Limitations and recommendations for further study- 123docz.net

CHAPTER III: DATA ANALYSIS AND FINDINGS

3. Limitations and recommendations for further study

Personally, I believe that the research was successful, reliable and valid. However, shortcomings are unavoidable.

One big problem was that although English is a compulsory subject at high schools, many students are not interested in learning English; they’re only interested in learning subjects which they are supposed to perform in the entrance university examinations. The primary concern of the students to get good marks at written achievement tests. In general, students learn English with low intrinsic motivation. Thus, it is the teacher’s duty to motivate them and stimulate their spirit of learning English.

Secondly, the time of experiment was only seven weeks with 21 periods and only 10 to 15 minutes in each period was spent on vocabulary work. This may be a relatively short time to come to a general conclusion of how to help grade 10 learners to remember vocabulary

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effectively. Perhaps if the experimental process could be lengthened, the results of the study would be more certain and convincing

Finally, the limitation comes from the researcher’s lack of techniques. In fact, I have tried my best to choose and design best vocabulary tasks for my students. However, types of work and activities could not be varied as my teaching experience was limited.

Despite such liminations, I strongly believe that my research is successful to some extents. Though it is just a small-scale study on the issue, it really provides some helpful suggestions for the teaching of vocabulary to grade 10 learners. However, any further research that employs supplementary instruments such as survey questionnaire observations and carries out in a longer period of time on a large scale that can help to prove the above results more strongly and persuasively.

REFERENCES

 Vietnamese references

1. Chu Quang Bình (2006), Thiết kế bài giảng Tiếng Anh 10, NXB Hà Nội, Hà Nội.

2. Tôn Nữ Phương Chi, Võ T. Thuý Anh (2006), Bài tập bổ trợ và nâng cao Tiếng Anh THPT 10, NXB Đai học sư phạm, Hà Nội.

3. Nguyễn Thị Hạnh Dung (2001), Phương pháp giảng dạy Tiếng Anh trong trường phổ thông.

4. Nguyễn Trùng Dương, Nguyễn Hữu Dự (2006), Bài tập Tiếng Anh dùng kèm English 10, NXB Tổng Hợp TPHCM.

5. Đỗ Mạnh Hùng (1995), Thống kê toán học trong khoa học giáo dục, Đại học Vinh 6. Nguyễn Quốc Tuấn, Lê Văn Canh, Lương Quỳnh Trang (2006), Ôn tập và kiểm tra

Tiếng Anh 10, NXB Giáo Dục, Hà Nội.

7. Hoàng Văn Vân, Hoàng Thị Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn (2006), Tiếng Anh 10, NXB Giáo Dục, Hà Nội.

 English references

1. Alexander,F. Understanding vocabulary. Retrieved 20 June 2010 from http://www.content.sholastic.com./browse/article.html.

2. Angela Joe (1996). Vocabulary learning and speaking activities. ELT Journal Volum 34/1 January - March. Document URL available at:

http: // exchanges.state.gov/forum/vols/vol34/No1/P2.htm

3. Baddeley, A. (1990). Human memory: Theory and Practice. Hove: Lawrence Erlbaum Associates.

4. Decarrico, J. S. (2001). Vocabulary learning and teaching. In Celce-Murca (Ed.), Teaching English as a second or foreign language (3 rd (pp.285 - 300). Boston. MA:

Heinle & Heinle.

5. Doff A. (1988), Teaching English, Cambridge University Press, Cambridge.

6. Grains R. & Redman S. , (1999). Working with words - A guide to teaching and learning vocabulary. Cambridge: Cambridge University Press.

7. Hatch, E (1983). Psycholinguistics: A second Language Perceptive. Rowley, MA:

Newbury House.

8. Haycraft, J (1978). An introduction to English Language Teaching. Harlow Longman.

9. Huckin, T., Coady J. (1997), Second Language Vocabulary Acquisition, Cambridge, University Press, Cambridge.

10. Huckin, T., Coady J. (1999). Incidental vocabulary acquisition in a second language:

A review. Studies in second Language Acquisition.

11. Ladouse, GP (1987). Role play. Oxford: Oxford University Press.

12. Lewis, M (1993). The lexical Approach. Language Teaching Publications 13. Mc Callum G. P. (1980), 101 Word Games, Oxford University Press, Oxford.

