Teaching vocabulary through associations to enhance learners understanding of words m a 60 14 10

VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES DEPARTMENT OF ENGLISH LINGUISTICS & LITERATURE TEACHING VOCABULARY THROUGH ASSOCIATIONS TO ENHANCE LEARNERS’ UNDERSTANDING OF WORDS A thesis submitted to the Faculty of the Department of English Linguistics & Literature In partial fulfillment of the Master’s degree in TESOL By TRAN THI THANH DIEP Supervised by TRAN THI MINH PHUONG, Ph.D HO CHI MINH CITY, APRIL 2011 CERTIFICATE OF ORIGINALITY I certify authorship of the thesis submitted today entitled: TEACHING VOCABULARY THROUGH ASSOCIATIONS TO ENHANCE LEARNERS’ UNDERSTANDING OF WORDS in terms of the statement of Requirements for the Theses in Master’s Programmes issued by the Higher Degree Committee This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, April 20th, 2011 TRẦN THỊ THANH DIỆP i RETENTION AND USE OF THE THESIS I hereby state that I, Trần Thị Thanh Diệp, 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 Theses 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 theses Ho Chi Minh City, April 20th, 2011 TRẦN THỊ THANH DIỆP ii ACKNOWLEDGEMENT I would like to express my deepest and sincerest gratitude to my thesis supervisor, Dr Trần Thị Minh Phượng, who has provided helpful guidance, precious comments and strong support in the development and completion of this thesis I would also like to acknowledge my debt to colleague teachers at University of Education – Foreign Language Centre – Branch who have helped and shared their valuable comments as well as teaching experience related to the scope of this thesis I am also grateful to learners at the above-mentioned language centre, especially those who have taken part in the questionnaire and the experiment This thesis would have never been accomplished without their participation and involvement in the experiment iii ABSTRACT This thesis investigates the current situation of teaching and learning vocabulary and the effectiveness of applying word associations in vocabulary instruction at HCMC University of Education-Foreign Language Centre, branch The results indicate that learners’ previous experiences in learning vocabulary formed a habit of knowing only the meaning of word in Vietnamese and this hindered their ability of using vocabulary communicatively Wrong collocations are the biggest problems and using word associations in vocabulary teaching can help solve these problems Word associations have a lot of benefits They can motivate learners to remember new words They also help learners to avoid common wrong combinations of words that learners usually make by transferring the meaning of each word from the first language into the target language Suggestions of the findings are also discussed with the emphasis on applying word associations in enhancing the language teaching quality iv TABLE OF CONTENTS Certificate of originality i Retention and use of the thesis ii Acknowledgement iii Abstract iv Table of contents v List of appendices viii List of tables and figures ix CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Scope of the thesis 1.3 Research questions 1.4 Aims and significance of the research 1.5 Overview of the thesis CHAPTER LITERATURE REVIEW 2.1 Vocabulary acquisition 2.1.1 Definition and the role of vocabulary in language learning 2.1.1.1 Definition of vocabulary 2.1.1.2 The role of vocabulary in language teaching 11 2.1.2 Theory of vocabulary acquisition 13 2.1.2.1 Characteristics of vocabulary acquisition 13 2.1.2.2 Incidental and explicit learning of vocabulary 14 2.1.2.3 Acquisition of word meaning and morphological knowledge 15 2.1.2.4 The role of memory in vocabulary acquisition 15 v 2.1.3 Factors influencing vocabulary acquisition 16 2.1.3.1 Learners’ motivation 17 2.1.3.2 Learning strategies 18 2.1.3.3 The role of comprehensible input/output 20 2.1.3.4 The influence of learners’ mother tongue 20 2.2 Perspectives on vocabulary teaching and learning 21 2.2.1 Teaching vocabulary 21 2.2.1.1 Explicit teaching and incidental learning 22 2.2.1.2 Ways of dealing with words 23 2.2.1.3 Ways of presenting word’s meaning 25 2.2.2 Learning vocabulary 27 2.2.2.1 Stages of vocabulary growth 27 2.2.2.2 Aspects of knowing a word 29 2.2.2.3 Vocabulary learning strategies 31 2.2.3 Testing vocabulary 33 2.2.3.1 The importance of tests 33 2.2.3.2 Purposes of tests 34 2.2.3.3 Typical vocabulary test types 34 2.3 Teaching vocabulary through associations 36 2.2.1 Definitions of associations 36 2.2.2 Related literature in teaching vocabulary through associations 37 2.2.3 The effectiveness of using associations in vocabulary instruction 38 2.2.3.1 Motivating learners to learn vocabulary 38 2.2.3.2 Raising