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MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY VO THI THANH HA THE FREQUENT REVISION TECHNIQUE AND ITS EFFECT ON IMPROVING EFL LEARNERS’ VOCABULARY RETENTION MASTER’S THESIS IN EDUCATION NGHE AN - 2016 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY VO THI THANH HA THE FREQUENT REVISION TECHNIQUE AND ITS EFFECT ON IMPROVING EFL LEARNERS’ VOCABULARY RETENTION Major: Theory and Methods of Teaching English Code: 60.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Dr Tran Thi Ngoc Yen NGHE AN - 2016 ABSTRACT The acquisition of vocabulary is a crucial component in learning a foreign language Therefore, language practioners have proposed different activities for teacher to help their students enrich their vocabularystock.This study aimed to investigate the effectiveness of reviewing new word aiming at helping students remember and extend their vocabulary as well as apply in communication The research was carried out to find out the answers for the three main issues: the attitudes of teachers and students towards the teaching and learning vocabulary, the real situation of using frequent revision in teaching vocabulary, and the effect of the frequent revision technique i ACKNOWLEDGEMENTS I would like to express my deepest thanks to my beloved supervisor Dr Tran Thi Ngoc Yen for the invaluable support, patient guidance, and encouragement she gave me throughout my research I am truly grateful for her advice and suggestions right from the beginning when this study was only in its formative stage I also wish to send my sincere thanks to the students of the classes I visited in order to gather data for my survey Without their help, this study could not have been successful I am indebted to my friends, my classmates, as well as my colleagues for their invaluable comments and criticism and also for their continued interest and encouragement Finally, I would like to express my gratitude to family members whose support and encouragement greatly contributed to the completion of my study ii TABLE OF CONTENTS Page CHAPTER I INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Method 1.5 Scope of the study 1.6 Thesis design CHAPTER II THEORETICALBACKGROUND 2.1 Second language learning 2.2 EFL learners 2.2.1 Definition of EFL learners 2.2.2 Characteristics of EFL learners 2.3 An overview of English vocabulary 11 2.3.1 Definition of vocabulary 11 2.3.2 Classification of vocabulary 12 2.3.2.1 According to the expression of words 12 2.3.2.2 According to the knowledge of vocabulary 13 2.3.3 The role of vocabulary in learning language 13 2.4 Teaching vocabulary 15 2.4.1 Importance of vocabulary instruction in teaching language 16 2.4.2 What needs to be taught in teaching vocabulary? 17 2.4.2.1 Form: Pronunciation and Spelling 17 2.4.2.2 Grammar 17 2.4.2.3 Aspects of Meaning 18 2.4.2.4 Word Formation 18 2.4.3 Stages of teaching vocabulary 19 2.4.3.1 Presenting 19 2.4.3.2 Practicing 20 2.4.3.3 Consolidating and Revising 21 2.4.4 Principles in teaching vocabulary 21 iii 2.4.5 Techniques in teaching vocabulary 22 2.4.5.1 Visual techniques 23 2.4.5.2 Verbal techniques 23 2.4.5.3 Explanation 24 2.4.5.4 The use of dictionary 25 2.4.5.5 Translation 25 2.4.6 The role of memory in vocabulary acquisition 25 2.5 An overview of the frequent revision technique 27 2.5.1 Definition of the frequent revision technique 27 2.5.2 Procedure of the frequent revision technique 29 2.5.2.1 The Pimsleur language method 29 2.5.2.2 The effect of Pimsleur language method on improving EFL learners’ memorization of new words 31 2.5.3 The frequent revision technique in language teaching 31 2.6 Some types of frequent revision activities in teaching language 33 2.6.1 Story construction 33 2.6.2 Words set 33 2.6.3 Matching activity 34 2.6.4 Information gap activity 34 2.6.5 Vocabulary bingo 35 2.6.6 Hangman 36 2.6.7 Survey activity 36 CHAPTER III THESTUDY 37 3.1 Methodology 37 3.1.1 The setting of the treatment 37 3.1.1 Materials 37 3.1 Participants 38 3.1.4 Research Methodology 38 3.1.3 Procedures 39 3.2 Results 41 3.2.1 Results from the pre- tests 41 3.2.1.1 Results from the general English test 41 3.2.1.2 Results from the vocabulary