.2 The pre-test scores of the two groups 53 4.2.3 The post test scores of the two groups 55 4.2.4 Conclusion 57 4.3 The comparison of test results 58 vii 4.3.1 The pre- and post-test comparison of the Control Group 58 4.3.2 The pre- and post-test comparison of the Experimental Group 58 4.3.3 The pre- and post-test comparison of the two groups 59 4.3.4 Conclusion 60 4.4 Responses to pre- and post-test questionnaires 61 4.4.1 The analysis of students’ pre-questionnaire data 61 4.4.2 The analysis of teachers’ questionnaire data 65 4.4.3 The analysis of students’ post-questionnaire data 71 4.4.4 Conclusion 76 4.5 Reflections from the study 76 4.5.1 Evaluation of pre- and post-tests 76 4.5.2 Findings from teaching new words through contexts 78 4.6 Summary 79 CHAPTER 5: RECOMMENDATIONS AND CONCLUSION 5.1 Generalizations 81 5.2 Limitations of the study 83 5.3 Contributions of the research 83 5.3.1 Selecting new lexical items to teach through contexts 83 5.3.2 Choosing contexts 84 5.3.3 Doing the follow-up exercises 84 5.4 Recommendations 87 5.4.1 For teachers 87 5.4.2 For students 88 5.5 Concerns about further research 88 5.6 Summary 89 CONCLUSION 90 REFERENCES 92 viii APPENDICES Appendix 1: The “Dolch basic words list” .99 Appendix 2: The result of word recognition in the “Dolch basic words list” 101 Appendix 3: Pre-test 102 Appendix 4: A typical lesson plan 104 Appendix 5: The collection of contexts 106 Appendix 6: The suggested follow-up exercises 117 Appendix 7: The total words chosen to teach in the texts 123 Appendix 8: The suggested 500-word list 124 Appendix 9: Post-test 127 Appendix 10: The scores of pre- and post-tests 130 Appendix 11: Pre-questionnaire for the 6th graders (in English) 131 Appendix 12: Pre-questionnaire for the 6th graders (in Vietnamese) 134 Appendix 13: Questionnaire for teachers 137 Appendix 14: Post-questionnaire for the 6th graders (in English) 140 Appendix 15: Post-questionnaire for the 6th graders (in Vietnamese) 142 ix APPENDIX 10: THE SCORES OF PRE- AND POST-TESTS The Experimental Group (6A3) 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 a1 a2 a3 a4 a5 a6 a7 a8 a9 a10 a11 a12 a13 a14 a15 a16 a17 a18 a19 a20 a21 a22 a23 a24 a25 a26 a27 a28 a29 a30 a31 a32 a33 a34 a35 a36 a37 a38 a39 a40 a41 a42 a43 a44 a45 a46 a47 a48 a49 Pretest 5 3 5 2.5 3.5 2.5 3.5 3.5 3.5 3.5 3.5 5 1.5 3.5 5 2.5 5.5 3.5 4.5 4 2.5 3.5 4.5 Posttest 4.5 3.5 4.5 3.5 5.5 7 7.5 4.5 2.5 4.5 8.5 5.5 7.5 4.5 7 5.5 6.5 3.5 7.5 8 7.5 4.5 6.5 6.5 5.5 4.5 8.5 130 The Control Group (6A4) 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 b1 b2 b3 b4 b5 b6 b7 b8 b9 b10 b11 b12 b13 b14 b15 b16 b17 b18 b19 b20 b21 b22 b23 b24 b25 b26 b27 b28 b29 b30 b31 b32 b33 b34 b35 b36 b37 b38 b39 b40 b41 b42 b43 b44 b45 b46 b47 b48 b49 Pretest 1.5 3.5 4.5 2.5 5.5 2.5 4.5 1.5 2.5 2.5 2.5 5 3.5 5.5 2.5 4 3 4.5 5.5 4.5 3.5 1.5 4.5 Post test 5.5 5 4.5 3.5 1.5 3.5 3.5 5.5 4.5 4.5 2.5 5.5 5.5 5.5 5.5 3.5 5.5 4.5 2.5 6.5 4.5 3.5 6.5 6 6.5 5.5 APPENDIX 11 PRE-QUESTIONNAIRE (FOR THE 6TH GRADERS) Dear research participants, This questionnaire aims at collecting data for my study entitled: “Effectively Teaching English Vocabulary to the 6th graders at Quang Trung Secondary School” Please complete this questionnaire by putting a tick () in the box indicating your answer to each question To open questions, please fill up the space with your answers Your truthful answers play an important role in the success of my study I ensure that your responses are completely confidential and are used for research purposes only Thank you for your cooperation PART I: PERSONAL INFORMATION Age: Gender : Male ▢ Female: ▢ Years of learning English : _ PART II: THE TH GRADERS’ OPINIONS ABOUT LEARNING VOCABULARY IN “TIENG ANH 6” TEXTBOOK Which topics did you learn at your primary school? 