14. Mc Carthy, M (1990). Vocabulary. Oxford University Press.

15. Nation L. S. P. (1982), Beginning to learn foreign Vocabulary: a review of the Research.

RELC JOURNAL. volume 13.No1, Regional Language Centre, Singapore.

16. Nassaji H. (2003), L2 Vocabulary learning from context: Strategies, Knowledge Sources, and their Relationship with Success in L2 Lexical Inferencing, TESOL QUARTERLY Vol.37, No4, Winter 2003.

17. Nation, P (1994). New ways in teaching Vocabulary. Oxford: Oxford University Press.

18. Quirk R. (1987), A University Grammar of English, Longman class UK Limited, Essex .

19. Read J. (2000). Assessing Vocabulary. Cambridge University Press.

20. Schimitt, N (2000). Vocabulary in Language Teaching. Cambridge, UK: Cambridge University. www.fare 4 Web.net.

21. Ur P. (1991), A course in Language Teaching, Cambridge University Press ,Cambridge 22. http://www.teachingenglish.edu.vn

23. Date of retrieved: July 2 nd , 2010

24. http://www.teachingenglish.org.uk/try/vcabtry/vocaactivities.shtm 25. Date of retrieved: July 2 nd , 2010

26. http://en.wikipedia.org/wiki/student%27s-t-test 27. Date of retrieved: July 2 nd , 2010

APPENDICES

APPENDIX 1: PRE-TEST & POST-TEST WRITTEN TEST FOR GRADE 10

Time allowed: 30 minutes Name: ... Class: ...

I/ Choose the best answer to complete the following sentences

1. _________ means music in traditional style of a country or community.

A. Jazz B. Rap C. Rock D. Folk

2. Tourists go to Cuc Phuong National Park to look _________ the 1,000 year-old tree.

A. for B. up C. at D. after

3. The movies was so _________ that we couldn't sleep last night.

A. thrill B. thrilled C. thrilling D. thriller 4. Germany was the _________ nation of the World Cup final.

A. held B. hold C. host D. house

5. World cup is considered the most _________ sporting event in the world.

A. interest B. liking C. popular D. favourite II/ Match a word in column A with its meaning or definitions in column B

A B

1. rainforest a. to extend over a place

2. emotion b. a film about a crime in which somebody tries to find out who the guilty person is

3. forward c. win a victory over a competition 4. elimination d. forest in the tropical region

5. spread e. widely enthusiastic and emotional about something 6. defeat f. the way that you feel at a particular time

7. lyrical g. the player whose duty is to score goals

8. detective film h. the game within a region that decides which team can go to the World Cup

III/ Supply the correct form of the word in bracket

1. He has been living in an _________ since his parents died. (orphan) 2. The giant panda is an _________ species. (endanger)

3. This is the most _________ race that I've ever taken part in. (thrill)

4. World Cup, the _________ football tournament is held every four year. (nation) 5. I like reading _________ stories very much. (detect)

IV/ Where is the stress on each of the following words? Put the words in the correct column.

detective endanger musician

fiction tournament announcement

adventure championship volunteer

competition compose communicate

1 st syllable stressed 2 nd syllable stressed 3 rd syllable stressed

V/ Write the word from its phonetic transcription

1. /'intigr ə l/ 6. /di'lait/

2. /'rauzi ɳ / 7. /i'mou ʃ n/

3. / ə 'trổkt/ 8. /si'ri:n/

4. /in'greiv/ 9. /'kổrikt ə /

5. /kik/ 10. /' ʤ entl/

The end

APPENDIX 2: WORDS GAMES AND VOCABULARY TASKS USED DURING THE EXPERIMENTAL PROCESS

COMPETITION GAME - WORD SEARCH

Source Binh,C.Q (2006). Thiết kế bài giảng tiếng Anh 10. Hanoi: NXB Ha Noi.

Purpose - Revise new words

Game Set the rule: The teacher asked learners to work in groups of 4 , then distributed the following puzzle handouts for them to do in their own groups. Which group finished first and has all correct answers will be the winner. (Before sts work the teacher may ask if they know all the names of animals provided in the puzzle. The teacher can give some Vietnamese equivalents of the words ).