pre-test 42 iv 3.2.2 Results from the post –test 43 3.2.2.1 Results from the vocabulary pronunciation post-test 43 3.2.2.2 Results from the vocabulary meaning post-test 45 3.2.2.3 Results from the vocabulary meaning and spelling post-test 46 3.3 Discussion 48 CHAPTER IV.CONCLUSION ANDIMPLICATION 49 4.1 Recapitulation 49 4.2 Recommendation 50 4.2.1 Deciding which the frequent revision technique activities to use 50 4.2.2 Timing 51 4.2.3 Preparation 51 4.2.4 Giving instructions 52 4.2.5 Correction 52 4.3 Limitations 52 4.4 Suggestion for further research 53 REFERENCES 54 APPENDIX 57 v LIST OF TABLES Table 3.1 Level of pronunciation 33 Table 3.2 General summary for the number of correct Vietnamese meaning 34 Table 3.3 General summary for the number of correct English words 35 vi CHAPTER I INTRODUCTION 1.1 Rationale It is an irrefutable fact that vocabulary plays an important role in the academic lives of EFL learners This is because the knowledge of vocabulary determines and decides the level of foreign language learner Vocabulary also closely deal with four main language skills: reading, speaking, listening and writing As David Wilkins (1972, p.111) very slightly says that “Without grammar, very little can be conveyed Without vocabulary, nothing can be conveyed” Therefore, the teaching and learning vocabulary needs special attention from both teachers and learners English has been used in all fields of society and become such an international language that there are now more and more people learning English, and it has more second-language speakers than any other languages Teaching and learning English has received a great interest from Vietnam’s education The relationship between the four skills and vocabulary is mutual: the four basic skills – reading, writing, speaking and listening- reflect the use of language, vocabulary items are introduced and mastered through teaching the skills, and the master of vocabulary helps children develop the four skills better As in Gower, Philips and Walters (2005), vocabulary is considered to be important to students and more important than grammar for communication purposes, particularly in the early stages when students are motivated to learn the basic words they need to get by in the language Hence, in learning a foreign language, vocabulary plays an important role It is vocabulary that links the four skills of speaking, listening, writing and reading all together In order to communicate well in a foreign language, students should acquire an adequate number of words and should know how to use them accurately The need to use various instructional media will be able to help students to increase their English vocabulary In fact, students cannot use language to communicate, because students cannot master, remember and apply vocabulary they have learned This is due to a combination of many causes Among the causes are teaching methods of teachers and psychological characteristics of children For any level of school, teaching and learning English should come from their interests, concerns and personal experiences The way of teaching with nothing new and active will make students get bored; therefore, the teacher need something new that can stimulate their curiosity and one of the best methods to teaching English to students at this age is through activities For the above-mentioned reasons, the author decides to conduct the study entitled “The frequent revision technique and its effects on improving EFL learners’ vocabulary retention” 1.2 Aims of the study The study aims at investigating the effectiveness of the frequent revision in helping EFL learners remember and extend their vocabulary 1.3 Research questions In order to meet the aim of the study, the following research questions are generated: What is the effect of the frequent revision technique on improving EFL learners’ pronunciationvocabulary retention? What is the effect of the frequent revision technique on improving EFL learners’ spelling vocabulary retention? What is the effect of the frequent revision technique on improving EFL learners’ meaning vocabulary retention? 