A study on using audio visual aids in teaching vocabulary for students in class 10a5 at thanh son high school

HUNG VUONG UNIVERSITY FOREIGN LANGUAGES DEPARTMENT NGUYEN THI THU A STUDY ON USING AUDIO-VISUAL AIDS IN TEACHING VOCABULARY FOR STUDENTS IN CLASS 10A5 AT THANH SON HIGH SCHOOL B.A.. H

HUNG VUONG UNIVERSITY

FOREIGN LANGUAGES DEPARTMENT

NGUYEN THI THU

A STUDY ON USING AUDIO-VISUAL AIDS IN TEACHING VOCABULARY FOR STUDENTS IN CLASS 10A5 AT THANH SON HIGH SCHOOL

B.A GRADUATION PAPER Field: English Linguistics

Supervisor: NGUYEN THI THU HANG, M.A

PHU THO, 2019

HUNG VUONG UNIVERSITY

FOREIGN LANGUAGES DEPARTMENT

NGUYEN THI THU

A STUDY ON USING AUDIO-VISUAL AIDS IN TEACHING VOCABULARY FOR STUDENTS IN CLASS 10A5 AT THANH SON HIGH SCHOOL

B.A GRADUATION PAPER Field: English Linguistics

PHU THO , 2019

PART A: INTRODUCTION

1 Rationale

In the modern world, no one denies the importance of English language in the present time as global language It is clear that English has become more and more dominant around the world English is also a key to open doors to scientific and technical knowledge which is needed for the economic, politic, social, culture, tourism and many other fields So, in order to know recent information in the world we are demanded to master English

Because of the important role of English, in Vietnam, English is taught as compulsory subject in most schools throughout the country and also considered the most important foreign language As a result, English is learnt by the Vietnamese as a means of communication

Learning a foreign language needs some skills and components to be mastered Among those skills and components, vocabulary is one of the most crucial ones in language learning without which communication is not possible Harmer (2001) argues that “If languages structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh” (p.246) Wilkins (1972) states that without grammar very little can be conveyed, without vocabulary nothing can be conveyed Moreover, McCarthy (1990) underlined the importance “No matter how well the student learns grammar, no matter how successfully the sounds of a foreign language are mastered, without words to express a wide range of meanings, communication in a foreign language just cannot happen in any meaningful way.” Therefore, teaching vocabulary is an important domain which is worth investigating

In addition, the question of how to teach and learn vocabulary effectively is always raised by both teachers and students As beginners, the 10th graders at Thanh Son high school in general and the students in class 10A5 in particular may face various problems such as mis-pronunciation, mis-spelling, especially when it comes to remembering, they tend to forget almost new words if they are presented merely verbally and in non-motivated situations As a matter of a fact, teachers should be aware of this issue in the classroom and try to creative a favorable classroom environment, so that learners feel interested an involved

With the rapid growth and availability of technology, language teachers are

incorporating different additional aids along with the text books to teach language Different electronic boards, overhead transparency, multimedia projector, computer, audio and video equipment are making the language teachers’ task easier and dynamic One of the most qualitative method is using audio-visual aids to facilitate the teaching process Audio-visual aids are devices which are audible (can be heard) and visible (can be seen) (Hamzah, 1985: 11) By using this aids the students can watch the cartoon video that represent the vocabulary and also listen its pronunciation from the native speaker Moreover, along with text books, language teachers are likely to use related pictures, audio clips, videos, power point slides, posters and so on in language classrooms It will make them feel interested in learning vocabulary, because they can watch the image of the object directly In fact, audio-visual aids are able to attract student’s attention and deepen their understanding of vocabulary

In applying this method, the writer uses repetition to teach vocabulary Brook (1964) in Fauziati (2005: 34) stated that in repetition, the students repeat an utterance aloud as soon as he has heard it So, after the students listen to the native speaker of the video and look at the image of the vocabulary, the teacher asks them to imitate and repeat it

The researcher is interested in this study to know more about the contribution of visual aids in teaching and learning process about vocabulary, because many teachers

do not know the importance of audio-visual aids for teaching and learning it, and rarely use audio-visual aids in teaching If my study shows positive results, some teachers may be convinced to use it and may contribute to good achievement of education