learners’ awareness of vocabulary 38 2.2.3.3 Enhancing vocabulary size 39 vi 2.2.3.4 Providing effective activities in recycling the language 39 2.4 Summary 40 CHAPTER METHODOLOGY 41 3.1 Research questions 41 3.2 Research methodology 41 3.3 Research design 42 3.3.1 The questionnaire for learners 42 3.3.1.1 Time and setting 42 3.3.1.2 Sample population 42 3.3.1.3 Instrument 43 3.3.2 The questionnaire for teachers 45 3.3.2.1 Time and setting 45 3.3.2.2 Sample population 45 3.3.2.3 Instrument 45 3.3.3 The experiment 46 3.3.3.1 Time and setting 46 3.3.3.2 Sample population 47 3.3.3.3 Experiment instrument 47 3.4 Data collection procedures 48 3.5 Summary 48 CHAPTER DATA ANALYSIS AND FINDINGS 49 4.1 Responses to the survey questionnaires 49 4.1.1 Responses from learners’ questionnaire 49 4.1.1.1 Learners’ awareness on the importance of vocabulary 49 4.1.1.2 Learners’ current situation in learning vocabulary 51 4.1.1.3 Learners’ attitudes towards learning vocabulary through word associations 55 vii 4.1.2 Responses from teachers’ questionnaire 58 4.1.2.1 Teachers’ opinions on their students’ vocabulary learning strategies 58 4.1.2.2 Teachers’ techniques in teaching vocabulary 62 4.1.2.3 Teachers’ judgements on applying associations to teach vocabulary 65 4.2 Analysis using tests 68 4.2.1 Results from pretest 68 4.2.2 Results from post-test 68 4.2.3 Comparison of the pre-test and post-test scores of two groups 69 4.3 Findings 71 4.4 Summary 73 CHAPTER RECOMMENDATIONS AND CONCLUSION 74 5.1 Summary of main points 74 5.2 Recommendations 74 5.2.1 To teachers 75 5.2.2 To learners 76 5.2.3 Suggested activities of associations to teach vocabulary 77 5.3 Limitations and recommendations for further research 81 5.3.1 Limitations 81 5.3.2 Recommendations for further research 82 5.4 Conclusion 82 REFERENCES 84 viii APPENDICES Appendix Questionnaire for learners (English version) 88 Appendix Questionnaire for learners (Vietnamese version) 93 Appendix Questionnaire for teachers (English version) 98 Appendix Questionnaire for teachers (Vietnamese version) 104 Appendix Pre-test format 110 Appendix Post-test format 114 Appendix Pre-test and Post-test results of controlled group 118 Appendix Pre-test and Post-test results of experimental group 120 Appendix Sample lesson plan 122 ix APPENDIX Name: _ Marks Class: _ PRE-TEST Time allocated: 60 minutes A MATCH THE WORDS WITH THEIR MEANINGS to another country the area of land next to the sea a long line of cars, not moving or moving slowly dirty and dangerous (air/land/water) full of people money you get from the work you time when you not work a freelance b polluted c salary d abroad e leisure f coast g crowded h traffic jam working for different organizations, not one employer 110 B MAKE WORD PAIRS travel meetings meet strange noises have abroad make the news send customers discuss business trips listen to letters hear problems C CIRCLE THE WORD THAT DOESN’T BELONG IN EACH GROUP bedroom bathroom living room mushroom usually occasionally frequently finally uncle aunt nephew father courgette peach cabbage potato sunny windy cloudy dizzy yard lamp sofa cupboard dirty penny healthy funny diner lunch breakfast supper 111 D WRITE WORDS IN THE CORRECT GROUPS car train METHODS OF TRAVEL an arrangement an appointment TO MAKE 112 E CHOOSE THE CORRECT ANSWERS “What’s his _?” – “It’s reading.” (A) happiness (B) hobby (C) liking (D) time An _ office and a private office, which you prefer? (A) open-door (B) open-plan (C) open-room (D) open I want to buy a single ticket to Hanoi How much is the _, please? (A) money (B) fee (C) fare (D) salary (C) borrow (D) lend Can I _.your dictionary, please? (A) take (B) write There aren’t many jobs in this city, it’s very difficult to find _ (A) employ (B) employer (C) employee (D) employment You must find out the answer by yourself (A) explain (B) discover (C) find (D) search I need some medicine Can you get it at the _near here for me? (A) dentist’s (B) chemist’s (C) museum (D) church (C) excited (D) modern I think the hotel is fantastic (A) extremely (B) too small good 113 APPENDIX Name: _ Marks Class: _ POST-TEST Time allocated: 60 minutes A MATCH THE WORDS WITH THEIR MEANINGS what you to earn money you put your clothes in this when you travel a help b lift c interview d work e change f remote control g suitcase h receipt a thing which controls the TV from a distance make different something useful for somebody you get this after you pay for something this takes you to the 1st, 2nd, 3rd floor, etc ask someone questions e.g for a job, on TV 114 B MAKE WORD PAIRS travel emails visit English on the phone have abroad write television read a photo speak customers watch business lunches look at newspapers C CIRCLE THE WORD THAT