Using songs to facilitate primary schoolers vocabularry learning

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY CẦM THỊ HƯƠNG USING SONGS TO FACILITATE PRIMARY SCHOOLERS’ VOCABULARY LEARNING MASTER’S THESIS IN EDUCATION VINH - 2016 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - CẦM THỊ HƯƠNG USING SONGS TO FACILITATE PRIMARY SCHOOLERS’ VOCABULARY LEARNING Field: Theory and methods of teaching English Code: 60.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Nguyễn Thị Quyết, Ph.D VINH - 2016 STATEMENT OF AUTHORSHIP I hereby certify that this thesis is definitely my own work I am completely responsible for the content of this thesis Other writers’ opinions or finding included in the thesis are quoted or cited in accordance with ethical standards Vinh, September 2016 CẦM THỊ HƯƠNG i ABSTRACT The foundation of the study in this research is that the students still have difficulties in remembering new vocabulary and are confused to understand the vocabulary The teacher usually translates the words to young learners, so the students easily get bored Therefore, teaching vocabulary must be easy and enjoyable for young learners so that the students easily keep the new words in their mind English teachers have to change their techniques in teaching vocabulary to help young learners participate better in the lesson There are many techniques used in teaching English vocabulary to young learners In this thesis, the writer uses songs as the technique in teaching English vocabulary to primary learners The aims of this research are to find out the effectiveness of using songs to teach vocabulary to primary students and the learners’ responses toward this technique To obtain the data, the writer gave students the tests to do, conducted observations and delivered questionnaires to the third grade students The results of the study reveal that songs can be used effectively to improve students’ English vocabulary and the students have very positive responses toward this application ii ACKNOWLEDGEMENTS Firstly, I would like to express my sincere gratitude to my advisor Nguyễn Thị Quyết, Ph.D for the continuous support of my master’s thesis, for her patience, motivation, and immense knowledge Her guidance helped me in all the time of research and writing of this thesis My sincere thanks also goes to the headmaster of Van Xuan primary school and my colleges, who provided me an opportunity to carry out my action research, and who gave me the best facilities to my research Without their precious support it would not be possible to complete this research I also thank my lovely students who took part in my action research process sympathetically Last but not least, I would like to thank my family: my parents and my husband, and my daughters for supporting me spiritually throughout writing this thesis and my life in general iii Table of Contents Page STATEMENT OF AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENTS iii Chapter Introduction .1 1.1 Rationale 1.2 Aims of the study 1.3 Research Questions 1.4 Scope of the study .4 1.5 The significance of the study 1.6 Design of the study Chapter 2: Theoretical framework 2.1 Theoretical background 2.1.1 Vocabulary 2.1.2 Song 19 2.1.3 Young learners 23 2.1.4 Songs for English Vocabulary Teaching 26 2.2 Literature review .31 Chapter 3: Methodology 34 3.1 Research Design .34 3.2 Variables 39 3.2.1 The independent variable 39 3.2.2 The dependent variable 40 3.3 Population .40 3.4 Instruments of the Research 41 3.4.1 Vocabulary Test .42 iv 3.4.2 Observation Sheet 42 3.4.3 Questionnaires 43 3.5 Data collection 44 3.5.1 Procedure of Collecting Data 44 3.5.2 Methods of Data Analysis 45 Chapter 4: Findings 48 4.1 Results of pretest and posttest .48 4.1.1 The pretest score .49 4.1.2 The posttest score .50 4.1.3 The comparison between pretest and posttest scores .51 4.2 Classroom observation 52 4.3 Questionnaire 55 Chapter Conclusions and suggestions 58 References 60 APPENDICES v LIST OF ABBREVIATIONS ELT: English Language Teaching L1: first language L2: second language PPP: presentation- practice- production vi LIST OF TABLES AND FIGURES Page Table 3.1 The integration of songs 37 Table 4.1 Two cycles of the action