Indeed, the writer is interested in finding out benefits in teaching with audio-visual aids as a media in teaching vocabulary to the students in Thanh Son high school Thus,

the author will do a research entitled “A study on using Audio-visual aids in teaching vocabulary for students in class 10A5 at Thanh Son High School”

2 Previous study

2.1 In the world

In 2012, Miss Alia Ben Sola from Mohamed Khider University of Biskra did a

research on “The influence of Using Audio-Visual Aids in Teaching English

Vocabulary” This research attempted to examine the effectiveness of audio-visual

aids in enhancing pupils’ vocabulary acquisition 3rd year middle school level It aimed

at finding out whether these teaching aids help in leading pupils to well remember new words To achieve this aim, they relied on two means of research: a questionnaire and

a classroom observation The results obtained from this investigation confirmed our hypotheses and revealed that pupils remember nearly all new words when they encounter them with auditory and/or visual images

In 2013, Nalliveettil George Mathew did a research named “A study on the

Usefulness of Audio-Visual Aids in EFL Classroom: Implications for Effective Instruction” In this study, the researcher showed that a resourceful English language

teacher equipped with eclecticism is desirable in English as a foreign language classroom The challenges of classroom instruction increases when prescribed English

as a Foreign Language course books are constituted with too many interactive language proficiency activities Most importantly, it has become a common phenomenon to integrate language textbooks with audio and video as additional or supplementary resources for classroom language learning activities A study was conducted on the usefulness of audio-visual aids in EFL classroom at undergraduate level at Aljouf University, Saudi Arabia Findings of the study give insights on EFL students’ approach to using technological aids

2.2 In Viet Nam

In Hue, Dr Dang Xuan Thao studied about “An investigation into the use of

teaching aids in teaching English at some Primary Schools in Hue city” in 2013 This

study attempted to investigate the reality of using teaching aids, kinds of teaching aids and how to use these aids effectively in teaching English It explores the benefits and the difficulties of using teaching aids in teaching and learning English In addition, this research finds out the possible solutions of using teaching aids to motivate and improve the English teaching and learning quality

In 2007, Truong Quang Khanh had studied about “Using teaching aids in a

language class” The research used mathematical statistical method to count some

popular teaching aids which using language class The study analysis was about advantages and disadvantages of these teaching aids It would help teacher choose and use teaching aids suitably and easily

This is the first time the study about ““A study on using audio-visual aids in

teaching vocabulary for students in class 10A5 at Thanh Son High school” is carried

out at Hung Vuong University Apart from the other studies, the researcher will find out advantages and disadvantages when using audio-visual aids in teaching vocabulary

at Thanh Son high school in general And then the researcher proposes some suitable suggestions

3 Aims of the research

The aims of the research consist of:

- Finding out the real situation of teaching and learning vocabulary in class 10A5 at

Thanh Son High school

- Applying audio-visual aids in teaching vocabulary for students in class 10A5 at Thanh Son High school

- Finding out advantages and disadvantages in teaching vocabulary with visual aids

audio Giving some suggestions to deal with those disadvantages

4 Research questions

This research relies mainly on the following questions:

1 How is audio-visual aids used to teach vocabulary at Thanh Son High school?

2 What difficulties and benefits of using audio-visual aids in teaching and learning vocabulary?

3 What should be done to use audio-visual aids in vocabulary teaching and learning effectively?

5 Methodology and data collection instruments

5.1 Research methods

In order to accomplish this study systematically and adequately, the following methods were used

Theoretical research method: Reviewing the relevant documents about using

audio-visual aids in teaching and learning to provide the background of the thesis

Surveying method: To complete the thesis, two questionnaires are given to the

students and teachers in order to investigate the current situation teaching and learning vocabulary at high school

Mathematical statistical method: Calculating the data collected from survey

questionnaires and observation to get the final results

Experimental method: This method was used to find out about the effectiveness of

using audio-visual aids in teaching and learning vocabulary

5.2 Data collection instruments

Questionnaires: Survey questionnaires was used to collect information about the

situation of teaching and learning vocabulary such as their understanding, teachers’ teaching methods and the ways students learn vocabulary, their interest in using audio-visual aids in learning vocabulary

