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MINISTRY OF EDUCATION AND TRAINING VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES NGUYEN THI NGOC HOA USING REPETITION TECHNIQUES TO TEACH YOUNG LEARNERS AGED 612 VOCABULARY WITH THE AIM OF ENCOURAGING THEIR VOCABULARY MEMORIZATION A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS (TESOL) SUPERVISOR CAO THI QUYNH LOAN, M.A HO CHI MINH CITY, 2010 STATEMENT OF AUTHORSHIP STATEMENT OF AUTHORSHIP I certify that the thesis entitled “ USING REPEATITION TECHNIQUES TO TEACH YOUNG LEARNERS AGED TO 12 ENGLISH VOCABULARY WITH THE AIM OF ENCOURAGING THEIR MEMORIZATION” is my own work This thesis has not been submitted for the award of any degree or diploma in any other institutions Ho Chi Minh City, May 2010 NGUYEN THI NGOC HOA ACKNOWLEDGEMENTS I would like to express my sincerest gratitude to my supervisor Ms Cao Thi Quynh Loan, MA for her academic advice, valuable comments, knowledge support and great enthusiasm throughout the completion of the thesis Also, her great encouragement helped me deal with all kinds of problems facing the thesis and worked them out timely In addition, I am greatly grateful to all my teachers for their dedication and helpful instruction during the master course from the year 2006 – 2009 Also, I would like to take this opportunity to express my special thanks to my colleagues at School of International Training who helped me in data collection, answering the questionnaires and participating in trying these techniques Then my special thanks to all of my little students for their participation and cooperation in the classes which offered me opportunities to carry out the research Next, I’m indebted as well to all of my classmates in the Master course for their emotional support and insightful discussion, especially Mr Le Thanh Tu Last but not least, I would like to say “thank you” to my dear husband for his great care during the time when I was working on the thesis ABSTRACT This study explored the use of repetition techniques with young learners (aged 6-12) to determine if the use of these techniques improves vocabulary retention and the speed of vocabulary accessibility The study also sought to determine the attitudes of the teachers toward these techniques and determine the level of interest of teachers in getting more knowledge about using repetition techniques or activities .The study was conducted at the School of International Training (SIT), where I teach on Saturdays and Sundays This research used both qualitative and quantitative research methodologies and the research instruments included videotaping, questionnaires, observation, pre-tests and post- tests There were 80 young learners aged 6-12 and 12 young learner teachers involved in my research The results of post test, done by 80 young learners in four classes, used to compare and contrast the effectiveness in teaching vocabulary In addition, the 12 teachers were delivered a VIDEO in which I had shown how repetition techniques work, they watched the VIDEO, then used the techniques to teach and after that completed a questionnaire, and allowed me to observe their classes each on three occasions The findings of the study are that repetition techniques work well in boosting young learners’ vocabulary retention and speed of accessibility, and that the teachers think highly of these techniques, think they will use them at least sometime to teach children vocabulary in combination to other techniques they are using, and if they want to learn more about these techniques TABLE OF CONTENTS Statement of authorship I Acknowledgment II Abstract III Table of content IV List of tables IX List of charts XI List of abbreviation XII CHAPTER INTRODUCTION 1.1 Rationale 1.2 Background to the study 1.2.1 Young learners 1.2.2 Requirements to teachers at SIT 1.2.3 The syllabus for kids’ classes 1.3 Significance of The Study 1.4 Scope of The Study CHAPTER LITERATURE REVIEW 2.1 Learning words- a relational process 2.2 An overview of the repetition techniques 2.3 The role of memory and repetition in language learning 2.3.1 The role of memory in language learning 2.3.2 Role of repetition in language learning 2.4 Forgetting and remembering 2.4.1 Reasons causing forgetting 2.4.2 Strategies to improve memory 11 2.4.2.1 Review as the best strategy to improve memory 11 2.4.2.2 A 35-minute study guide 13 2.5 An overview of vocabulary 2.5.1 What is vocabulary? 