4.1 At school 4.8 Feelings 4.2 House and family 4.9 Food and drinks 4.3 Daily activities 4.10 Sports 4.4 Places 4.11 Seasons 4.5 Transportation 4.12 Plans 4.6 Parts of body 4.13 Countries and people 4.7 Colors 4.14 Environment 131 You mainly learn words in “Tieng Anh 6” textbook through 5.1 Listening 5.2 5.3 Speaking Reading 5.4 Writing What you think about English words in “Tieng Anh 6”? 6.1 Simple and helpful to read reinforced short texts 6.2 Simple but not sufficient to read reinforced short texts 6.3 Difficult but plentiful 6.4 Difficult and boring In what aspects does the Glossary help you learn new words? 7.1 Pronunciation 7.3 Vietnamese equivalents 7.2 Word classes 7.4 Word usages How you approach new words? 8.1 Preparing nothing until the teacher helps to learn new words 8.2 Exploring only new words available in the Glossary in advance 8.3 Exploring all of the new words anywhere at any time 8.4 Learning new words in any word lists In which way you enjoy learning new words? 9.1 Writing them many times 9.2 Grouping them into a list 9.3 Reading the texts repeatedly 9.4 Learning from the others 10 Do you like reading texts in “Tieng Anh 6” textbook? 10.1 Yes 10.2 No 132 PART III: THE 6TH GRADERS’ LEARNING ENGLISH VOCABULARY THROUGH CONTEXTS 11 Which difficulty you encounter most when learning new words in contexts? 11.1 Learning new words’ dictionary meanings 11.2 Identifying word classes of new words 11.3 Understanding new words’ meanings through contexts 11.4 Pronouncing new words 12 Which is the effective way to learn new words in pre-reading contexts? 12.1 Matching new words with their definitions 12.2 Learning new words’ meanings through visual aids 12.3 Doing multiple-choice exercises 13 Which brings the effectiveness to learn new words in while-reading contexts? 13.1 Understanding new words’ meanings through contexts by yourself 13.2 Discovering new words’ meanings thanks to the teacher’s explanation 13.3 Asking friends to discover new words’ meanings 14 Which activity can help you consolidate new words in post-reading contexts? 14.1 Playing games 14.2 Saying new words again 14.3 Doing vocabulary exercises 15 What you recommend for the contents of texts? 15.1 Science 15.2 15.3 Products Social life 133 15.4 Funny stories 15.5 News APPENDIX 12 BẢNG BÚT VẤN (DÀNH CHO HỌC SINH TRƯỚC KHI DẠY) Thân chào em, Mục đích bảng bút vấn thu thập thông tin cho việc nghiên cứu “Dạy từ vựng tiếng Anh cách hiệu cho học sinh lớp trường Trung học sở Quang Trung” Các em vui lòng trả lời bảng bút vấn cách đánh dấu () vào ô chọn câu hỏi sau đọc tất câu hỏi Đối với câu hỏi mở, em vui lòng viết câu trả lời vào khoảng trống Những câu trả lời thật em góp phần quan trọng vào thành công luận văn Xin cam kết câu trả lời hoàn toàn bảo mật sử dụng cho mục đích nghiên cứu Cám ơn em nhiều PHẦN I: THÔNG TIN CÁ NHÂN Tuổi: Giới tính : Nam ▢ Nữ: ▢ Thời gian học tiếng Anh : _ PHẦN II: Ý KIẾN CỦA HỌC SINH LỚP VỀ VIỆC HỌC TỪ VỰNG TRONG SÁCH GIÁO KHOA “TIẾNG ANH 6” Đề tài mà em học trường tiểu học? 4.1 Ở trường 4.8 Cảm xúc 4.2 Nhà gia đình 4.9 Thực phẩm thức uống 4.3 Hoạt động hàng ngày 4.10 Các môn thể thao 4.4 Nơi chốn 4.11 Các mùa 4.5 Giao thông 4.12 Kế hoạch 4.6 Các phận thể 4.13 Đất nước người 4.7 Màu sắc 4.14 Môi trường 134 Em chủ yếu học từ vựng SGK “Tiếng Anh 6” thông qua: 5.1 Nghe 5.2 5.3 Đọc Nói 5.4 Viết Em nghĩ từ vựng tiếng Anh SGK “Tiếng Anh 6”? 