Classroom observation: Classroom observation was gave to record more

information from teachers and learners during lessons in order to find the effectiveness

in using audio-visual aids in teaching and learning vocabulary

Experiment: The author carried out experiment to find out advantages and

disadvantages in using audio-visual aids in teaching and learning vocabulary

6 Significance of the research

The author hoped that this research would bring about some benefits in the teaching

of English language in general, and especially in teaching English vocabulary The students would more interested and motivated to engage in the lesson and especially they were expected to use their active vocabulary successfully The teachers can be able to determine better teaching materials, and they can use the result of this research for more effective application of audio-visual aids in teaching English vocabulary

7 Design of the research

The research consists of 3 parts and references

Part A: Introduction

Part A provides a general introduction of the study with the specific reference to the rationale, research purpose, research questions, significance of the research, methodology and the design of the study

Part B: Content

Part B is sub-divided into four chapters

Chapter 1: Theoretical background

Chapter 1 focuses on the aims to study theory related to vocabulary, teaching aids, teaching vocabulary using audio-visual aids, procedure in teaching using audio-visual aids

Chapter 2: Methodology

In this chapter, the researcher mentions the setting of the study, the participants,

research methods, the data collection instruments and research procedure, the data

analysis and a brief summary

Chapter 3: The use of audio-visual aids in teaching and learning vocabulary for students in class 10A5 at Thanh Son High school

Chapter 3 presents the real situation of teaching and learning vocabulary for students in class 10A5 at Thanh Son High school, carry out experiment and then evaluate the effectiveness of the experiment

Chapter 4: Suggested solutions to improve the use of audio-visual aids in teaching vocabulary

This presents the pedagogical implications in teaching and learning vocabulary with audio-visual aids

Part C: Conclusion

Part C presents summary of the study, limitations of the study and suggestions for further study

PART B: CONTENT CHAPTER 1: THEORETICAL BACKGROUND

1.1 What is English teaching methodology?

The word “methodology” is itself often misinterpreted or ill-understood It is usually given lip-service as an explanation for the way a given teacher goes about his/her teaching, a sort of umbrella-term to describe the job of teaching another

language Most often, methodology is understood to mean methods in a general sense, and in some cases it is even equated to specific teaching techniques It does (or should)

in fact mean and involve much more than that The researcher has found that Brown’s (1994:51) definitions (reflecting current usage at the time and drawn from earlier attempts to break down and classify elements to do with methodology) are the most useful:

Firstly, methodology- The study of pedagogical practices in general (including

theoretical underpinnings and related to research) Whatever considerations are involved in “how to teach” are methodological

Secondly, approach - Theoretical positions and beliefs about the nature of language,

the nature of language learning, and the applicability of both to pedagogical settings

Thirdly, method - A generalized set of classroom specifications for accomplishing

linguistic objectives Methods tend to be primarily concerned with teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing, and materials They are almost always thought of as being broadly applicable to a variety of audiences in a variety of contexts

Fourthly, curriculum/syllabus - Designs for carrying out a particular language

program Features include a primary concern with the specification of linguistic and subject-matter objectives, sequencing, and materials to meet the needs of a designated group of learners in a defined context

Finally, technique - Any of a wide variety of exercises, activities, or devices used in

the language classroom for realizing lesson objectives

What is a method? More than three decades ago, Edward Anthony (1963) gave us a definition that has quite admirably withstood the test of time His concept of method

was the second of three hierarchical elements, namely, approach, method, and

technique An approach, according to Anthony, was a set of assumption dealing with

the nature of language, learning, and teaching Method was defined as an overall plan for systematic presentation of language based on a selected approach If followed that techniques were specific classroom activities consistent with a method, and therefore

in harmony with an approach as well

Some disagreement over Anthony’s definition can occasionally be found in the literature For Richards and Rodgers (1986), method was an umbrella term to capture redefined approaches, designs, and procedures Similarly, Prabhu (1990) thought of method as both classroom activities and the theory that informs them Despite these and a handful of other attempted redefinitions (see Penny cook, 1989) still commonly refer to methods in terms of Anthony’s earlier understanding For most researchers and practicing teachers, a method is a set of theoretically unified classroom techniques thought to be generalizable across a wide variety of contexts and audiences Thus, for example, we speak of the classroom tasks and activities which are consonant with what we know about second language acquisition and which are also in keeping with the dynamics of the classroom itself

1.2 Teaching and learning vocabulary

1.2.1 Definition of vocabulary

The term vocabulary is defined in different ways So far many linguistics have given out their different definitions of word Some define it according to semantic criterion while others refer to it according to the phonological or potential one

