Using pictures to teach vocabulary to the 3rd graders

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY DUONG THI ANH THU USING PICTURES TO TEACH VOCABULARY TO THE 3RD GRADERS MASTER’S THESIS IN EDUCATION Nghe An, 2018 ABSTRACT In the process of learning a foreign language, vocabulary can be considered as the most important part because it is the means used to express ideas simultaneously which also bridges the skills between listening, speaking, reading and writing However, it is not easy to learn and remember a lot of English vocabulary, especially for elementary school students when they are too young and just starting to get acquainted with foreign languages For students to communicate well in English, they must havea basic vocabulary is quite rich, so that you can hear and communicate be your own Teaching English in general and teaching vocabulary in particular for elementary school students requires not only the language skills but also how to engage students in the lesson Besides, there are still a few students who are not aware of the range the importance of English, they lack the interest to participate study this subject The visual learning method will help you overcome these problems According to the study, the images will help them to relive the situation more easily and this is applied to the study of vocabulary in a simple way Instead of just practicing writing as usual, they have learned Through pictures, specific pictures will be very useful in teaching vocabulary and is an effective way to acquire vocabulary of students Therefore, pictures will help students to deepen their knowledge faster Therefore, English teachers often use images to teach English vocabulary for elementary school, especially grade students TABLE OF CONTENTS ACKNOWLE DGEMENTS ABSTRACT CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 The objectives of the study .2 1.3 Scope of the study 1.4 Design of the study CHAPTER 2: LITERATURE REVIEW 2.1 Definition of vocabulary and its importance 2.1.1 Definition of vocabulary 4-5 2.1.2 Types of Vocabulary .6-7 2.1.3 The Importance of Vocabulary 8-14 2.2 Perspectives of knowing a word .14-18 2.3 Teaching vocabulary .18 2.3.1 The importance of learning vocabulary 19-21 2.3.2 Techniques in Teaching Vocabulary .21 2.3.3 Teaching Vocabulary to children 21-22 2.4 Definition of the media picture 22-24 2.4.1.The function of the media picture 25 2.4.2 Types of Pictures 25-27 2.4.3 Characteristic of the picture 27-28 2.4.4 The use of the media picture 28-29 2.4.2 The Advantages of Using Pictures in Teaching English Language 29-31 2.5 The Use of Pictures in Teaching English Vocabulary 31-32 2.5.1 Techniques for Memorizing Vocabulary 32-35 2.5.2 Ways of Using Pictures as a Teaching Strategy 35 2.5.2.1 Communication (games) 35-36 2.5.2.2 Understanding 36 2.5.2.3 Prediction 36-37 CHAPTER 3: METHODOLOGY 38 3.1 The research questions 38 3.2 Research design 38 3.3 The research participants 39 3.4 Material 39-43 3.5 Research methodology and produce 43 3.5.1 Methodology 43 3.5.2 Procedure 43-44 3.6.1.1 Rationale for using questionnaire 44-45 3.6.1.2 Description of the questionnaire 45 3.6.2 The tests for students 45 3.7 Data collection produre 45-46 3.8 Analytic produre 46 CHAPTER 4: RESULTS AND DISCUSSION .47 4.1 Results 47 4.1.1 Students’ attitudes towards learning English vocabulary through pictures 47-52 4.1.2 Using pictures help 3rd graders remember vocabulary for a long time? 52 - 56 4.2 Discussion .56- 57 CHAPTER 5: CONCLUSION AND IMPLICATION 58 5.1 Conclusion 58 - 60 5.2 Implication 60 5.2.1 For teacher 60 5.2.2 For students 63 5.2.3 The school managers, the DOET and the MOET 63 REFERENCE 64 -65 APPENDIX 66 - 67 APPENDIX 68 - 70 APPENDIX 71 LISTS OF TABLES Table 4.1: Students' comments on learning English Table 4.2: The reason students like learning English Table 4.3: The reason students don’t like learning English Table 4.4: Student opinion on studying vocabulary through pictures Table 4.5 Pupil's preference in studying with pictures Table 4.6 Table pupils' enjoyment when studying vocabulary with pictures Table 4.7 Results semester Table 4.8 Final test results of each class LISTS OF FIGURES Figure 4.1: Student opinion on studying vocabulary through pictures Figure 4.2 Results semester Figure 4.3 Final test results of each class ABBREVIATIONS MOET: Ministry of Education and Training DOET: Department of Education and Training CHAPTER 1: INTRODUCTION 1.1 Rationale of the study In the strong development of the economy, our country has been entering the renewal stage of the technological revolution Standing in front of the civilization of the country, people must not only know how to work with their hands, but also with the mind, to conquer the pinnacle of wisdom To achieve this, people must have the exchange of learning from international friends To get this, It requires people to have an exchange of knowledge with international friends, we must know foreign languages and use it in a proficient manner Therefore, I see English increasingly interested In Vietnam, English is included in the curriculum for students from the elementary level, in accordance with the national syllabus of the foreign language 2020, aiming at comprehensively renovating the teaching and learning of foreign languages in Vietnamese schools the goal “ by 2020, most Vietnamese youth graduated from secondary schools, colleges and universities have the ability to speak foreign languages independently, confidently communicate, study, work in an integrated environment, multilingual, multicultural, foreign language become the strength