6.1 Đơn giản giúp đọc them đoạn văn ngắn 6.2 Đơn giản không đủ đọc thêm đoạn văn ngắn 6.3 Khó phong phú 6.4 Khó tẻ nhạt Danh mục từ SGK giúp em học từ mặt nào? 7.1 Phát âm 7.3 Nghĩa tiếng Việt 7.2 Từ loại 7.4 Cách sử dụng từ Em tiếp cận từ nào? 8.1 Khơng chuẩn bị giáo viên giúp học từ 8.2 Chỉ tìm hiểu trước từ có danh mục từ SGK 8.3 Tìm hiểu tất từ nơi đâu 8.4 Học từ theo danh mục từ Em thích học từ theo cách nào? 9.1 Viết chúng nhiều lần 9.2 Xếp chúng vào danh sách 9.3 Đọc đoạn văn nhiều lần 9.4 Học từ người khác 10 Em có thích đọc SGK “Tiếng Anh khơng”? 10.1 Có 10.2 Khơng 135 PHẦN III: VIỆC HỌC TỪ VỰNG TIẾNG ANH QUA NGỮ CẢNH CỦA HỌC SINH LỚP 11 Khi học từ ngữ cảnh, khó khăn lớn em gì? 11.1 Học nghĩa từ điển từ 11.2 Xác định từ loại từ 11.3 Hiểu nghĩa từ qua ngữ cảnh 11.4 Phát âm từ 12 Hoạt động hiệu để học từ trước làm việc với ngữ cảnh? 12.1 Ghép từ với định nghĩa 12.2 Học nghĩa từ nhờ phương tiện trực quan 12.3 Làm tập trắc nghiệm từ vựng 13 Hoạt động hiệu để học từ làm việc với ngữ cảnh? 13.1 Tự thân hiểu nghĩa từ thông qua ngữ cảnh 13.2 Giáo viên giải thích nghĩa từ 13.3 Hỏi bạn bè để khám phá nghĩa từ 14 Hoạt động giúp em củng cố từ sau làm việc với ngữ cảnh? 14.1 Chơi trị chơi 14.2 Nói lại từ 14.3 Làm tập từ vựng 15 Theo em, giáo viên nên cung cấp đọc ngắn có nội dung nào? 15.1 15.2 15.3 15.4 Truyện cười Khoa Các sản Cuộc sống học phẩm xã hội 136 15.5 Tin tức báo chí APPENDIX 13 QUESTIONNAIRE (FOR TEACHERS) Dear research participants, This questionnaire aims at collecting data for my study entitled: “Effectively teaching English vocabulary to the 6th graders at Quang Trung secondary school.” Please complete this questionnaire by putting a tick () in the box indicating your answer to each question To open questions, please fill up the space with your answer Your truthful answers play an important role in the success of my study I ensure that your responses are completely confidential and are used for research purposes only Thank you for your cooperation PART I: PERSONAL INFORMATION Gender: Male ▢ Female ▢ Age: Years of teaching the th graders: _ English Language Teaching qualifications : B.A in English studies (college) ▢ B.A in English studies (university) ▢ PART II: TEACHERS’ OPINIONS OF TEACHING AND LEARNING ENGLISH VOCABULARY IN “TIENG ANH 6” TEXTBOOK What you think about the role of teaching vocabulary to the 6th graders? 5.1 Very important 5.3 Not very important 5.2 Important 5.4 Not important at all 137 What aspects of a word you teach? (rank from the most to the least frequent) 6.1 Pronunciation 6.3 Word meaning 6.2 Word class 6.4 Word usages How often you teach new words through the following ways? Never Sometimes Often Usually Always 7.1 Giving illustration (pictures, objects) 7.2 Playing games 7.3 Using word lists 7.4 Making gestures or mimes 7.5 Using synonyms or antonyms 7.6 Using Vietnamese equivalents Which skill you think the best for the 6th graders to learn vocabulary? 