ANIMAL IN THE WORLD WORD SEARCH

B E B E N V X Q C R A

U I L E P W I O E L L

L X R E A A W E L I A

Y R E D P R D I O B R

E E I S S H G N H X B

K G L R A A A F G X E

N I P M T C H N I I Z

O T A O A Q J O T S P

M L R M L L Z I R C H

L A E T U R T L E S X

C L G I R A F F E U E

WORD BOX:

Alligator Deer llama Ape Elephant Monkey Bear Fish Pig Birds Giraffe Tiger Camel Horse Turtle Cow Lion Zebra

MATCHING STRIPS

Source http://www.teachingenglish.org.uk/try/vocabtry/voca activities.shtml Purpose Revise new words

Introduction Students were given 8 trips of paper with a number of words and definition on them. They had to work in groups of seven or eight and match their words and definitions with the correlative ones of their partners. The group who finished matching the most quickly was the winner of the competition.

Game 1. establish (v) a. related to an area near a tropical area

2. contain (v) b. all the plants found in a particular country or region.

3. species (n) c. a state of being polluted

4. survival (n) d. an ethnic group that is a minority within a nation or society.

5. sub-tropical (a)

e. the animal life of a particular region or country.

6.contamination (n)

f. to start an organization that is intended to continue for a long time

7. orphan (v) g. a group/ groups of animals or plants 8. fauna (n) h. to have something inside.

9. flora (n) i. a child without parents, an animal without mother 10. ethnic

minority (Np)

k. a state of continuing to live or exist

MUSIC CROSSWORD PUZZLE

Source Binh,C.Q (2006). Thiết kế bài giảng tiếng Anh 10. Hanoi: NXB Ha Noi.

Purpose Revise new words Introduction

Game

Students worked in groups of 3 or 4 and work together to finish the following crossword puzzle with the definition described in the table below.

Which group finishes first and has all the correct answers will be the winner

5 6

7 3

8 4

Across:

2. a person who sings

5. a person who writes music 7. the words of a song

8. a collection of recordings issued as a single item.

Down:

1. a person who plays a musical instrument 3. a style of music with strong and loud beats 4. a large group of musicians

6. the systematic arrangement of musical sounds

JOIN THE DOTS

Source Hancock M. (1995). Pronunciation Game. Cambridge. Cambridge University Press

Purpose - Revise new words

- Help learners get familiar with phonetic transcriptions

- Practice pronunciation skill

Introduction Teacher divided the class into 4 groups and told them that they had to join the dots in the order shown by the words in the list to reveal the picture. To do this, they had to match words and phonetic transcriptions. The fastest group with correct would be the winner.

Game

To find out that the cat is doing, match the phonetic transcriptions to the words in the picture. Then join the dots by these words in the same order as the list of phonetic transcriptions.

1. /di'lait/

2. /i'mou ʃ n/

3. /'fju:n ə r ə l/

4. /' ʤ entl/

5. /'intigr ə l/

6. /'m ɔ :nful/

7. /'rauzi ɳ /

8. /si'ri:n/

9. /'s ɔ l ə m/

10. / ə 'trổkt/

funeral

rou sin g solemn

gentle

in te

l ra g

att ra ct se re ne emotion

delig ht

V BINGO

Source Binh,C.Q (2006). Thiết kế bài giảng tiếng Anh 10. Hanoi: NXB Ha Noi.

Purpose - Revise new words

Introduction

Game

The teacher drew a table with 9 squares on the board, then asked learners to make the same tables on their pieces of draft paper. Learners would try their best to remember the words they studied in the previous lessons and choose one word to write in each square. Then they had to make up two sentences using two words from their table. After that the teacher told them to take turns to read aloud the sentences. Each time a student heard a sentence containing a word in their table, they circled the word. The one who had three circled words in a line, either horizontally or vertically or diagonally, called out "bingo" and won the game.

SLAP THE BOARD

source Binh,C.Q (2006). Thiết kế bài giảng tiếng Anh 10. Hanoi: NXB Ha Noi.

purposes - Revise new words - Practice listening skill

Introduction Teacher wrote down some English words on BB then invited two groups consisting of 5 learners each to join the game. Both groups stood the same distance from the board. Then the teacher read the Vietnamese equivalent word loudly. The learners in both groups took in turn, ran to BB and slapped on the mentioned word. The faster learner with the correct answer would be given mark. At the end of the game the winner would be the group with higher marks.

LUCKY NUMBERS

Source Binh,C.Q (2006). Thiết kế bài giảng tiếng Anh 10. Hanoi: NXB Ha Noi.

Limitations and recommendations for further study

Using communicative activities to check vocabulary

Vocabulary checking techniques in combination with communicative activities