research 49 Table 4.2 The result of the pretest 50 Table 4.3 The result of the posttest: 51 Table 4.4 Students’ interaction times .54 Table 4.4 students’ attitudes towards some aspects of English and English vocabulary learning 55 Table 4.5 Mean Values of questionnaire variable: “Students’ attitude towards the application of songs in the class” 56 Figure 4.1 The pretest and posttest score i vii Chapter Introduction 1.1 Rationale As globalization, mobility and communications are bringing the world close together, it is increasingly necessary for people to know other languages apart from their mother tongue Indeed, knowing foreign languages nowadays is of great importance because it helps bridge the gap among cultures, increases mutual understanding, and offers more opportunities for both individuals and national socio-economic development, as Officials at Ministry of Education in Eritrea quoted a village elder who said: “If I speak only one language, I can help my country as one man, If I can use two languages, I can help as two men, But if I can use all nine languages, then I can work as nine men”(Jasone Cenoz and Fred Genesee (1998, p.259) Among languages, English is the international language, has experienced significant changes over the last 30 years Because of its importance, English has been taught to students since they are in the primary school As the basic components of the four language skills (listening, reading, writing and speaking), vocabulary should be primarily mastered by learners, because without sufficient English words the learners will get difficulties in mastering English People can not express their opinion and ideas in English without having enough words to express their ideas Low vocabulary mastery also makes them unable to express the opinion properly People have to learn vocabulary before they start communication Vocabulary is always one of the biggest issues in language learning A limited vocabulary can prevent learners from developing ideas or arguing effectively in writing So it is important to concentrate on vocabulary when we learn language, especially for the students who are beginners, such as the students at Van Xuan No2 primary school Vocabulary is central to English language teaching because without sufficient vocabulary, students cannot understand others or express their own ideas To clarify the role of essential vocabulary, Wilkins (p.11-12) also wrote that if Group 3: Group 4: Student Student 10 Student 13 Student 14 student 11 student 12 student 16 student 15 Group 5: Student 17 student 19 Student 18 student 20 Class 3B: (12 STUDENTS) Pairs’ interaction Pair 1: Student 21 Pair 2: Student 22 Pair 3: Student 25 Student 24 Pair 4: Student 26 Pair 5: Student 29 Student 23 Student 27 Student 28 Pair 6: Student 30 Student 31 Student 32 Groups’ interaction Group Group Student 21 Student 22 Student 25 Student 26 student 23 student 24 student 27 student 28 Group Student 29 Student 30 student 31 student 32 Class 3C: ( 10 STUDENTS) Pairs’ interaction Pair 1: Student 33 Pair 2: Student 34 Pair 3: Student 37 Student 36 Pair 4: Student 38 Pair 5: Student 41 Student 35 Student 42 Student 39 Student 40 Groups’ interaction: Group Group Student 33 Student 34 Student 36 Student 37 student 38 student 35 Group Student 39 Student 40 student 41 student 42 Appendix 3.3 Total turns of students’ interaction in classroom: Unit …… : ……………………… (Lesson: …………) Teaching date: …… /……… / 2016 Observed students: 42 Dimensions of Students’ Number of Interaction participation in the classroom Being interested opening of the class in the observed turns students times/ total >= Responding to the teacher’s questions about the topic enthusiastically Responding to teacher’s presentation of vocabulary Following teacher’s instruction to work individually Following teacher’s instruction to work in pairs Following teacher’s instruction to work in groups Following teacher’s modeling enthusiastically Actively involved in the discussion of the tasks in group Completing the tasks given (gap-filling, matching, writing words) Note: Turns of dimensions 1,2,3,4,7, and 10 are collected through teacher-students interaction Turns of dimensions is collected