14 2.5.2 What need to be taught? 15 2.6 The role of vocabulary in learning a new language 16 2.6.1 Vocabulary to speaking 17 2.6.2 Vocabulary to reading 17 2.7 Characteristics of children as language learners 19 2.7.1 Piaget 20 2.7.1.1 The child as an active learner 20 2.7.1.2 Implications of Piagetian theory for the language learning 20 2.7.2 Vygotsky 21 2.7.2.1 The child as social 19 2.7.2.2 Implication of Vygotskyan theory for language learning 22 2.8 The ways children learn language 22 2.8.1 Children learn by playing 22 2.8.2 Imitation 23 2.8.3 Language interactions 23 2.8.4 Interest 23 2.9 Children’s vocabulary learning strategies 23 2.10 Teacher’s role in promoting second language development 25 2.11 Summary 27 CHAPTER METHODOLOGY AND RESEARCH DESIGN 28 3.1 Research Questions 28 3.2 Methodology 28 3.3 Research design 30 3.3.1 Pretest 30 3.3.1.1 Time and setting 30 3.3.1.2 Instrumentation 30 3.3.1.3 Procedure 30 3.3.2 Video taping 31 3.3.2.1 Time and place 31 3.3.2.2 Instrumentation 32 3.3.2.3 Procedure 32 3.3.3 Observation 32 3.3.4 Questionnaire 33 3.3.5 Post test 34 3.3.5.1 Time and setting 34 3.3.5.2 Instrumentation 34 3.3.5.3 Procedure 34 3.3.6 Application of repetition techniques 36 3.4 Summary 49 CHAPTER RESULTS AND DISCUSSIONS 51 4.1 Pre-test 51 4.1.1 Characteristics of the participants 51 4.1.2 Pre-test: Forty nine words found 54 4.2 Posttest 55 4.2.1 Quick reaction 55 4.2.1.1 First EC versus First CC 55 4.2.1.2 Second EC versus Second CC 57 4.2.2 Vocabulary retention 58 4.2.2.1 First EC versus First CC 58 4.2.2.2 Second EC versus Second CC 60 4.3 Questionnaire 61 4.3.1 Characteristics of the respondents 61 4.3.2 Role of vocabulary in children’s learning a new language 62 4.3.3 Previous use of repetition techniques 63 4.3.4 Future use of repetition techniques 64 4.3.5 Repetition techniques suit young learners 65 4.3.6 Appropriate frequency of using repetition techniques to teach young learners vocabulary 66 4.3.7 SIT teachers’ demand on further knowledge of the repetition techniques 67 4.3.8 General assessment on repetition techniques 68 4.3.8.1 Working on opinions that repetition techniques are difficult, useful, practical, effective and communicative 68 4.3.8.1.1 Repetition techniques are difficult 69 4.3.8.1.2 Repetition techniques are useful 70 4.3.8.1.3 Repetition techniques are practical 70 4.3.8.1.4 Repetition techniques are effective 70 4.3.8.1.5 Repetition techniques are communicative 70 4.3.8.2 Working on opinions that repetition techniques meet students’ need in learning vocabulary, learning pronunciation and meet teachers’ need in teaching vocabulary 71 4.3.8.2.1 Repetition techniques meet students’ need in Learning vocabulary 74 4.3.9 Repetition techniques benefit young learners 74 4.3.9.1 Repetition techniques are fun 76 4.3.9.2 Repetition techniques boost vocabulary retention 76 4.3.9.3 Repetition techniques practice quick reaction 77 4.3.9.4 Repetition techniques help students speak fluently 77 4.3.10 Activities using repetition techniques in the Video are workable 77 4.3.11 Best parts of the repetition techniques 78 4.4 Videotaping 79 4.5 Observation 79 4.5.1 Identified problems 80 4.6 Summary of the findings 81 CHAPTER CONCLUSION AND RECOMMENDATION 83 5.1 Conclusion 83 5.1.1 SIT teachers’ attitude 84 5.1.2 Students’ progress 84 5.1.3 Problems identified 85 5.2 Recommendations 85 REFERENCES 88 APPENDIXES 92 Using repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization (plural) 11 Tt What are they Identifying They’re (cars) objects Toys (plural) 12 Vv What color is it? Identifying colors Colors Identifying colors Colors It’s (blue) 13 Zz What color is it? It’s (pink) 14 15 16 Ff Ll Mm What shape is it? Identifying shapes Shapes It’s a (circle) (with articles) What shape is it? Identifying shapes Shapes It’s a (star) (with articles) Good morning! Greetings Greetings Polite expressions Polite Good night! 17 Nn Thank you! You’re welcome 18 Ss This is my (body) expressions Identifying parts Parts of the of body body the (singular) 19 Xx These are my Identifying (eyes) of the (singular parts Parts of the body body and plural) 20 Jj These are my Identifying (arms) of the parts Parts of the body body (plural) 21 Kk This is my left Identifying 96 parts Right and left Using repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization (hand) of the body (singular) 22 Hh Touch your Simple commands Parts of the (shoulders) 23 Qq body Ouch! Expressing pain Pain I hurt my (knee)! 