1.4 Method The main methodology used in the project was experimental Sixty students in Theory and Practice 14 Christopher Fernandez, (2012) "Of English Teachers Then and Now." The Star 15 Phillips, S (1993) Young Learners Oxford: Oxford University Press 16 Scrivener, J (2005) Learning teaching (2nd ed) UK: Macmillan 17 Schmitt, N (2000).Vocabulary in language teaching Cambridge: Cambridge University Press 18 Thornbury, S (2002) How to teach vocabulary (2nd ed) England: Pearson Education 19 Reid, J M (1995).Learning Styles in the ESL/EFL Classroom Boston: Heinle&Heinle Publishers 20 Fromkin,V.etal.(1990) An Introduction to Language(2nd Ed) Sydney: Holt, Rinehart & Winston 21 Paul Pimsleur, Ph D (2013) How to learn a foreign language Oxford: Oxford University Press 22 Nunan, D (1991) Language teaching methodology: A textbook for teachers 23 LonLaufer, B & P Nation (1999) A vocabulary size test of controlledproductiveability.Language Testing 16, 33- 51.don: Prentice Hall 24 Meara, P (1980) Vocabulary acquisition: A neglected aspect of language learning Language Teaching and Linguistics Abstracts, 13, 221-246 25 Oxford, R L (1990) Language Learning Strategies What Every Teacher should know.Boston: Heinle and 323 Heinle 26 Schmitt, N (1999) The relation between TOEFL vocabulary items and meaning, association, 325 collocation, and word-class knowledge Language Testing 16, 189-216 27 Schmitt, N (2000) Vocabulary in language teaching Cambridge: Cambridge UniTakač, V P., & Singleton, D (Eds.).(2008) Vocabulary learning strategies and foreign language acquisition.Canada: Multilingual Matters Ltd versity Press 55 28 Nation, I S P (1990).Teaching and learning vocabulary Boston, Mass.: Heinle&Heinle Publishers 29 Nation, P (Ed.) (1994) New ways in teaching vocabulary.Alexandria, VA: TESOL 30 Nation, I S P (2001).Learning vocabulary in another language Cambridge: Cambridge University Press 31 Folse, K (2004) Vocabulary Myths: Applying Second Language Research to ClassroomTeaching Ann Arbor: The University of Michigan Press 32 Hatch, E & Brown, C (1995).Vocabulary, Semantics, and Language Education Cambridge: Cambridge University Press 33 Nunan, David (2000) Language Teaching Methodology Harlow, Pearson Education Ltd , P.171 34 Foley, Joseph and Thompson, Linda (2003) Language Learning: A lifelong Process London, Arnold 35 Read, J (2000) Assessing vocabulary Cambridge: Cambridge University Press 36 Reed, D K (2012).Why teach spelling? Portsmouth, NH: RMC Research Corporation, Center on Instruction 56 APPENDIX A GENERAL ENGLISH TEST PART I: 10 questions Look and read Choose the correct words and write them on the lines There is one example shelves midnight air midday scissors a husband a nurse a pockets spring autumn bins a bicycle sky a farmer You ride on this in a park or on the road a bicycle This is the name for a man who is married to a woman You throw paper and other things in these when you don't want them This is often blue in the day and at night you can see the moon and stars here This person works outside in the fields and often has lots of animals These are often made of wood and you put books, photographs and other things on them This is a time of the year and in many countries _ it comes between summer and winter You can't see this but animals and plants need _ it to live, and we too This person works in a hospital and wears _ a uniform Coats and trousers often have these and you can put things in them _ wife 10 This time of day is very late It usually comes _ after you've gone to bed PART II: questions Richard is talking to his friend, Paul What does Paul say? Read the conversation and choose the best answer Write a letter (A–H) for each answer You not need to use all the letters Questions Richard: I'm going skiing in the mountains! Paul: Richard: My best friend and his family Paul: _ Richard: Once, but that was years ago Paul: Richard: I'm not sure but I'll soon find out! Paul: _ Richard: Thanks Are you doing anything nice? Paul: A Just staying at home with my family, but it’ll be OK B Well I hope you have a great time! C That sounds a bit dangerous! Why? D I think I’d like that E Great! And have you ever been before? F That sounds fun Who with? G Do you think you’ll remember how to it? PART III: questions Read the story