According to Mackey (W.T 1978): “Vocabulary is the total number of all the words and multi-word items whose meanings can not be deduced from the analysis of the component words” Penny Ur (1995) in book “A course in Language Teaching” said that: “Vocabulary can defined roughly, as the words we teach in foreign language However,

a new item of vocabulary may be more than a single word, and multi-word idioms” Thornbury stated that: “Vocabulary or lexis in English are frequently used interchangeably” Many definitions have been proposed for the term ‘vocabulary’; however, they are still limited and need extra clarifications Richards and Renandya (2002:81) stated: “Vocabulary is

a core of language proficiency and provides much of the basis to how well learners speak, listen, read, and write” Richards (2000:70) stated that: “Vocabulary is one of the most obvious components of language and one of the first things applied linguistics turned their attention to”

Todd (1987) argued that: “There is no clear final definition of the word

vocabulary” He suggested that there is the orthographic, morphological, lexical, and

semantic aspect of the word An orthographic word has a space on either side of it While, a morphological one has a relation with form only and not meaning Then, a lexical word concerns the various forms of items which are closely related by meaning; and finally, a semantic word considers the distinction between words which are morphologically the same and different in meaning

To sum up all these definitions, we can nearly suggest a definition for the term

‘vocabulary’: it is the number of words that make up a language, and which are used

by both individuals and community groups in order to communicate One important point that should be borne in mind is that any language has its own limited size of words

1.2.2 The importance of vocabulary

In every language, vocabulary is very important to convey the idea, express desire and feelings; and to communicate with others Vocabulary is one of the components, which supports the speakers in communication, whenever we want to communicate with other people using a language

In the Vietnamese Issue (March 2005), it emphasized that “No matter how well the students learn grammar, no matter how successful are the sounds of second language mastered, without words to express a wide range of meanings, comprehension in a language just can not happen in any meaningful way” “Without grammar, very little can be conveyed, without vocabulary nothing can be conveyed” (Wilkin, 1000 Phrasal Verbs in Context:110) Agreeing with this opinion, Anderson (2005) said that:

“Though we can not deny the role of grammatical knowledge, we must have something to say or have meaning that we wish to express, so only vocabulary help us Grammar rules are considered as the plan of a house while words are compared with all the necessary materials used to build up the house There will not, hence, be a system of phonily or grammar without words It is the vocabulary- the most important dimensions as mentioned above that reflects the social life directly.”

It is the truth “language structures build up the skeleton of language and it is vocabulary that provides the vital organs and the flesh An ability to manipulate grammar structures does not have any potential for expressing meaning unless words used.” (Hammer, 1990) To conclude, vocabulary is the decisive element in language communication

Thus, to have good results in language learning and teaching, especially in learning

a foreign language, learners are required to have a wide knowledge of vocabulary because the more words learners know, the better they can study English The main objective of learners is to understand and to be understood in communication with others In order to achieve the objective, the learners must to study as many words as possible The more words they know, the more confident they are in communication

If one does not have adequate vocabulary, he will feel reluctant to express himself in oral forms Vallace (1982) said:

“Failure to find the word one need to express himself is the most frustrating experience in speaking another language.”

In communication, if ones uses English grammar incorrectly, it may be that others people still can understand his ideas, but he misses words, people will misunderstand him and it is a failure for him, it is quite hard to build up a successful conversation It emphasizes that when teaching vocabulary to learners, the teachers should give words with means of combination with other words in utterance, which make the statement meaningful, and also help the learners how to suitable words in each context and situation

To sum up, the ideas are mentioned above showed the important role of vocabulary

So vocabulary learning and teaching are really significant, at the present when foreign language is taught in the light of Communicative Approach

1.3 Overview of teaching aids

1.3.1 Definition of teaching aids

Susan Rickey (2002) said that, teaching aids are materials that the classroom teacher uses to help students understand the concepts she introduces during her lessons These teaching aids can take numerous forms, from the beans students might count while learning simple math in kindergarten to the photos of famous people and places teachers might display during a history lesson

According to Wingard, P (1996), teaching aids are anything from a detailed syllabus, a text book to audio, visual and audio-visual equipment that is used to facilitate and better the result of teacher’ teaching and learner’ learning They are regarded as the useful servants not masters of the language teaching and learning process They appear because of the need of this process

