EXPERIENCE INITIATIVE SOME EXPERIENCES TO LEARN VOCABULARY EFECTIVELY FOR PRIMARY STUDENTS 1. INTRODUCTION 1.1. Reasons for choosing the topic: English is an international language, it has a great role in many fields such as diplomacy economy, commerce, science and technology. Because of opening policies of our state and party and globalization, many and many people use foreign languages, especially English. English is used by many classes in our society. Following that trend, there has been an increare in teaching and learning English at primary schools in Viet Nam. It gives students chance to learn an international language. English is a new and difficult subject for primary students. When they first learn English, they must learn vocabulary. And vocabulary is one of the important part of a foreign language. In all skills such as: speaking, listening, reading and writing, we need to have vocabulary. In order to have good vocabulary knowledge, we must learn hard and enrich our vocabulary day by day. It is very difficult for primary students because they have not been the awareness of learning a foreign language and just because they do not feel the importantce of learning English. But they have strong points such as: They can memorize the words well and they easily imitate their teachers but they don’t memorize long. This makes them afraid of vocabulary and have wrong writing of vocabulary and pronounce the words incorrectly or they are not eager to communicate with each other in English in each English lesson. So how can they enrich their vocabulary? How can we make them eager to learn English? This is a question for all of us English teachers. With my experience of teaching, I would like to introduce The experience in learning vocabulary effectively for primary students 1.2. The purpose of research: Before going into the specific issue, we agree that the mainstream methods of teaching foreign languages is integration, meaning that new words should be taught in context. Students should learn how to use new words and new structures for communication in foreign languages. Right from the beginning, teachers should consider the various procedures for teaching, testing and consolidating vocabulary. Should all the new words be taught or not? How should teachers teach vocabulary effectively? The purpose of this initiative is to help: Construct intuitive tools to introduce new words. Ensure that students understand the structure, vocabulary applied to the structure to improve communication functions. Deepen vocabulary in memory of students through the sample questions and practice exercises. Help the lessons become more vibrant and lively. Students understand the new words in the classroom. Students vocabulary significantly increase. The weak students use the vocabulary in simple sentences and then in more complex sentences. 1.3. The subject of research: I have applied alternately to the lessons to the lessons in English textbook grade 1,2, 3, 4, 5 and have performed for students in grade 2 at Quảng Tâm Primary school. 1.4. The methods of research In order to implement this initiative, I have chosen some of the following methods: Reading documents that relate to the research issue. Survey method for comments. Testing method. Pedagogical observation method Method of assessment. 2. CONTENT 2.1. Rationale The purpose of foreign language teaching is not to give students knowledge of the language, but the ultimate goal of teaching foreign languages in general and English in particular is teaching students the ability to communicate in English. The ability of students to communicate through skills: Listening, Speaking, Reading and Writing. For any languages in the world, to communicate with it, we are required to have vocabulary. Vocabulary is an indispensable component in the language used for communication activities and an important part of the language learning. In English we can not train and develop the four skills of listening, speaking, reading and writing of students without basing on the foundation of vocabulary. Indeed, without a necessary variety of vocabulary, students can not speak, listen, read or write well however good they may be at structures. The findings of the “National Reading Panel” indicate that vocabulary instruction does lead to gains in comprehension, but that methods must be appropriate to the age and ability of the reader. Using both indirect and direct teaching methods to build students’ oral and reading vocabularies should be a part of a balanced reading program. Indirect methods would include readalouds, shared reading and writing experiences, and independent reading. Direct teaching of vocabulary should respond to the needs of the students and should actively engage them in the process (National Reading Panel, 2000). Learning vocabulary may not be the most exciting thing students do school, but by using interesting and fun ways to teach vocabulary words, teachers can increase student interest and help with both memorization and retention. 2.2. The situation of the problem: Under the current curriculum distribution, English accounts for four periods per week in primary school. Each lesson of units normally has new words. In oredr to teach vocabulary more vividly and effectively, teachers should use pictures or flashcards for illustration, which enables students to easily remember words and attract their attention to the lessons. Of course, there are few difficulties in vocabulary learning. I believe vocabulary is the most comprehensive and most difficult aspect of English for foreign learners to master thoroughly. Students should concentrate first on learning the most frequently used and therefore most important English vocabulary for their practical real life needs. However, besides a number of children who learn vocabulary seriously, many students are still lazy at learning vocabulary. Moreover, it is also very difficult to check or guide them to learn at home. Because English is a foreign language and parents do not always know it well. It is also very difficult to the manage students learning at home. Also, the way students learn vocabulary is also worthy of attention. Students often learn vocabulary by reading words in English and trying to remember them in Vietnamese. They are easy to forget and get confused with so many words. As a result, many students get bored with learning. Therefore, teachers need pay attention to the psychology of students. I have taken a small recent survey among 4th grade students at Dong Ve II primary school by this exercise to test the students’ memory of words. Exercise: Write a dictation My best friend is Hoang Ha Linh. She is ten years old. She lives at 150 An Dương Vương Street in ThanhHoa city. She lives with her mother, father and her younger brother. She is a student at Quảng Tâm primary school. He is tall and thin. She has long black hair. Her close friends are Van, Dung and me. Her telephone number is 0918 292 545. I obtained the following results: Class Total Wrong writing of words Correct writing of words 2A 2B 2C 42 38 42 15 students (35,7%) 19 students (50%) 17 students (40,5%) 27 students (64,3%) 19 students (50%) 25 students (59,5%) The result showed that the number of students who are not good at vocabulary is still comparatively high. To improve the situation, I decided to try to apply some my teaching experience to vocabulary teaching. 2.3. The solution to the problem As a English teacher, I always encourage my students to learn English and I use more interesting pictures and educational equipments and teach my students many English songs in order to get the studen