through pair interaction Turns of dimensions and are numbered collected through group interaction Turns of dimensions is collected by both pair interaction and group interaction, which depends on the observed tasks of each lesson Appendix 3.4: Sample of Total turns of students’ interaction in classroom: Unit 7: My family Teaching date: 16, 17, 18/ 03/ 2016 Observed students: 42 Dimensions of Students’ Interaction times/ turns participation in the classroom Being interested in the opening of total >=4 42 42 42 42 teacher’s 42 42 Following teacher’s instruction to 42 42 the class Responding questions to the about teacher’s the topic enthusiastically Responding to presentation of vocabulary work individually Following teacher’s instruction to 30 77 23 66 12 14 10 23 66 23 66 work in pairs Following teacher’s instruction to work in groups Following teacher’s modeling 84 enthusiastically Actively involved in the discussion of the tasks in group Completing the tasks given (gap- filling, matching, writing words) 10 Playing games 30 10 50 11 Reflecting the songs by acting 29 47 Unit 8: Age Teaching date: 23, 24, 25/ 03/ 2016 Observed students: 42 Dimensions of Students’ Interaction times/ turns participation in the classroom Being interested in the opening of total >=4 42 42 42 42 teacher’s 42 42 Following teacher’s instruction to 42 42 the class Responding questions to the about teacher’s the topic enthusiastically Responding to presentation of vocabulary work individually Following teacher’s instruction to 20 85 11 23 95 12 14 12 92 23 70 20 work in pairs Following teacher’s instruction to work in groups Following teacher’s modeling enthusiastically Actively involved in the discussion of the tasks in group Completing the tasks given (gap- 85 filling, matching, writing words) 10 Playing games 20 20 60 11 Reflecting the songs by acting 29 10 49 Unit 9: My house Teaching date: 30 and 31/03/ 2016 and 1/04/ 2016 Observed students: 42 Dimensions of Students’ Interaction times/ turns participation in the classroom Being interested in the opening of total >=4 42 42 the class Responding questions to the about teacher’s the 40 44 30 10 50 topic enthusiastically Responding to teacher’s presentation of vocabulary Following teacher’s instruction to 42 42 work individually Following teacher’s instruction to 21 84 13 23 14 14 12 13 23 97 13 23 97 10 Playing games 22 20 11 Reflecting the songs by acting 42 work in pairs Following teacher’s instruction to 97 work in groups Following teacher’s modeling 94 enthusiastically Actively involved in the discussion of the tasks in group Completing the tasks given (gap- filling, matching, writing words) 62 42 Unit 10: The weather Teaching date: 06, 07, 08/04/ 2016 Observed students: 42 Dimensions of Students’ Interaction times/ turns participation in the classroom Being interested in the opening of total >=4 42 42 the class Responding to the teacher’s 40 30 10 39 21 10 15 23 12 16 12 15 23 21 10 10 Playing games 22 20 11 Reflecting the songs by acting 42 questions about the 44 topic enthusiastically Responding to teacher’s 1 53 presentation of vocabulary Following teacher’s instruction to 45 work individually Following teacher’s instruction to 2 87 work in pairs Following teacher’s instruction to 101 work in groups Following teacher’s modeling 96 enthusiastically Actively involved in the discussion 101 of the tasks in group Completing the tasks given (gap- 2 87 filling, matching, writing words) 62 42 Unit 11: Our pets Teaching date: 04, 05, 06 /05/ 2016 Observed students: 42 Dimensions of Students’ Interaction times/ turns participation in the classroom Being interested in the opening of total >=4 42 42 the class Responding to the teacher’s 40 30 10 39 21 10 15 23 12 16 12 15 23 103 15 23 103 10 Playing games 22 20 62 11 Reflecting the songs by acting 36 48 questions about the 44 topic enthusiastically Responding to teacher’s 1 53 presentation of vocabulary Following teacher’s instruction to 45 work individually Following teacher’s instruction to 89 work in pairs Following teacher’s instruction to 103 work in groups Following teacher’s modeling 96 enthusiastically Actively involved in the discussion of the tasks in group Completing