1.3.2 Kinds of teaching aids

Bowen (1982) indicated from the above definition, teaching aids can be grouped into three main kinds:

a Audio aids

Audio aids such as language laboratory (lad for short), radio, cassette, tape, teachers’ and learners’ voice, etc., are often used for listening comprehension practice The language lab, for instance, is the modern, ideal listening equipment installed in special room in which a large group of learners can simultaneously practice listening and speaking the target language independently or under the teacher’s guidance But it

is very costly and troublesome to use in terms of economy and technology Therefore,

it may be something to show off rather than use for daily practical purpose In language class at school in Vietnam, a cassette-tape player, the teacher’s and learner’s voice may be the best for language learning and practicing Moreover, the cassette tape player is cheap to buy, convenient and effective to use in any place of the classroom

b Visual aids

Visual aids are anything visible to learners, which the teacher uses for different teaching purpose in the class They may be objects, pieces of classroom furniture, pictures, cut-outs, drawings, cards, charts, maps, teacher and learners themselves and

so on They are rich in forms, cheap to make, easy to find, convenient and effective to use in a language class

c Audio-visual aids

Audio-visual aids are the combination of the audio and visual aids for convenient, multipurpose use in language class, e.g television, recorded film, video, plays, etc They may be good for listening, speaking and other language skill activities but they are rather expensive and complicated to use in the classroom, especially in remote, poor area, it may be impossible to have, let alone use them

Among these three main kinds of teaching aids, audio-visual aids are the effective techniques in a language class, which Vietnamese teachers can find and use when teaching vocabulary

1.4 Audio-visual aids in teaching and learning vocabulary

1.4.1 Definitions of audio-visual aids

Audio-visual aids, as it is clearly stated by the name, are kind of useful aids and materials which help both learners and teachers in acquiring and teaching a language,

in our case English as a foreign language Many scholars and different websites have provided suitable definitions for audio-visual aids The following are some definitions taken from different scholars’ views

According to Singh (2007) said that audio visual is a combination of two words, audio which refers to what we can hear; Whereas, visual refers to what we can see In other words, it is any device which by sight or sound increases the individuals’ experience in classroom Kinder S James stated that: “Audio visual aids are any device which can be used to make the learning experience more concrete, more realistic and more dynamic” In addition, Gandhiji asserted that: “True education of the intellect can only come through a proper exercise and training of bodily organs: hands, feet, eyes, ears, and nose” Moreover, according to Edgar Dale audio visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped These are also termed as multi- sensory materials In 2011, McKean and Roberts (1978) defined: “Audio visual aids are supplementary devices by which the teacher, through the utilization of more than one sensory channel is able to clarify, establish and correlate concepts, interpretations and appreciations.”

To sum up, the audio-visual aids includes, but they are not limited to, those auditory and visual materials used by teachers in order to facilitate the task of teaching/learning and create a more relaxed atmosphere in the classroom

1.4.2 Types of audio-visual aids

Languages are not fixed but constantly changing, so are the media; Internet, computer, television, radio and newspaper which are extraordinarily rich sources of language in use (Cakir, 2006) Audio visual aids are those materials which involve the both audible and vision senses and provide update information such as:

a Computer and internet

Computer is the most popular equipment used for the language laboratory It is considering as a crucial device that offers a great help to teachers and students when they are practicing language activities The use of computer and the internet continues increased as an extraordinary speed in the teaching of English languages (Harmer, 2001) Harmer (1998) suggested the main uses of computer in English language teaching are:

- Computer has all the functions that students or teachers require in use English language such as: CDs, audio, separate or integral modern etc It is both fast and has

big enough memory for the tasks that individual work with it

- Computer system as an enormous references tools, it includes encyclopedia on CDs, dictionaries and language corpuses which produce materials

- There are materials in computer designed for learners specially are CDs attached the courses with work exercises, film clips, and interactive listening materials

- If internet are available in computer, students can contact with others through e-mail and be in touch with native speaker

The internet can be a rich source of authentic oral models via recorded songs, talking electronic books, podcasts and video clips that help learners with pronunciation

as well as acquisition and reinforcement of new vocabulary (Motteran, 2013) It is regard as genuine new medium of linguistic communication (Crystal, 2002) Also, the Internet considered as the richest source of gathering authentic materials through downloading videos, audio or in written form Using it allows learners to search through millions of files from different available websites, they can access authentic materials such as newspaper, magazine articles, news broadcast, movies and so on (Rozgiene and Medvedeva, 2008) Furthermore, Browsing through the internet allow the students to develop their skills, by reading authentic materials available on websites, listening to foreign music and so on