Choose a word from the box Write the correct word next to numbers 1–6 Today was a terrible day! It all started this morning It was (1) to go to school but my brother Sam wasn't ready He couldn't find his English (2) _ We looked for ages then I found it under the sofa And then Mum said she hadn't got her car keys We looked for them but we couldn't find them anywhere We have to be at school at nine o'clock and it was already half past eight The school isn't near our house but we (3) to walk there At lunchtime all my friends went outside to play games but I had to (4) _ in class and my Maths It was horrible! At the end of the day, Mum came to get us and wewalked back home again When we got home we were very (5) Then,suddenly, Sam said 'Look!' and pointed to the car There, in the car door, were the keys! We all (6) _until Mum said quietly, 'I can't find the keys to the house now!’ Time early Homework language decided thought laughed stay tired (7) Now choose the best name for the story Circle the best answer A Mum’s lost key B My interesting day C Sam gets it wrong PART IV: questions Read the story Write some words to complete the sentences about the story You can use 1, 2, or words GOING TO THE AIRPORT My name's Nick Last summer I went on holiday with my sister, Kim, and my parents We got up early in the morning because we were going by plane We packed our suitcases the night before When Dad woke me up I was very tired, and I didn't eat any breakfast because I wasn't hungry Then we all got in the car and dad started to drive to the airport It was very foggy and we couldn't see the road at all Suddenly, there was a loud noise as Dad hit the car in front of us We weren't going fast so it wasn't a bad accident but the man in the other car was very angry and shouted at Dad I was scared and my sister started crying The man asked for our address and Dad wrote it down for him on some paper Then Dad started driving again, very slowly this time When we got to the airport we were late and Mum said 'We've missed the plane now!' She was very angry too Poor Dad! But when we got inside the airport Mum found that our plane was still there She was happier then So we went to the airport café and waited to go on our holiday And it was the best holiday ever! Questions: That morning Nick he _ had no breakfast because In the car, it was very difficult to see the road because it was _ Nick heard a _ when his dad had the accident Nick felt _ when the man shouted at his dad Nick's dad _ his address and gave it to the man After the accident, Nick's dad decided that he should drive to the airport Nick's mum was happy when she heard that the plane _ PART V: 11 questions Read the text Choose the right words and write them on the lines Journalists (1) different things at work Here is an idea of some of the things journalists each day Before they (2) _ write anything, journalists must leave the office and ask people lots of questions(3) they need to find out information for their stories first They often take a tape recorder with (4) _so they don't forget the information they've heard Then they go back to their office and write their stories very (5) on the computer News stories are often short and give the (6) important information about things that (7) just happened They often work with photographers (8) take pictures which help to tell the stories When they have written their stories, journalists check that they haven't made (9) _ mistakes at all They must be sure that (10) _is correct before the stories go into the newspaper It isn't easy to be a journalist but it's (11) _ boring! A other B more C many A Shall B can C.could A but B when C.because A it B him C.them A quick B.quicker C.quickly 6.A best B most C much A are B has C have A who B how C what A any B some C lots 10 A something B everything C.nothing 11 A always B often C never PART VI: questions Read the diary and write the missing words Write one word on each line Dear Emma, I can't wait until you come and see me next week We'll (1) _ a great time together I know you're coming by plane so I'll meet you (2) _ the airport with my family There are (3) of different things to here so I know you won't be bored On your