24 Rr Let’s go (Up!) Simple commands Direction Ok! 25 Ww I can (walk) Expressing ability Simple verbs 26 Yy I can (swim) Expressing ability Simple verbs 27 A-Z Capital letters A-Z Alphabet Alphabet 28 a-z Capital letters A-Z Alphabet Alphabet 29 Goodbye Good-bye! Farewells Farewells See you later! 97 Using repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization 98 Using repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization Appendix Student’s name:…………… Class:…………Age:…… Gender………… Listen and number the pictures from to 100 99 Using repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization 100 Using repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization Appendix The order of the words that the teacher read in the pretest water 15.dog 29 circle 43.yarn 57.dinosaur 2.yo-yo 16 yak 30 star 44.cat 58.lemon vest 17 watch 31.woman 45.alligator 59.diamond video 18.umpire 32.face 46.picture 60.radio TV 19.rabbit 33.table 47.pig 61.violin square 20.rocket 34.telephone 48.zero 62.lamb umbrella 21.desk 35.duck 49.kitten 63.moon pencil 22 elbow 36.finger 50.elephant 64.notebook question 23 game 37gorilla 51.taxi 65.cow 10 kite 24 seesaw 38.heart 52.monkey 66.sandwich 11 x-ray 25 apple 39.nest 53.zipper 67.jam 12 boy 26 house 40.queen 54.quilt 68.fox 13 jump rope 27 rectangle 41.ostrich 55.man 69.upside down 14 bag 28 doll 42.zebra 56.omelet 70.sun 71.box 77.hat 83.horse 89.oval 95.balloon 72.ball 78.truck 84.train 90.top 96.octopus 73.jet 79.igloo 85.insect 91.bird 97.juice 74.ink 80.net 86.girl 92.candy 98.foot 75.egg 81.nut 87.car 93.peach 99.bicycle 76.ant 82.fan 88.triangle 94.lion 100.book 101 Using repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization Appendix OBSERVATION SUMMARY SHEET Comments To teachers To students Advantages - - - - - - - - - - - - - - - - - - Disadvantages Problem solution 102 Using repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization Appendix OBSERVATION CHECKLIST Teacher explains the rule clearly okay not clearly at all Teacher is active passive Teacher changes the activities using the techniques Often Sometimes Not often Teacher’s pronunciation is Very good Good Okay Not good Teacher corrects students pronunciation mistakes Whenever they occur Usually Sometimes She/ he just ignored them Teacher gives students right encouragement when they need often Sometimes Not often Teacher manages the class well when they are so noisy or too excited Yes Somewhat No Teacher can cover every member of the class Yes Somewhat No Teacher makes a model for each activity Yes Somewhat No 10 Teacher is fair when he/ she does the activity Yes Somewhat No 11 Teacher gives compliment when they did a good job Yes Somewhat No 103 Using repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization Appendix QUESTIONNAIRE Dear teachers, This questionnaire aims at collecting data for a research entitled “using repetition techniques to teach vocabulary to young learners aged 6-12 in the aim of encouraging their memorization” I would be grateful to you as your answering would be the great contribution to the success of the research I promise that your information will be served for the research purpose only, and it definitely will not be released Please spare some time to help me by ticking in the boxes or write in the space provided Part PERSONAL INFORMATION Your age: 18-25 Qualifications 26-30 31-35 BA degree 40 -45 MA degree over 50 others _ Sex: male female Years of experience in teaching YOUNG LEARNERS: 1-3 4-6 7-10 more than 10 years PART ACADEMIC IDEAS (close-ended questions) How you evaluate the role of vocabulary in children’s learning a new language? Very important important rather important somewhat important not important at all Did you apply these repetition techniques before? Yes, always yes, rarely yes, often yes, sometimes no, never Will you apply these repetition techniques in your class, if you have a choice? Yes, definitely no, probably not Yes, probably yes, maybe No, definitely not Repetition techniques are especially suitable to young learners Strongly agree agree