8.1 8.2 8.3 8.4 Listening Speaking Reading Writing PART III: TEACHERS’ PERCEPTIONS OF TEACHING BASIC ENGLISH WORDS TO THE TH GRADERS THROUGH CONTEXTS What you think about the technique of teaching English words to the 6th graders through contexts? 9.1 New and efficient 9.3 New but inefficient 9.2 Old but efficient 9.4 Old and inefficient 10 In your opinion, teaching English words through contexts can 10.1 Motivate students to learn vocabulary 10.2 Help students remember vocabulary better 10.3 Be difficult to the students having a limited vocabulary repertoire 10.4 Both teach new words and consolidate the previous ones 138 11 In your experience, which aspects of a word the 6th graders develop after learning through contexts? 11.1 Pronunciation 11.3 Word meaning 11.2 Word class 11.4 Word usages 12 Which contents of short texts you choose? 12.1 The same as the topics in “Tieng Anh 6” textbook 12.2 Different from the topics in “Tieng Anh 6” textbook 13 How many short texts you think the best for the 6th graders per week? 13.1 13.3 13.2 13.4 14 Which negative factor(s) affect your teaching of English vocabulary? 14.1 The 6th graders’ poor background knowledge of English vocabulary 14.2 The 6th graders’ bad feelings in learning English vocabulary 14.3 Too many students in a class 14.4 Lack of facilities for vocabulary studying 14.5 Lack of time to teach and study new words 139 Strongly Disagree Agree Strongly disagree Agree APPENDIX 14 POST-QUESTIONNAIRE (FOR THE 6TH GRADERS) Dear research participants, This questionnaire aims at collecting data for my study entitled: “Effectively Teaching English Vocabulary to the 6th graders at Quang Trung Secondary School” Please complete this questionnaire by putting a tick () in the box indicating your answer to each question To open questions, please fill up the space with your answers Your truthful answers play an important role in the success of my study I ensure that your responses are completely confidential and are used for research purposes only Thank you for your cooperation PART I: PERSONAL INFORMATION Age: Gender : Male ▢ Female: ▢ Years of learning English : _ PART II: THE TH GRADERS’ ATTITUDES OF LEARNING VOCABULARY THROUGH CONTEXTS Do you enjoy contexts (especially short texts)? 4.1 Yes 4.2 No Which of the following you like most in the experiment? 5.1 The context contents 5.2 The new words 5.3 The follow-up vocabulary exercises Do you enjoy learning new words through contexts? 6.1 Yes 6.2 No What activities you enjoy attending? 7.1 7.2 7.3 140 7.4 Individual work Pair work Group work Whole class work PART III: THE 6TH GRADERS’ OPINIONS OF LEARNING VOCABULARY THROUGH CONTEXTS Do you develop vocabulary through the contexts? 8.1 Yes 8.2 No Do the contexts help you review words in “Tieng Anh 6” textbook? 9.1 Yes 9.2 No 10 In what aspects the contexts help you learn new words? 10.1 Pronunciation 10.3 Vietnamese equivalents 10.2 Word classes 10.4 Word usages 11 Which is the effective way to learn new words in pre-reading contexts? 11.1 Matching words with their definitions 11.2 Learning the word meanings through visual aids 11.3 Doing multiple-choice exercises 12 Which brings the effectiveness to learn new words in while-reading contexts? 