Visualization in teaching english vocabulary to 10th graders of ethnic minorities

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY PHAN NGOC BE VISUALIZATION IN TEACHING ENGLISH VOCABULARY TO 10TH GRADERS OF ETHNIC MINORITIES MASTER’S THESIS IN EDUCATION Nghe An, 2018 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY PHAN NGOC BE VISUALIZATION IN TEACHING ENGLISH VOCABULARY TO 10TH GRADERS OF ETHNIC MINORITIES Major: Teaching English to Speakers of Other Languages (TESOL) Code: 8140111 MASTER’S THESIS IN EDUCATION Supervisor: TRAN BA TIEN, Ph.D Nghe An, 2018 DECLARATION I certify that the thesis entitled "Visualization in teaching English vocabulary to 10th graders of ethnic minorities." is the result of my own study and the substance of this research has not been submitted for degree to any other university or institution Vinh, July 15th 2018 Signature ACKNOWLEDGEMENT For the completion of this thesis, I have received great assistance and support from my teachers, colleagues, students and my family First and Foremost, I would like to express my sincerest gratitude to my supervisor Ph.D Tran Ba Tien for the continuous support of my M.A study and research, for his patience, motivation, enthusiasm, and immense knowledge His guidance helped me in all the time of research and writing of this thesis Without his support, this thesis would not have been possible I am also indebted to all teachers at Nghe An Ethnic Boarding High School No who have been a constant source of enthusiasm and great cooperation not only in this thesis project but also during two years of my Master program A special thank goes to 90 students at Nghe An Ethnic Boarding High School No for their willingness to participate in my study and their valuable input Last but not least, I owe a great debt of gratitude to my beloved family for their endless love and unconditional support through my life and my studies ABSTRACT This study investigated the problems and challenges facing students and teachers in teaching vocabulary at Nghe An Ethnic Boarding High School No 2, students' perceptions toward visualization in learning English vocabulary and their strategies to overcome these challenges as well as the support teachers offered them in their learning process Questionnaires were provided to both teachers and students in order to find the answers An exploratory factor analysis was conducted to explore the factorial structure of the questionnaire In addition an experimental test was conducted to get the reflection of using visualization Based on the results, some challenges hindering students from having successful vocabulary learning were some aspects of meaning, pronunciation and spelling, connotation and idiomaticity, collocation Additionally, there was a mismatch between students' learning style and teachers' strategies which led to the lack of students' interest in classroom A trilingual language environment can be another challenge to students in vocabulary learning Besides, teaching vocabulary effectively to students of ethnic minority teachers also became a challenge to teachers The study also focuses on students' perceptions towards visualization in learning English vocabulary The result showed that students accidentally used this method as a mean while learning vocabulary Also, they showed their interest in utilizing this method in vocabulary learning and teaching The results from study indicated that visualization can be seen as an useful strategy to help students overcome their problems in learning Key words: ethnic minorities, vocabulary learning and teaching, challenges, strategies TABLE OF CONTENTS DECLARATION ACKNOWLEDGEMENT ABSTRACT TABLE OF CONTENTS LIST OF TABLES AND CHARTS Chapter INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Questions of the research 1.4 Scope of the study 1.5 Organization of the study Chapter LITERATURE REVIEW .5 2.1 Definition of vocabulary 2.2 Vocabulary teaching 2.2.1 Principles for teaching vocabulary 2.2.2 Techniques for teaching vocabulary 2.3 Vocabulary learning .16 2.3.1 Types of learners 16 2.3.2 Learning style and vocabulary learning 18 2.3.3 Difficulties in vocabulary learning 18 2.3.4 Vocabulary learning strategies 21 2.4 