not sure strongly disagree 104 disagree Using repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization HOW OFTEN should these techniques be used in children’s classes? Every class where vocabulary should be taught usually sometimes occasionally No, it should not be used 10 You need a workshop to further discuss these techniques and other activities using these techniques Strongly agree agree not sure 11 Your assessments of strongly repetition techniques agree agree disagree not sure strongly disagree disagree strongly disagree Difficult Useful Practical Meet students’ need in learning vocabulary Meet students’ need in learning pronunciation Meet your need in teaching vocabulary Communicative Effective 12.The learners will get benefits from being taught by THESE TECHNIQUES because they… Your assessments repetition techniques of strongly agree agree not sure disagree strongly disagree a are fun b boost vocabulary retention c practice quick reaction d help fluently students speak 13 The repetition techniques suggested in the VIDEO are workable Strongly agree agree not sure 105 disagree strongly disagree Using repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization PART III MORE ACADEMIC IDEAS (Open-Ended Questions) Question 14 What are the best parts of the repetition techniques? (If you will not use them, not answer this question ) Question 15 If you will not use these repetition techniques, what are the reasons? (if you will, not answer this question) -THE END - 106 Using repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization Appendix 9: Details of pretest result Vocabulary Correct answers Wrong answers/ No Words selected to use answers for posttest water 80 Selected 2.yo-yo 72 No vest 72 No video 23 57 No TV 76 No square 80 Selected umbrella 12 68 No pencil 75 No question 80 Selected 10 kite 76 No 11 x-ray 80 Selected 12 boy 72 No 13 jump rope 80 Selected 14 bag 32 48 No 15.dog 56 24 No 16 yak 80 selected 17 watch 80 Selected 18.umpire 80 Selected 19.rabbit 78 No 20.rocket 80 Selected 21.desk 77 No 22 elbow 80 Selected 23 game 77 No 24 seesaw 80 Selected 25 apple 72 No 26 house 73 No 27 rectangle 80 Selected 28 doll 34 46 No 29 circle 80 Selected 30 star 80 Selected 31.woman 80 Selected 107 Using repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization 32.face 80 selected 33.table 74 No 34.telephone 54 26 No 35.duck 13 67 No 36.finger 80 Selected 37gorilla 34 46 No 38.heart 80 Selected 39.nest 80 Selected 40.queen 80 Selected 41.ostrich 80 Selected 42.zebra 80 Selected 43.yarn 80 Selected 44.cat 43 37 No 45.alligator 80 Selected 46.picture 80 Selected 47.pig 73 No 48.zero 71 No 49.kitten 80 Selected 50.elephant 73 No 51.taxi 59 21 No 52.monkey 22 58 No 53.zipper 80 Selected 54.quilt 80 Selected 55.man 80 Selected 56.omelet 80 Selected 57.dinosaur 80 Selected 58.lemon 59.diamond 80 Selected 60.radio 11 69 No 61.violin 12 68 No 62.lamb 80 Selected 63.moon 25 55 No 64.notebook 80 Selected 65.cow 15 65 No No 108 Using repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization 66.sandwich 46 34 No 67.jam 80 Selected 68.fox 80 Selected 69.upside down 80 Selected 70.sun 45 35 No 71.box 72 No 72.ball 72 No 73.jet 80 Selected 74.ink 74 No 75.egg 71 No 76.ant 89 No 77.hat 14 66 No 78.truck 80 Selected 79.igloo 80 Selected 80.net 76 No 81.nut 73 No 82.fan 75 No 83.horse 78 No 84.train 80 Selected 85.insect 80 Selected 86.girl 27 53 No 87.car 21 59 No 88.triangle 80 Selected 89.oval 80 Selected 90.top 89 No 91.bird 15 65 No 92.candy 14 66 No 93.peach 80 Selected 94.lion 74 No 95.balloon 71 No 96.octopus 80 Selected 97.juice 80 Selected 98.foot 87 No 99.bicycle 10 70 No 109 Using repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization 100.book 38 42 110 No ... repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization students are accustomed to using them (O’ Malley and Chamot 1990:... the aim of encouraging their vocabulary memorization The aim of observation was to obtain more information about the advantages and disadvantages when the repetition techniques were used to teach. .. language and improve strategies in language learning Young 25 Using repetition techniques to teach young learners aged to 12 English vocabulary with the aim of encouraging their vocabulary memorization
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