the tasks given (gapfilling, matching, writing words) Appendix Questionnaire: Bảng câu hỏi khảo sát Họ tên:…………………………………… Lớp: 3… Ngày:………./5/2016 Đánh dấu (V) em đồng ý, đánh dấu (x) em không đồng ý với câu hỏi sau : Câu : Em có thích học mơn Tiếng Anh khơng ? Có Khơng Câu : Em có thích học từ vựng Tiếng Anh khơng ? Có Khơng Câu : Em học từ vựng Tiếng Anh theo phương tiện sau : hát tiếng Anh Tranh ảnh Trò chơi Câu : Trong phương tiện em thích phương tiện : (chỉ đánh dấu phương án) : hát tiếng Anh Tranh ảnh Trị chơi Câu : Sau giáo sử dụng hát tiết học Tiếng Anh, em cảm thấy : Đồng ý STT Không đồng ý Thoải mái Tập trung vào học Nhớ từ, câu dễ dàng Bài học dễ dàng Khó nhớ câu, từ Bài học phức tạp Không quan tâm Appendix 5: Collections of songs Song 1: Family finger song Father finger, father finger, where are you? Here I am, here I am, how you do? Mother finger, mother finger, where are you? Here I am, here I am, how you do? Brother finger, brother finger, where are you? Here I am, here I am, how you do? Sister finger, sister finger, where are you? Here I am, here I am, how you do? Baby finger, baby finger, where are you? Here I am, here I am, how you do? Song 2: Number song 1-10 One, two, three, four, five, six, seven, eight, nine, ten Here we go again One, two, three, four, five, six, seven, eight, nine, ten One, two, three, four, five, six, seven, eight, nine, ten Here we go again One, two, three, four, five, six, seven, eight, nine, ten One, two, three, four, five, six, seven, eight, nine, ten Here we go again One, two, three, four, five, six, seven, eight, nine, ten Song 3: “The rooms in a house song for kids” What is this room? - It is the bedroom What is this room? - It is the bathroom What is this room? - It is the living room What is this room? - It is the kitchen What is this room? - It is the bedroom What is this room? - It is the bathroom Let’s spell: BEDROOM, BATHROOM, LIVING ROOM, KITCHEN What is in the bedroom?- There is a bed What is in the bathroom?- There is a toilet What is in the living room?- There is a sofa What is in the kitchen?- There is a refrigerator What is in the house? – There are some rooms What’s kind of room? – Bedroom, bathroom, living room, kitchen Song 4:The Sun comes up The Sun comes up up up up up up up up up up up up The Rain comes down down down down down down How's the Weather? How's the Weather? down down down down down down How's the Weather? It's Sunny, Sunny, Sunny, Sunny How's the Weather? The Sun comes up up up Up Up Up It's cloudy, cloudy, cloudy, cloudy Up Up Up Up Up Up The Rain comes down down down Down Down Down Down Down Down Down Down Down How's the Weather? How's the Weather? It's rainy, rainy, rainy, rainy How's the Weather? How's the Weather? It's Snowy, snowy, snowy, snowy The Sun comes up up up Up Up Up Up Up Up Up Up Up The Rain comes down down down Down Down Down Down Down Down Down Down Down Song 5: I have a pet (super simple songs) Do you have a pet? Yes, I have a dog I have a pet He is a dog And he says “woof, woof, woof, woof, woof, woof,woof” I have a cat I have a pet She is a cat And she say “meow, meow, meow, meow, meow, meow” I have a mouse I have a pet He is a mouse And he says “squeak, squeak, squeak, squeak, squeak, squeak, squeak” …………………………… I have a bird I have a pet He is a bird And he says “tweet, tweet, tweet, tweet, tweet, tweet, tweet I have a fish I have a pet She is a fish And he says “glub, glub, glub, glub, glub, glub, glub” I have a lion I have a pet He is a lion And he says “roar, roar, roar, roar, roar, roar, roar” Appendix Pictures of students interaction ... writer uses songs as the technique in teaching English vocabulary to primary learners The aims of this research are to find out the effectiveness of using songs to teach vocabulary to primary students... 1992) Furthermore, songs are also known to lower the “affective filter” or, in other words, to motivate learners to learn The positive contributions that songs can make to language learning are summarized... those factors to monitor learners’ language learning better and effectively 2.1.3.3 Teaching Vocabulary to Young Learner Teaching vocabulary to young learners is different from teaching it to adults