Visualization 23 Chapter METHODOLOGY 27 3.1 Research setting 27 3.2 Participants .27 3.3 Research methods 28 3.4 Data collection instruments 29 3.4.1 Questionnaire 29 3.4.2 Class observation .30 3.4.3 Experimental test .30 3.4 Data collection 30 3.5 Data analysis 31 3.6 Summary .32 Chapter FINDINGS AND DISCUSSION 33 4.1 Overview 33 4.2 Findings 33 4.2.1 Students‟ questionnaire 33 4.2.2 Teachers‟ questionnaire 42 4.3 Experiment test .50 4.4 Discussion .52 4.5 Summary .61 Chapter CONCLUSIONS AND IMPLICATIONS 62 5.1 Conclusion 62 5.2 Teaching implications 63 5.3 Limitation .64 5.4 Suggested further research .65 REFERENCES 66 APPENDICES Appendix 1: Questionnaire for students (English version) Appendix 2: Questionnaire for students (Vietnamese version) Appendix 3: Questionnaire for teachers Appendix 4: Experimental test for students LIST OF TABLES AND CHARTS Table: Table 2.1 Knowing a word 20 Table 3.1 Teachers‟ background information 28 Table 4.1 Experimental test score 51 Figure: Figure 4.1 Students‟ opinions towards the importance of learning vocabulary 33 Figure 4.2 Students‟ opinions about their interest of learning vocabulary at school 34 Figure 4.3 Students‟ opinions about difficulty in learning vocabulary 35 Figure 4.4 Students' difficulties in learning vocabulary 36 Figure 4.5 Students' responses towards aspects offered by teachers 36 Figure 4.6 Students' responses about teachers' methods 38 Figure 4.7 Students' favorite activities in learning vocabulary 39 Figure 4.8 Students' strategies in learning vocabulary 40 Figure 4.9 Students' feedback about the use of visualization in learning 40 Figure 4.10 Students' interest in the use of visualization in learning vocabulary 41 Figure 4.11 Students' feedback about frequency of using visualization in teaching 42 Figure 4.12 Teachers' response about vocabulary teaching lessons 43 Figure 4.13 Teachers' response about vocabulary teaching lessons 43 Figure 4.14 Teachers' choice of vocabulary to teach 44 Figure 4.15 Teachers' attention to students' learning style 45 Figure 4.16 Teachers' response about teaching vocabulary to ethnic minority students 45 Figure 4.17 Teachers' evaluation about students' difficulties in learning 46 Figure 4.18 Teachers' response about aspects offered in teaching vocabulary 47 Figure 4.19 Teachers' confirmation about their strategies in teaching vocabulary 48 Figure 4.20 Teachers' evaluation about their strategies in teaching vocabulary 49 Figure 4.21 Teachers' frequency of using visualization in teaching vocabulary 50 Chapter INTRODUCTION 1.1 Rationale Vocabulary learning is an important and indispensable part of any language learning process According to Jack C Richards and Willy A.Renandya "Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write" (2002:255) They also state that "Without an extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less than their potential and may be discouraged from making use of language learning opportunities around them such as listening to the radio, listening to native speakers, using the language in different context, reading, or watching television" (2002:255) In order to be able to speak a foreign language properly, the students need to learn vocabulary because otherwise they will not be able to express and articulate themselves in a way that other students or native speakers of English can understand them It is the teacher‟s task to support the learning process of the students and to show them ways of learning vocabulary through different teaching approaches and different methods However, vocabulary teaching and learning is a constant challenge for teachers as well as students of ethnic minorities in Vietnam Students from ethnic minorities come from many regions, they have diversity in cultures and first language In order to go to school, they have to be skillful in Vietnamese In addition, they study English as a demand of national curriculum As a result, they are struggling with learning English as well as build up their lexical store The challenges may come from a wide range of reasons Firstly, the English language learners from ethnic minorities immerse themselves in trilingual education at school They are doing two jobs at the same