of the people of Vietnam” As we know, teaching and learning foreign languages in schools, especially elementary schools, is a necessity and a necessity Any language that communicates requires a certain vocabulary to communicate However, the implementation of teaching English in general and elementary English in particular in schools are facing many difficulties: If teaching and learning English in elementary school in the regional schools city is normal But in rural areas, remote areas are quite problematic with issues such as teachers, equipment, learning conditions Because English is a completely new subject for elementary school students, the first approach to the new subject so their sense of learning is not high, the access to English is not much, influence to the quality of teaching and learning In addition, students in rural areas not have access to reference books, English learning software or the Internet to study online Textbooks are overloaded, the number of students in a class, the interest of the family is very limited, resulting in low student learning outcomes Especially, for third grade students, they are the first English learners so much confusion, vocabulary, sentence structure is limited, not confident in the practice of communication The lack of confidence comes from fear of falsehood, fear of error, lack of listening ability makes students shy, hesitant when speaking English, creating a huge barrier in improving their English communication skills In the context of globalization, foreign languages in general and English in particular have been an integral part of the life of each person Equipping students with strong English language skills and knowledge to become global citizens is a matter for all levels, sectors, both the education and training system and the families concerned In short, to solve the problem I decided to study the problem in the thesis " Using pictures to teach vocabulary for 3rd grade "that I accumulate during my teaching To help students get excited during their English lessons and to have students remember their vocabulary 1.2 The objectives of the study My research goal is to use images to teach English vocabulary to third graders and to investigate current situations of vocabulary teaching and learning as well as suggesting techniques for teaching English words to make give At the end of the semester, the student's vocabulary scores increased significantly 100% of students finish English For the first question, it's easy to see that there are a large number of students who are interested in learning vocabulary through images The results of the questionnaire showed that the students felt very animated when they learned vocabulary For the second research question, there was a significant difference between the experimental group and the traditional group Experimental groups were quicker to acquire knowledge than traditional groups through audio-visual equipment, interactive tables That stimulates student acquisition and increases the interest in learning the vocabulary of students The analysis of the results of the vocabulary test showed that the test group had higher scores than the traditional group As observed, the students in the experimental group actively participated in and the practice of testing also took place quickly and efficiently While the traditional group is also active, the acquisition of vocabulary is slow It is hoped that these results and discussions will give teachers more incentive to use appropriate techniques through the use of images to teach third grade English vocabulary in Long Thanh primary schools 57 CHAPTER 5: CONCLUSION AND IMPLICATION 5.1 Conclusion In this study, teaching vocabulary is used as a teaching aids to students in elementary school With the method of information transmission, vocabulary plays a very important role in acquiring knowledge in order to develop students' communication skills and abilities Therefore, the problem of teaching and learning vocabulary is very important in the primary school environment Vocabulary is the foundation for students to practice listening, speaking, reading and writing skills quickly and effectively To conduct the study, the survey was conducted with fifty third graders and one elementary school teacher using the test as the main tool and some worthwhile observations to clarify the research problem assist According to data collected from the teacher's observation table and the student's test during the instructional process All teachers and students are aware of the effect of vocabulary Therefore, the data collected from the student test (delivered after the test) shows that the results are markedly different However, vocabulary plays an important role in the language system Without adequate vocabulary, people can not use words as a means of communication Teaching English to elementary students properly helps students have the means to communicate in full development The more vocabulary the student has, the greater the ability to use the information, the more clear and sensitive the more accurate the contact Through pictures, students have the opportunity to develop their learning and learn vocabulary easily 58 Therefore, teachers often use images to teach vocabulary to students to improve the teaching and learning vocabulary of teachers and students In addition, with the time spent researching the use of images to teach English third grade vocabulary at Long Thanh Primary School, the survey aims to recognize the attitudes of both teachers and students towards teach and learn English in general and English