In conclusion, computer and internet are necessary techniques to teach effectively vocabulary Also, the Internet considered as the richest source of gathering authentic materials through video, movies, …The teacher can ask the students to find out as much information as possible It’s convenient in using computer and internet

b Videos

Videos have a greater impact on learners who prefer and can learn simultaneously

by seeing and hearing Using video brings movement, pictures and sound into presentation, the learners can enjoy actions of the dialogues; copy the movements of speakers while practicing pronunciation In addition, through videos, teachers can show film, TV programmes, coursebook excerpts and home-produced efforts (Harmer, 2007) Recently, videos considered as an educating strategy used to involve students to engage on the content of what they are seeing and hearing in order to cutch the language features One of the main benefits of using videos for students is the chance

of display what they have done and gets feedback on from classmates and teacher

(Harmer, 1998) Furthermore, bringing videos film has great advantages It can be as

an effective way for teachers to motivate students with real life language input and

develop their production skills According to Akram (2012) stated that: “When teacher

supplements his teaching with some video films it refers to as video-aided teaching Advantage of utilizing video cassette is observed when a teacher has full control over equipment and learning i.e beginning, ending and reviewing of the film and the

attached learning that occur by watching that particular film”

To sum up, videos stimulate and engage students creating interest and maintaining that interest for longer periods time, and they provide an innovative and effective means for educators to address and deliver the required curriculum content

c Television

Malik & Pandith (2011) have defined the television (TV), as queen of audio-visual aids or the electronic blackboard of the future, and suggested a numerous of educational values of using television in classroom are as following:

- It permits the use of the best available teacher to teach a subject for a large number

of student viewers It preserves the expert teaching skills of such teachers on video tape or film for later use

- It provides the teacher an opportunity to observe the instructional methods and ideas of their experts and to increase his own knowledge of teaching methods and stimulate new ideas

- It helps in improving the pronunciation of the students Listening, speaking and understanding abilities of the learners can be improved

- It makes quick and lasting visual impressions which can often reduce the time necessary to teach an idea or technique

- The use of different types of audio- visual aids by the teachers in their classrooms

is expensive On the television such lessons involving the use of many aids may be telecasted It will reduce the expenditure on teaching It can also motivate the viewers i.e., create greater interest in learning

Furthermore, television may offer programs that help teachers and learners in supplement teaching and learning in classroom such as foreign educational programs, sports, movies that are made with native speaker, those programs can be as source of information; it provides valuable knowledge Into the classroom context, television

introduces entertainment, increase audience motivation and additional learning opportunities (Alkhuli, 2006)

Within EFL classroom, teacher can use Television as an additional source of information it brings native speakers’ culture and language, students will experience the real language and its use Heimann (1963) stated that, “Television is the richest and most versatile of the mass media when it comes to presenting a photographic and auditory picture and interpretation of the universe”

In conclusion, television has variously benefits in teaching and learning vocabulary Learning through television, whatever you watch, can expand the grammar because you are hearing the language in use, freely and uninterrupted Also there are some words that are not found in the English dictionary that learners use, slang words are fairly common and these can be heard used in their proper context on television- this includes movies, talk shows, etc Moreover, learning through television is very good for pronunciation because the learner can actually hear the words spoken as they should be, as long as they know that they are watching American as opposed to British

or vice versa In addition, the learner can also get used to different accents, as if they vary the programs they watch, they will find that American- English is slightly different to English- English For one thing the accents are worlds apart, the terms used are not the same and the play of words is different

d Movies

Films or movies represent an effective instructional device calling up auditory as well visual senses of the learners They are useful and suitable tools in order to cutch the students’ attention Besides, it creates interest among them towards effective learning In a film context, the viewer can travel for a long distances and move through countries of time, sets pictures of places, persons and activities (Singh, 2007)