time; they are learning a new language (English) while learning new academic concepts Secondly, learners from ethnic minorities have to work harder and need more scaffolding than students who live in cities with a convenient environment of learning language In addition, they are bilingual learners which can be a huge disadvantage in acquiring a foreign language Thirdly, with the limitation of language learning environment and low living standard, students from ethnic minorities have few chances to have real conversations with native speakers Also, they not have many opportunities to benefit the culture of English as well as improve their vocabulary through activities such as watching films, listening to songs, enjoying star movies in target language There are many different ways of presenting and teaching vocabulary in the EFL classroom Hence, if students in an EFL classroom need a good strategy to get involved in activities and assignment in learning vocabulary, then it is even more important for teachers to employ effective and dynamic strategies that will empower the students from ethnic minorities to master the required tasks Since the focus of this study is on the effective vocabulary teaching strategies employed by teachers in the English teaching, it is crucial to highlight the tittle of this paper "Visualization in teaching English vocabulary to 10th graders of ethnic minorities." 1.2 Aims of the study The aims of the study are as follows: - To identify the problems and challenges in learning and teaching vocabulary to 10th graders of ethnic minorities - To investigate students' perceptions toward visualization in learning English vocabulary - To explore the effectiveness of visualizations in improving students' English vocabulary 1.3 Questions of the research In order to reach afore aims, the research attempts to answer the following questions: strategies Electronic Journal TESL-EJ, 7(2), pp -26 Hatch, E & Brown, C (1995) Vocabulary, Semantics, and Language Education Cambridge: Cambridge University Press Hauge, E (1999) Some common emblems used by British English teachers in EFL classes In Killick,David & Margaret Parry (Eds.), Cross-cultural Capability - Promoting the Discipline:Marking Boundariesand Crossing Borders Proceedings of the conference at Leeds Metropolitan University Dec, pp 405-420 Hayes, D., Mills, M., Christie, P., and Lingard, B (2005) Teachers and Schooling Making a Different Productive Pedagogies, Assessment and Performance Sydney: Allen and Unwin Hedge, T (2000) Teaching and learning in the language classroom London: Oxford University Press Henrikson, B (1999) Three dimensions of vocabulary development Cambridge University Press Herrel A.L (2004) Fifty strategies for teaching English language learners An ESL teacher„s tool kit 2nd ed Winnipeg Canada Penguin Publishers Jack C.Richards and Willy A Renandya (2002) Methodology in Language Teaching Cambridge University Press Keim, D., Andrienko, G., Fekete, J.-D., Görg, C., Kohlhammer, J., & Melanỗon, G (2008) Link (http://www.studyingstyle.com/visul-learners.html) Mental Imagery, Text Illustrations, and Children's Story Comprehension and Recall Linda B Gambrell and Paula Brooks Jawitz, Reading Research Quarterly, Vol 28, No (Jul - Aug - Sep., 1993), pp 264-276 Nation, I S P (2001).Learning vocabulary in another language Cambridge: Cambridge University Press Nation, ISP 2000 Learning Vocabulary in Another Language Cambridge: 67 Cambridge University Press Oxford, R & Crookall, D (1990) Vocabulary learning: A critial analysis of techniques TESL Canada Review/Revue TESL du Canada, 7(2), 9-30 htt://www.teslcanadajournal.ca/index.php/tesl/artile/viewFile/566/397 [Last accessed 3/11/2013] Pinter, A (2006) Teaching young language learners Oxford: Oxford University Press Rief, S F (1993) How to reach and teach ADD/ADHD children West Nyack, NY: The Center for Applied Research in Educatin Shneiderman, B., & Bederson, B (2003) The Craft of Information Visualization: Readings and Reflections Morgan Kaufmann Publishers Inc Sime, D (2001) The use and perception of illustrators in the foreign language classroom In Cavé, Christian, Isabelle Guaïtella, & Serge Santi (Eds.), Oralitéetgestualité