vocabulary in particular The use of images to teach English vocabulary has created a great motivation for teachers and learning in the process of teaching and learning This is a highly practical, useful method for teaching language Not only that, with the policy of promoting positive teaching methods and application of information technology in the lectures together with fully equipped with screens, projectors and interactive boards, the research and application This method of teaching is necessary and useful for current elementary English teachers The present study is based on an investigation about the techniques in teaching vocabulary which is a sub-skill of the language; it has a vital role in language teaching and learning In fact, visual aids are considered as a powerful way, particularly pictures, in conveying the meaning of new vocabulary Accordingly, we have to increase teachers' awareness about the impact of pictures in enhancing pupil's vocabulary mastery In order to confirm our hypothesis, two questionnaires have been used as a data gathering tool The first questionnaire was designed and distributed for teachers, and the second one was for 1st year middle school pupils The obtained data revealed that pictures can greatly contribute in enhancing the learning process, in terms of understanding, memorizing, and using the new words, it also affects positively their motivation as well as attitudes towards the language Moreover, the results indicate that teachers need to create a relaxing classroom 59 environment where pupils can develop their lexical knowledge, and they have to present new words in their real situations in order to deepen their understanding Mostly, the practical work has focused on the significant role of pictures in teaching vocabulary and engaging learners with lessons Thus, we can recognize that our hypothesis is confirmed The use of such sort of materials in foreign language teaching and learning is a useful means, not only to improve English vocabulary, but pupils also will be able to promote their language skills 5.2 Implication This research was conducted only at a small-scale Long Thanh elementary school, but could contribute to and study the use of images to teach English vocabulary to 3rd graders The following impacts Get the idea of teaching vocabulary effectively through images 5.2.1 For teacher: Because students are interested in learning vocabulary, teachers should design vocabulary tests for students to practice Teachers can use many images in textbooks, but they can also be collected from the internet and comics to promote the students' vocabulary The following steps will show teachers teaching vocabulary through successful images: Step 1: Prepare vocabulary topics First, teachers find out where their English proficiency level is so that they can prepare topics that are relevant to the student For beginners learning English, simple English vocabulary themes will help students get off to a good start and not be discouraged right from the start Example: 60 • Vegetables: vegetables • Fruits: fruits • Flowers: flowers • Jobs: career • Daily activities: Daily activities • School: vocabulary related to school • Weather: weather Step 2: Color pen, drawing paper ready Once you have the vocabulary and the English vocabulary to be ready for memory This can save time and is also quite convenient as the topic tags are now available on the net 61 However, teachers can encourage students to draw and use their own colors and brushes to design lively images for the vocabulary they want to learn Because the colors will make the vocabulary of the children are not dry, theoretically and boring but extremely lively The use of color will make the vocabulary is not boring anymore Once you have mastered the vocabulary, the teacher can provide some pictures and ask students to look at the words and say what they mean For students to remember the vocabulary in the most natural and fluent way, after each vocabulary demonstration, the teacher can guide the student to make sentences for those words Learning vocabulary must be accompanied by practice of speaking, communication practice to be able to remember longer and confident to use that vocabulary in all cases Step 3: Check and manipulate memory 62 5.2.2 For students Through this study, to encourage students to be more aware of their own vocabulary learning effectively Beside, students not only learn English using textbook images but also can search simple English short stories, or on the internet to read and expand vocabulary to be able to Used to answer questions as well as practice in communication Students should actively participate in pairwork, group work so that teacher instruction and student acquisition are enhanced 5.2.3 The school managers, the DOET and the MOET From actual needs in teaching at Long Thanh primary school, as well as schools in Thu Thua district School managers, DOET and MOET should be aware of the difficulties that teachers and students face in teaching as well as the acquisition of knowledge in the learning process English subject After that, some positive changes need to be made urgently with the unified collaboration between school managers, DOET and MOET Firstly, facilitating teachers to participate in professional activities, teaching methods of teaching on audiovisual equipment, interactive tables to help teachers gain more confidence in teaching and learning IT applications Secondly, it should be equipped with teaching and learning tools such as tapes, images, computers and materials that can help teachers easily communicate