first day we're (4) to go into town to some shopping The(5) _ is very rainy here in February so bring your umbrella! See you very soon Lots of love, Sarah APPENDIX B VOCABULARY PRE-TEST Choose the meaning of the following words “ Athletics A vận động viên C điền kinh B dụng cụ thể dục D đại hội thể thao “ Championship” A chức vô địch C cúp vô địch B nhà vô địch D giải thưởng “ Competition” A thi C thí sinh B giám khảo D ban tổ chức “Prize” A cúp vơ địch C hình phạt B giải thưởng D tiền phạt “Spare” A phân chia C lan truyền B thiếu thốn D dư thừa “Surface” A bề mặt C khuôn mặt B điểm mạnh D điểm yếu “Ocean” A đại dương C châu lục B biển D lục địa “Opportunity” A may mắn C hội B khả D tình cờ “ Pool” A sân vận động C sân tập B bể bơi D sàn đấu 10 “ Strict” A yếu đuối C mạnh khỏe B nhanh nhẹn D nghiêm khắc 11 “Scuba-diving” A thợ lặn C bình lặn B lặn có sử dụng bình khí D tàu lặn 12 “ Underwater” A bề mặt nước C chìm B nước D mặt nước 13 “Pearl” A hải sản C san hô B cángựa D ngọctrai 14 “Vessel” A ca – nô C tàu B phà D ván lướt 15 “Explore” A xuất C phát kiến B thám hiểm D thi đấu 16 “Skate – boarding” A đua thuyền C lặn B bong nước D trượt ván 17 “ Roller – blading” A trượt patanh (giầy có bánh xe nằm dọc đế giầy) B C trượt patanh (giầy có bánh xe nằm bốn góc) D.chạy đua 18 “Baseball” A bóng chuyền C bóng chày B bóng rổ D bóng đá 19 “Cyclist” A người xe đạp C xe đạp B đạp xe D môn đua xe đạp 20 “Roller-skating” A trượt ván C chạy xe kéo C trượt patanh (giầy có bánh xe D trượt patanh (giầy có nằm dọc đế giầy) bánh xe nằm bốn góc) APPENDIX C VOCABULARY PRONUNCIATION POST – TEST Introduction: Teacher makes a list of new word which we studied through each lesson Then requires students turn by turn read all word and record them Championship Competition Prize Surface Opportunity Scuba – diving Vessel Skate- boarding Roller-blading 10 Skillfully 11 Cyclist 12 Lifeguard 13 Obey 14 Ought to 15 Strict 16 Pearl – diver 17 Underwater 18 Cyclist 19 Explore 20 Roller- skating APPENDIX D VOCABULARY MEANING POST – TEST Introduction: Teacher gives 15 English words The students’ duty is writing the correct Vietnamese meaning after each English word Championship (n): Competition (n): Prize (n): Surface (n): Opportunity (n): Scuba – diving (n): Vessel (n): Skate – boarding (n): Roller – blading (n): 10 Skillful (adj): 11 Cyclist (n): 12 Lifeguard (n): 13 Obey (v): 14 Ought to (v): 15 Strict (adj): APPENDIX E VOCABULARY SPELLING AND MEANING POST – TEST Introduction : Teacher gives 15 Vietnamese words The students’ duty is writing the correct English words after each Vietnamese meaning Chức vô địch: Giải thưởng: Đại dương: Nghiêm khắc: Người xe đạp: Người mò ngọc trai: Truợt pa-tanh (giày có bánh xe nằm góc) Xuất khẩu: Trượt ván: 10 Người cứu hộ: 11 Cơ hội: 12 Dưới nước: 13 Nên/ Khơng nên: 14 An tồn: 15 Ván lướt: APPENDIX G THE FINAL RESULTS THE TREATMENT GROUP THE CONTROL GROUP Pronunciation Spelling & meaning Meaning Pronunciation Spelling Meaning & meaning A1 Not good (N) 14 12 V 14 13 A2 Good (G) 15 15 G 12 12 A3 Very good (V) 15 15 G 11 A4 G 14 15 N 10 A5 V 13 14 N 13 A6 V 13 15 V 14 A7 G 14 12 N 10 A8 N 10 G 12 12 A9 V 12 14 G 10 A10 G 14 11 N A11 V 12 13 N A12 N 11 12 N 15 A13 N 11 12 V 15 11 A14 G 10 12 G 12 A15 V 12 14 N 13 A16 G 13 11 G 10 11 A17 V 15 15 G 12 15 A18 G 12 13 V 13 A19 N N 10 A20 V 12 14 G 10 10 A21 G 14 10 N 11 A22 G 11 12 V 14 10 A23 G 10 10 G 10 11 A24 V 15 15 G 10 A25 V 12 14 N 10 A26 N 9 G 13 10 A27 G 13 11 G 10 A28 G 11 13 N 10 A29 G 12 13 G 10 A30 G 10 11 N 9 ... of the frequent revision technique on improving EFL learners? ?? pronunciationvocabulary retention? What is the effect of the frequent revision technique on improving EFL learners? ?? spelling vocabulary. .. entitled ? ?The frequent revision technique and its effects on improving EFL learners? ?? vocabulary retention? ?? 1.2 Aims of the study The study aims at investigating the effectiveness of the frequent revision. ..MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY VO THI THANH HA THE FREQUENT REVISION TECHNIQUE AND ITS EFFECT ON IMPROVING EFL LEARNERS? ?? VOCABULARY RETENTION Major: Theory and Methods of Teaching
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