Stuart, W (2008) : Receptive and productive vocabulary size of L2 learners, Studies in Second Language Acquisition, 30 (01), pp 79 – 95 Takač, V P., & Singleton, D (2008) Vocabulary learning strategies and foreign language acquisition Canada: Multilingual Matters Ltd Taylor, L (1990) Teaching and learning vocabulary Herefordshire, UK: Prentice Hall international Tellier, M (2007) How teacher‟s gestures help young children in second language acquisition? Proceedings of the meeting of International Society of Gesture Studies, ISGS 2005:Interacting Bodies, June, 15th-18th, ENS Lyon Retrieved on 21 June 2017 from http://gesturelyon2005.enslsh.fr/IMG/pdf/TellierFINAL.pdf Thorbury, S (2002) How to teach vocabulary England: Pearson Education Limited Visual Analytics: Definition, Process, and Challenges In A Kerren, J Stasko, J.-D Fekete,&C 17 North (Eds.), Information Visualization, 154-175 Berlin / 68 Heidelberg: Springer West, D C., Pomeroy, J R., Park, J K, “Critical thinking in graduate medical education: A role for concept mapping assessment”, The Journal of the American Medical Association, Vol 284, No.9, pp 1105-1110, 2000 Zimmerman, C.B (2007) Vocabulary learning methods Cambridge Massachusetts: Harvard University Press Zwiers.J (2008) Building academic language Newark International Reading Association 69 APPENDICES Appendix 1: Questionnaire for students (English version) QUESTIONNAIRES This questionnaire aims to discover students‟ opinions towards vocabulary learning All of these answers will be used as important data of the research They should, therefore, be frank and accurate to your own learning context Thank you very much for your cooperation! Please put a tick (√) on the answer you choose …………………………………………………………………………………… … I Students’ Profile - Age: …………… - Years of studying English: …………………… - Your ethnic group: II Students’ Experience in Learning English (More than one choice is acceptable in some sentences) In your opinion, learning vocabulary is… Very necessary Necessary Not quite necessary Not necessary at all Are you interested in learning vocabulary at your school? Yes No Do you find learning vocabulary difficult? Very much Yes Not much What difficulties you meet in learning vocabulary? Pronunciation and spelling Length and complexity Grammar No Meaning Collocation Connotation and idiomaticity Others: What aspect(s) does your teacher offer you in vocabulary learning? What part of speech is the word? How is it spelled /is it regular or irregular? Does it belong to a family of words, for example electricity, electrical, electrician? How is the word, or combination of words, pronounced and, in word or more than one syllable, where is the stress? How does the word collocate with surrounding words? Is it part of set expression? What exact meaning in which context you want to focus on? What is the connotation of the item? Could the vocabulary item have different meanings for different people? How is the vocabulary item used? Does it have a restricted use? Does it belong to a particular style or register? What techniques does your teacher use in teaching vocabulary in class? Teaching vocabulary using objects Teaching vocabulary by drilling, spelling, and active involvement Teaching vocabulary using drawing and picture Teaching vocabulary using mime, expressions and gestures Teaching vocabulary using enumeration and contrast Teaching vocabulary through guessing from context Combining some techniques Others: Which activities you prefer in learning vocabulary? Activities using maps, diagrams, charts, pictures Activities using songs, conversations Physical activities such as touch, movement, imitation Other factors………………………………………………………… Which strategies you often use in learning vocabulary? Guessing meaning from context Vocabulary notebooks and word cards Learners' first language and dictionary use Other ideas: ……………………………………………………………… Have you ever interpreted words by reading them as images? Very often Usually Sometimes Never 10 Are you interested in using your imagination in learning vocabulary? Yes No No idea 11 How often does your teacher adapt visualization method in teaching vocabulary? Always Sometimes Rarely Never Appendix 2: Questionnaire for