knowledge and interaction between teachers and teachers and thus increase the effectiveness of teaching and learning English especially the teaching of vocabulary to students In addition, the current curriculum and learning needs to be improved at the student level There are some topics that are too difficult for elementary school students 63 REFERENCE Allen, French Virginia 1983 Technique in Teaching Vocabulary New York: Oxford University Brewster, J, and Ellis, G (1992) The Primary English Teaching Guide Oxford: Oxford University Press Cambridge: Cambridge University Press Gairns, R., & Redman, S (1986) Working with Words: a Guide to Teaching and Learning Hiebert, E.H & Kamil, M.L (2005) Teaching and learning Vocabulary: Bringing Research to Practice Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc Hiebert, E H (in press), Teaching and learning vocabulary: Bringing scientific research to practice, Mahwah, NJ: Erlbaum Linse, C.T (2005) Practical English Language Teaching: Young Learner, New York; McGraw-Hill Companies Harjuno, I (2009) The Effectiveness of Using Pictures to teach Vocabulary about Objects around School Environment Semarang Semarang State University Helena Anderson & Carol Ann Pesola, (1993), Languages and Children, The Modern Language Journal 77 10 Mckenchnie, J (1980) Webster New Twentieth Century Dictionary Cambridge: William Collin Publisher 11 McCarteen, J (2007) Teaching Vocabulary New York: Cambridge University Press 12 Nation,P (1990) Teaching Vocabulary Asian EFL Journal 13 Nunan, D (1999) Second Language Teaching and Learning Boston: Heinle & Heinle 64 14 Paul Nation,(1990)Teaching and Learning Vocabulary Wright, (1990), Pictures for Language Learning, Cambridge: Cambridge 15 University Press, ISBN 0-521-35800-0 16 Research to Practice New Jersey Laurence Erlbaum Associates, Inc 17 Sökmen, A J (1997) Current trends in Teaching Second Language Vocabulary 18 Slattery, M & Willis, J (2001) English for Primary Teachers Oxford: Oxford University Press 19 Thornbury, S (2002) How to Teach Vocabulary England: Pearson Education Limited 20 Vocabulary Cambridge: Cambridge University Press Wright, A 1989 Pictures for Language Learning Cambridge: Cambridge University Press 21 Wright, Andrew 1997 Picture for language Learning Cambridge: Cambridge University Press 22 Ytreberg, Lisbet H Wendy A Scott 1998 Teaching English to Children Addison Wesley Longman Limited 23 Judy K Montgomery’s book: The Bridge of Vocabulary: Evidence Based Activities for Academic Success (NCS Pearson Inc, 2007) 65 APPENDIX QUESTIONNAIRES This survey is aimed at obtaining the data needed to study the use of images to teach vocabulary to third graders at Long Thanh primary school in Long An province All of these answers will be used as important information for the study Part1 Students’ profile Class: Group: You have studied English for years Please put the tick () on your answer you choose Part2 Students’ experience in learning English (More than one choice is acceptable in some sentences) Why you like learning English vocabulary through picture? ➢ Useful and interesting ➢ Vocabulary with illustrations ➢ Teacher lecture is easy to understand Have you ever been instructed learning English vocabulary through pictures before? ➢ Usually ➢ Never ➢ Seldom 66 ➢ Sometimes Do you like studying vocabulary through pictures in this book? ➢ No answer ➢ Like ➢ Dislike Do you prefer to study with pictures? ➢ Yes ➢ No To what extent you enjoy when studying vocabulary with pictures? ➢ Much ➢ Little ➢ Not at all THANKS FOR YOUR PARTICIPATION 67 APPENDIX PRE ENGLISH VOCABULARY TEST ❖ Unit 4: How old are you? – page 16 (Workbook) Vocabulary test for minutes In part matching, the teacher gives five English vocabulary and five picture counts Students will look at and match the five words that correspond to the picture ➢ Matching One Two Three Four Five ❖ Unit 8: This is my pen – page 52 (Student book) Vocabulary test for minutes In part look and write, the teacher elicits five pictures Then, ask students to look at the pictures and write the vocabulary on the test sheet ➢ Look and write 68 69 POST ENGLISH VOCABULARY TEST ➢ Matching Check vocabulary for minutes In matching, the teacher checks the student's test papers Then, ask students to read the vocabulary again One Two Three Four Five ➢ Look and write Vocabulary test for minutes In part matching, the teacher checks the student's test papers The teacher then asks students to play the game "clap the board" to reinforce their vocabulary The teacher displays the pictures on the interactive panel and expresses the pictures in action, which in turn will clap hands on the reflections SLAP THE BOARD APPENDIX 70 APPENDIX OBSERVATION CARD The attitude of the students No Yes No answer Does student love to learn vocabulary? Do students love to learn vocabulary through pictures? Does the student practice vocabulary in the sentence? Does the teacher check the vocabulary of the students? Did the student home study vocabulary? 71 ... in the thesis " Using pictures to teach vocabulary for 3rd grade "that I accumulate during my teaching To help students get excited during their English lessons and to have students remember their... problem of using images to teach English vocabulary to 3rd graders So, coming from the subject matter of the teaching process, I focused on teaching vocabulary to third graders in Long Thanh Primary... The meaning(s) of the word ✓ The written form of the word ✓ The spoken form of the word ✓ The grammatical behavior of the word ✓ The collocations of the word ✓ The register of the word 16 ✓ The