2.1.1. Young learners
“Young (language) learners” in this paper refers to Vietnamese EFL children of 8-11 years of age ranging from third graders upwards.
2.1.2. Vocabulary
Vocabulary, synonymous to words, is defined as the collection of meaningful chunks including single words or multi-unit words – collocations, set expressions and idioms.
2.1.3. Perceptions of teaching vocabulary to YLLs
In this research, perception will be used to refer to their intention, recognition and understanding of their teaching behaviours in teaching vocabulary to learners of this age group.
2.1.4. Practice of teaching vocabulary to YLLs
In this research both practice and practices are interchanged to mean any verbal or non-verbal teaching behaviours, teaching activities, techniques or procedures that are systematically and deliberately conducted in EFL primary classes so as to develop YLLs‟ English vocabulary.
2.2. Young language learners’ characteristics
The features of YLLs have been categorized in terms of readiness for schooling (Nunan, 2011), intellectual development (McKay, 2006), affective learning (Pinter, 2006) and preferential physical activities (Moon, 2000).
Along with the above common features, in spite of few articles about Vietnamese primary learners‟ characteristics, the brief overview of Vietnamese cultures (Tran Quoc Vuong, 2003; Tran Ngoc Them, 2006) hopefully may shed light on the Vietnamese children‟s features - obedience, attachment to extended family kinship, age respect, more listening than asking questions.
2.3. Child language acquisition and learning
2.3.1. Vygotsky’s guidelines in child language deveplopment
Vygotsky„s social constructivist theory (1978) is employed in this study to illuminate the key principles in PELT, the development of scientific concepts in childhood and socio-cultural interaction, and highlight the critical role of vocabulary in child language development.
2.3.2. Child first language acquisition and learning
As stated earlier about YLLs‟ characteristics, their first language acquisition has been hypothesized through a large amount of oral input for comprehension and daily interactions (Cameron, 2001; Linse, 2005; Pinter, 2010). A quick overview of L1 experience from oracy to literacy third graders undergo for concept accumulation before their FL learning could be seen through the analyses of Vietnamese textbooks (MOET, 2014).
2.3.3. Child foreign language learning
In this section, from YLLs‟ path to L1, the process of children learning foreign languages by Cameron (2001) and Pinter (2010) was referred to emphasize a priority of oral language over reading and writing and vocabulary focus.
Figure 2.1: Child foreign language learning
2.4. Foreign language teaching approaches, methods and techniques for YLLs
In the combination of FL learning and acquisition for communication, Cameron (2001), Linse (2005), Pinter (2010) and Nunan (2011) emphasized that “the essence of language is meaning and vocabulary is the heart of language” (p. 36) and suggested the inclusion of several teaching methods.
What PELT researchers share in common with Nation‟s study is the importance of teaching vocabulary to young learners.
2.5. Child foreign language vocabulary learning and teaching
2.5.1. The importance of vocabulary in early foreign language learning Several systematic reviews (Cameron, 2001; Graves, 2013 and Silverman & Hartranft, 2015) of the importance vocabulary have been undertaken as a tool for YLLs‟ verbal ability, reading, concept accumulation, thinking, and communication skills.
2.5.2. Factors influencing young learners’ vocabulary learning
In reference with word learning burdens (Nation, 1990) along with many primary researchers namely Nikolov (2009), Cameron (2001), Linse (2005), Pinter (2010), the essential similarities and differences between Nation‟s vocabulary theory (1990) and PELT theories have been clarified - influential factors, vocabulary focus versus learners‟ responsibilities and learning strategies, from which the primary teacher‟s roles were taken into consideration
2.6. Teaching vocabulary
In this section, the main theoretical guidelines and good practice in teaching vocabulary to young learners are addressed on the basis of our critical review of relevant literature.
2.6.1. Selecting vocabulary for instruction
According to Cameron (2001), Linse (2005) and Pinter (2010), as YLLs develop oracy before literacy, “selecting the types of words that children find possible to learn” may prioritize oral vocabulary in chunks for YLLs to be initially engaged in communication and then textbook vocabulary pools in connection with the teacher‟s understanding.
2.6.2. Direct and indirect teaching
As stated earlier in 2.2, YLLs are affective learners, it is essential to incorporate direct teaching with motivating contextualizing (Halliwell, 1992;
Cameron, 2001), simple and basic explanation, and offering modeling
(Silverman & Hartranft, 2015) and indirect teaching involving visual incidental learning (Cameron, 2001; Slattery, 2011), extended reading (Graves, 2013) and self-discovery guide (Silverman & Hartranft, 2015).
2.6.3. Explaining vocabulary meanings
To YLLs who count meanings first (Cameron, 2001), several basic teaching principles were considered including translating (Nation, 1990;
Cameron, 2001), semantic connections (Cameron, 2001; Hedge, 2008), specific-abstract progression (Cameron, 2001), connections with child- friendly language experiences, topical connections and multisensory learning (Cameron, 2001).
2.6.4. Developing vocabulary through skills for communication
From the purpose of FL learning and acquisition for communication, teaching children differs from teaching older learners or adults in a way that several guidelines involve teaching phonic skills (Nunan, 2011), oracy and literacy skills (Cameron, 2001; Nunan, 2011), teaching vocabulary chunks to develop grammar skills (Cameron, 2001), differentiation with multimedia support (Silverman & Hartranft, 2015) .
2.6.5. Conducting vocabulary teaching procedures
As YLLs are good imitators, their learning is certainly influenced by the teacher in staging or sequencing teaching activities. Nation (2000, p. 107) defined vocabulary teaching procedures as procedures to ensure that words are repeated and that various aspects of what is involved in knowing a word are covered by contextualizing meaningfully (Cameron, 2001), presenting meaning prior to use and form (Cameron, 2001; Silverman & Hartranft, 2015), reinforcing, and personalizing (Linse, 2005; Nunan, 2011). are sequenced at the PPP model
2.7. Previous studies
A wide range of published articles on teaching vocabulary to YLLs were critically reviewed in the school context of Asian countries and in Vietnam. The section also documents the theoretical foundation with
essential principles in the area and at the same time provides several research methods in the literature as a platform for the next chapter.
2.8. Chapter summary
In a nutshell, the review of the above scholarly vocabulary studies and the previous published articles has steered various directions in teaching vocabulary to young learners highlighting its importance. Yet, a systematic understanding of how primary teachers perceive and practise teaching vocabulary to young learners during their full class happenings is still lacking. Taking from this position, the current study was conducted to filled the identified gap in the literature.