students (Vietnamese version) PHIẾU ĐIỀU TRA Bảng câu hỏi nhằm mục đích tìm hiểu ý kiến học sinh việc học từ vựng Câu trả lời bạn học sinh quan trọng thành công đề tài nghiên cứu Vì mong hợp tác bạn! Hãy đánh dấu (√) vào phương án cho ý kiến mở cuối số câu hỏi I Thông tin cá nhân học sinh - Tuổi: ………………………… - Số năm bạn học Tiếng Anh: ……………………… - Dân tộc bạn: II Kinh nghiệm học sinh việc học từ vựng Tiếng Anh (Ở số câu hỏi bạn chọn nhiều phương án phù hợp) (More than one choice is acceptable in some sentences) Theo ý kiến bạn việc hoc từ vựng Rất cần thiết Cần thiết Không cần thiết Không cần thiết Bạn thích học từ vựng truờng khơng? Có Khơng Bạn thấy học từ vựng khó khơng? Rất khó Có Khi học từ vựng bạn thấy khó ? Phát âm đánh vần Độ dài độ phức tạp từ Ngữ pháp Nghĩa từ Thông ngơn Khơng khó Khơng Nghĩa bóng thành ngữ Những khác: Giáo viên thường cung cấp cho bạn phần bạn học từ vựng? Từ lọai từ Cách đánh vần /từ có quy tắc hay bất quy tắc? Nhóm từ ví dụ electricity, electrical, electrician Phát âm từ, trọng âm từ từ âm tiết Cụm từ Nghĩa xác từ ngữ cảnh Thơng ngữ Từ có nghĩa khác nhóm người khác nhau? Cách sử dụng từ Giới hạn sử dụng từ/ từ có thuộc nhóm đặc biệt khơng Giáo viên bạn dùng kĩ thuật để dạy từ vựng? Sử dụng đồ vật Tập luyện, đánh vần hoạt động tích cực khác Sủ dụng trang ảnh vẽ tranh Kịch câm, biểu cảm cử Liệt kê đối lập Đoán từ ngữ cảnh Kết hợp kĩ thuật Cái khác: Bạn thích hoạt động học từ vựng? Các hoạt động sử dụng biểu đồ,bảng biểu, tranh ảnh Các hoạt động sử dụng hát, hội thoại Các hoạt động thể chất sờ, vận động, bắt chước Các hoạt động khác………………………………………………………… Bạn dùng cách để học từ vựng? Đốn từ ngữ cảnh Dùng sổ ghi thẻ từ Dịch sang tiếng mẹ đẻ Cách khác: ……………………………………………………………… Bạn hình dung từ hình ảnh chưa? Rất thường xuyên Thường Thỉnh thoảng Khơng 10 Bạn có thích dùng trí tưởng tượng để học từ vựng khơng? Có Khơng Khơng có ý kiến 11 Giáo viên bạn thường sử dụng phương pháp hình dung việc dạy từ vựng nào? Luôn Không Thỉnh thoảng Hiếm Appendix 3: Questionnaire for teachers QUESTIONNAIRE This questionnaire is designed to seek for the information of teachers‟ in teaching vocabulary to 10th graders of ethnic minorities The answer will be used as important data for the research not for any other purposes The answer, therefore, should be frank and accurate to your own ideas and teaching context Thank you very much for your cooperation! Please put a tick (√) on the answer you choose …………………………………………………………………………………… … I Teacher’s profile -Your qualification: BA MA Ph.D - Years of teaching :< years 5-10 years > 10 years - Have you ever participated in any workshops of teaching vocabulary? Yes No II Teacher’s experience in teaching vocabulary at upper secondary schools (More than one choice is acceptable in some sentences) In your opinion, teaching vocabulary is… Very necessary Necessary Not quite necessary Not necessary In which lesson you teach your students vocabulary? Reading skill lesson Speaking skill lesson Listening skill lesson Writing skill lesson Grammar Lesson Which words you choose to teach your students? Words which are common or generally useful for students to know Words which are essential for understanding a reading selection Textbook vocabulary that addresses key concepts or ideas Words which are new to students Do you pay attention to learning styles when teaching vocabulary for your students? Yes No No idea Do you find teaching vocabulary for students of ethnic minorities difficult? Yes No No idea What difficulties your students meet in learning vocabulary? Pronunciation and spelling Length and complexity Grammar Meaning Collocation Connotation and idiomaticity Others: What aspect(s) you consider when teaching vocabulary to your students? What part of speech is the word? How is it spelled /is it regular or irregular? Does it belong to a family of words, for example electricity, electrical, electrician? How is the word, or combination of words, pronounced and, in word or more than one syllable, where is the stress? How does the word collocate with surrounding words? Is it part of set expression? What exact meaning in which context you want to focus on? What is the connotation of the item? Could the vocabulary item have