12.1 Understanding new words’ meanings through contexts by yourself 12.2 Discovering new words’ meanings thanks to the teacher’s explanation 12.3 Asking friends to discover new words’ meanings 13 Which activity can help you consolidate new words in post-reading contexts? 13.1 Playing games 13.3 Doing vocabulary exercises 13.2 Saying new words again 14 What you think about new words in the contexts? 14.1 Simple and useful 14.3 Difficult but useful 14.2 Difficult and useless 14.4 Simple but useless 15 What you recommend for the short texts? 15.1 Shorter with a list of new words 15.2 Longer with a list of new words 15.3 Shorter without a list of new words 15.4 Longer without a list of new words 141 APPENDIX 15 BẢNG BÚT VẤN (DÀNH CHO HỌC SINH SAU KHI DẠY) Thân chào em, Mục đích bảng bút vấn thu thập thông tin cho việc nghiên cứu “Dạy từ vựng tiếng Anh cách hiệu cho học sinh lớp trường Trung học sở Quang Trung” Các em vui lòng trả lời bảng bút vấn cách đánh dấu () vào ô chọn câu hỏi sau đọc tất câu hỏi Đối với câu hỏi mở, em vui lòng viết câu trả lời vào khoảng trống Những câu trả lời thật em góp phần quan trọng vào thành công luận văn Xin cam kết câu trả lời hoàn toàn bảo mật sử dụng cho mục đích nghiên cứu Cám ơn em nhiều PHẦN I: THÔNG TIN CÁ NHÂN Tuổi: Giới tính : Nam ▢ Nữ: ▢ Thời gian học tiếng Anh : _ PHẦN II: THÁI ĐỘ CỦA HỌC SINH LỚP VỀ VIỆC HỌC TỪ VỰNG QUA NGỮ CẢNH Em có thích ngữ cảnh dạy thực nghiệm khơng? 4.1 Có 4.2 Khơng Em thích điều thực nghiệm? 5.1 Nội dung ngữ cảnh 5.2 Từ 5.3 Các tập từ vựng sau học từ Em thích học từ qua ngữ cảnh khơng? 6.1 Có 6.2 Khơng Em thích tham gia hoạt động học lớp? 7.1 7.2 7.3 142 7.4 Cá nhân Theo cặp Theo nhóm Cả lớp PHẦN III: Ý KIẾN CỦA HỌC SINH LỚP VỀ VIỆC HỌC TỪ VỰNG QUA NGỮ CẢNH Em có phát triển từ vựng qua ngữ cảnh dạy thực nghiệm khơng? 8.1 Có 8.2 Khơng Các ngữ cảnh dạy thực nghiệm giúp em ôn từ SGK “Tiếng Anh 6” khơng? 9.1 Có 9.2 Khơng 10 Các ngữ cảnh dạy thực nghiệm giúp em học từ mặt nào? 10.1 Phát âm 10.3 Nghĩa tiếng Việt 10.2 Từ loại 10.4 Cách sử dụng từ 11 Hoạt động hiệu để học từ trước làm việc với ngữ cảnh? 11.1 Ghép từ với định nghĩa 11.2 Học nghĩa từ nhờ phương tiện trực quan 11.3 Làm tập trắc nghiệm từ vựng 12 Hoạt động hiệu để học từ làm việc với ngữ cảnh? 12.1 Tự thân hiểu nghĩa từ thông qua ngữ cảnh 12.2 Giáo viên giải thích nghĩa từ 12.3 Hỏi bạn bè để khám phá nghĩa từ 13 Hoạt động hiệu để học từ sau làm việc với ngữ cảnh? 13.1 Chơi trò chơi 13.3 Làm tập từ vựng 13.2 Nói lại từ 14 Em nghĩ từ ngữ cảnh dạy thực nghiệm? 14.1 Đơn giản hữu ích 14.3 Khó hữu ích 14.2 Khó vơ ích 14.4 Đơn giản vơ ích 15 Em có đề nghị cho đọc chứa ngữ cảnh thực nghiệm? 15.1 Ngắn có kèm theo danh mục từ 15.2 Dài có kèm theo danh mục từ 15.3 Ngắn không cần danh mục từ 143 15.4 Dài không cần danh mục từ 144 ...CERTIFICATE OF ORIGINALITY I hereby certificate my authorship of the thesis submitted today entitle: EFFECTIVELY TEACHING ENGLISH VOCABULARY TO THE 6TH GRADERS AT QUANG TRUNG SECONDARY SCHOOL. .. Trung secondary school In summary, the issues related to Quang Trung secondary school, the main textbook and the 6th graders are laid as the foundation to implement the study From the rationale and... knowledge of English vocabulary at the present threshold All of the 6th graders here attend the normally standard English program popular to students at secondary schools Although they are rather overactive,