DOESN’T BELONG IN EACH GROUP talk say tell take wine beer lemonade champagne pear lemon bear apple onion cucumber tomato cheese frozen cold cutlet warm long high wide fat friendly lovely nice hardly glue grey purple orange 115 D WRITE WORDS IN THE CORRECT GROUPS shopping sightseeing HOLIDAY ACTIVITIES a sport overtime TO DO 116 E CHOOSE THE CORRECT ANSWERS Yesterday I went to the _ to buy a CD (A) bookshop (B) library (C) bank (D) classroom The waiter or waitress usually gives us a _ before we order dishes in a restaurant (A) menu (B) bill (C) list (D) form (C) below (D) before He’s standing next to Martin (A) behind (B) beside I _to Italy two or three times a year (A) show (B) travel (C) arrive (D) reach (C) look (D) read I often _ books before I go to bed (A) watch (B) see I sometimes have meetings with colleagues to discuss clients’ problems (A) friends (B) customers (C) employees (D) workmates (C) will see you (D) will stay I’m free this afternoon (A) have time (B) can anything home Do you have the number for ABC company? No, but I think I can find it in my _ (A) phone card (B) phone book 117 (C) payphone (D) card phone APPENDIX PRE-TEST AND POST-TEST RESULTS OF CONTROLLED GROUP PRE-TEST POST-TEST (100 scores) (100 scores) 19 87 85 24 82 90 28 82 85 23 82 80 26 80 67 13 77 85 14 77 80 77 72 17 75 87 10 20 75 80 11 32 75 80 12 25 75 72 13 73 79 14 16 72 77 15 27 72 70 16 72 67 17 11 70 87 18 21 67 57 19 67 52 20 62 61 21 12 60 55 No- CODES 118 22 57 75 23 15 57 70 24 10 57 45 25 18 52 57 26 29 52 57 27 52 55 28 31 50 47 29 30 47 57 30 42 57 31 22 42 50 32 35 47 119 APPENDIX PRE-TEST AND POST-TEST RESULTS OF EXPERIMENTAL GROUP PRE-TEST POST-TEST (100 scores) (100 scores) 10 90 92 87 92 23 87 82 85 90 21 85 85 14 85 80 82 85 13 80 87 19 77 85 10 16 77 82 11 25 77 82 12 75 87 13 28 75 85 14 26 75 77 15 20 72 77 16 72 70 17 67 75 18 24 65 85 19 18 65 75 20 65 70 21 15 62 57 22 62 55 No- CODES 120 23 12 55 52 24 52 55 25 11 50 47 26 17 42 60 27 22 40 50 28 27 40 45 121 APPENDIX SAMPLE LESSON PLAN Unit 12: WINNING AND KEEPING CUSTOMERS Aims: pre-teach key vocabulary and expand students’ vocabulary in specific context Objectives: – learners will be able to associate pictures with correct words – learners will also be able to explain words in simple English – learners’ vocabulary about the shopping topic will be expanded and thus will be useful for them in speaking and writing Level: elementary learners Organization: pair work/group work Time allotted: 15 minutes Stage application: pre-reading Preparation: worksheets for groups of students Procedure: The teacher delivers worksheets to groups of students First they will work in pairs to find the meanings of some products through pictures Then, they have to use a simple English phrase to explain the meaning of these words These words are chosen because they are the key vocabulary of the reading text The teacher checks and gives comments on their answers later Next, groups of students are asked to complete the word maps about shopping Each group will present their ideas about one aspect of the word map only in order to save time for other stages of the lesson This activity allows learners to interact with one another and exchange knowledge on a particular subject area The teacher listens and gives comments on learners’ presentations 122 Activity 1: Work in pairs and match the products and pictures Then try to explain the meaning of each product medicines baby products cosmetics films/film processing toiletries Answer key medicines: what you take when you are sick baby products: products for babies or children cosmetics: what you put on your face to make you more attractive films/film processing: what you need to take pictures and develop them toiletries: products you use in the bathroom 123 Activity 2: Find more words to put in the word group Where Who shopping What Why Answer key supermarkets customers Where department stores Who shopping centre shopping shoppers What Why To buy things I need To relax For men: clothes, toiletries, … To get offers/ free products 124 For women: clothes, cosmetics, … For children: baby products, toys, clothes,… ... a lot of benefits They can motivate learners to remember new words They also help learners to avoid common wrong combinations of words that learners usually make by transferring the meaning of. .. important vocabulary is Vocabulary plays important role in language learning because it is words that carry the content of what we want to say Grammar joins groups of words together but most of. .. processed and it normally can hold information for only a matter of seconds Short-term memory is fast and adaptive but has a small storage capacity The object of vocabulary learning is to transfer