different meanings for different people? How is the vocabulary item used? Does it have a restricted use? Does it belong to a particular style or register? What techniques you find effective in teaching vocabulary for your students? Teaching vocabulary using objects Teaching vocabulary by drilling, spelling, and active involvement Teaching vocabulary using drawing and picture Teaching vocabulary using mime, expressions and gestures Teaching vocabulary using enumeration and contrast Teaching vocabulary through guessing from context Combining some techniques Others: Do you think visualization is important in teaching vocabulary for your students? Yes No No idea 10 How often you use visualization method in teaching vocabulary for your students? Often Sometimes Rarely Never Appendix 4: Experimental test EXPERIMENTAL TEST Circle one correct answer Part Choose the best answer for each sentence below When one is bothered or worried, one is A control B sensible C splendid D upset If you are unable to think clearly, you must be _ A confused B training C suspicious D ordinary Not yet a full-grown frog is a A puppy B tadpole C kitten D pony Obedience training teaches a pet how to A comply and obey B play C run away D eat That meal was ordinary This means it was _ A fantastic B crazy C different D normal I‟m sorry I‟m late, I was held up in a traffic …… A block B crush C jam D group When he makes a…….by car, he takes his family with him A course B passage C voyage D journey The room was so quiet that she could hear the of her heart A beating B tapping C knocking D striking What you usually find on the table in restaurants? A fork B notebook C video tape D hammer C drug store D shoe shop 10 A place where you go to buy medicine A bakery B grocery 11 I got some valuable experience of teaching when I worked as a _ last summer A tutor B student C trainee D examiner 12 The _ encouraged the tourists to visit the Prado Museum in Madrid A police officer B guide C speaker D tailor 13 My morning is to get up at seven, have breakfast, then leave home at eight A time table B habit C routine D action 14 She displayed some of her paintings at the local A commune B post office C demonstration D exhibition 15 In spite of her deafness, she played the violin very well A inability to speak B inability to see C inability to hear D mentally impairment Part Choose the answers that best define the words below Afraid A Feeling sad B Feeling fear C Feeling uncomfortable D Feeling sick Grateful A Feeling healthy B Feeling angry C Feeling great D Feeling thankful Angry A Feeling calm B Feeling upset C Feeling happy D Feeling mad Patient A Feeling mad B Feeling calm C Feeling eager D Feeling forceful Brave A Feeling scared B Feeling bold C Feeling weak D Feeling tired Pleasant A Someone who is friendly B Someone who is irritating C Someone who is shy D Someone who is funny Careful A Wrestling in the house B Paying close attention to detail C Not stopping at a stop sign D Saying please and thank you Polite A Being nice to others B Not paying attention to others C Making people laugh D Being rude to others Clever A Someone who is smart B Someone who is rude C Someone who is funny D Someone who is fast 10 Anxious A Feeling calm B Feeling uneasy C Feeling happy D Feeling shy 11 Risk A Take a break B Take a chance C Laugh D Catch with a rope 12 Wrist A Part of car B Part of arm C Part of chair D Part of a shoe 13 Strike A Take advantage B Stop work C Take a break D Stop eating 14 Constitution A System of laws B Card game C Type of bridge D Faraway galaxy 15 Resort A Jungle B Tunnel C Vacation place D Empty room ...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY PHAN NGOC BE VISUALIZATION IN TEACHING ENGLISH VOCABULARY TO 10TH GRADERS OF ETHNIC MINORITIES Major: Teaching English to Speakers of Other... students of ethnic minorities encounter in learning and teaching vocabulary to 10th graders of ethnic minorities? What are students' perceptions toward visualization in learning English vocabulary? ... and challenges in learning and teaching vocabulary to 10th graders of ethnic minorities - To investigate students' perceptions toward visualization in learning English vocabulary - To explore the