“Watching English-language films with subtitles is also a very good way of getting appropriate listening practice.” (Harmer, 2007: 256), listening and hearing foreign movies or films which native speakers are performing, it brings the reality to the classroom and make the context of teaching attractive, interesting “The selected film should be suitable to the psychological development and social background of the learners, for whom it being used” (Singh, 2007: 248) Teacher should be care of the selection of movies’ themes that is closer to the interest of learners and can motivate

them to learn; Students can acquire vocabulary from the films’ events for instance: restaurant, shopping situations, improve their pronunciation with the help of an example that provided by the film

In conclusion, watching English movies is a good way to learn better English This

is an audio-visual method of learning This technique enhances our vocabulary Watching movies can make our listening skill improved to maximum level When watching English movies, students usually will hear the actors and actress spoken English in different accent, or tone In addition, if we think about speaking skill, watching movies is here again a great method to improve this section Watching English movies, students will be better in pronouncing words in English It is because when watching an English movie, students will hear the true pronunciation of a word from actors or actress The pronunciation that told directly by actor in the movie will give the good effect for the student to know about the original pronunciation and it’s like native speaker

1.5 Educational values of using audio visual aids

Merdas (2015) agreed that the use of audio-visual aids gives maximum exposure to real life context in classroom It provides opportunities both to the teacher and learners

to practice languages as if they are in native speakers’ countries The following points mentioned the main benefits and importance of using audio visual aids suggested by different viewers According to Hamdi Hocine (2002) audio- visual aids help teachers

to make teaching and learning process more effective and interesting The use of different audio-visual aids reduces the passiveness of the classroom interaction and makes it lively and interesting; It supports the concepts that the speakers are trying to convey instead to communicate in words

Besides, Malik & Pandith (2011) stated that: “Audio- visual aids help teachers to develop creative power of the learners By providing the different types of equipments, the learners involve their all faculties in order to create or develop something new” With the proper use of A.V.A students learn more rapidly and remember the facts, thus learned, for longer time It breaks the monotony of the formal type of teaching and makes learning more natural and easy (Singh, 2007) Akram (2012) said that uses

of audio-visual aids provide freedom to the students They can discuss, comment and express their opinion which they cannot while a typical teacher lecture wants them to

work, it provides immense opportunities to the pupils to see handle and manipulate things In addition, Akram (2012) confirmed that Audio visual aids are the best motivator tools Students work more interest and excited since they expand real experience compared to the traditional classroom

Moreover, according to JoomlArt.com (2015) clear images are formed when individual see, hear, touch, taste and smell as human experiences are direct, concrete and more or less permanent Learning through the senses becomes the most natural and consequently the easiest Everyone agrees to the fact that the first hand experience

is the best type of educative experience but such an experience cannot always be provided to the pupils and so in some situations certain substitutes have to be provided For this we find a large number of inaccessible objects and phenomenon

1.6 Obstacles that hinder the implementation of audio-visual aids

Using audio visual aids can be helpful for making teaching and learning easy and attractive, effective and permanent, but there are certain challenges and disadvantages can affect negatively the process of teaching and learning

According to Awasthi (2014), using audio-visual aids can be useful for making learning easy, effective and permanent But there are certain problems hinder the uses

of them Teachers’ inability to use Audio-visual aids properly has emerged as biggest hurdle in utilizing these materials to promote learning and teaching students This problem is because they lack of the required dedication to learn new ideas of teaching They are hesitant about bringing new experiments and innovations in their teaching and are far behind in making use of new technology Luck of funds in providing money in arranging and maintaining the costly audio -visual aids Where many schools are failed to manage and obtain appropriate materials School management and teacher has complete focus on marks obtained in examination rather than learning Due to this attitude by consider investment in implementing audio visual aids as wastage of time and money Inappropriate teacher trainer programs are seemed another problem prevent the use of technological assistance such as audio visual aids Those existing teacher training programs are not framed properly to train them about how to use the teaching aids effectively in and outside classroom

Park (1999) said that another drawback is that audio visual aids are time consuming

in preparation; it takes time to produce one’s own video or slides Films may be

difficult to obtain, creating a PowerPoint presentation can also be time consuming Indifference of students- the judicious use of teaching aids arouses interest but when used without a definite purpose they lose their significance and purpose It has not yet been possible to convince the teacher that teaching with words alone is quite tedious, wasteful and ineffective

In conclusion, current tendency has dealt with the integration of audio-visual aids in teaching and learning process, especially in foreign or second language classroom However, effectiveness of teaching and learning process depend on both the teacher role and the availability materials utilized inside the classrooms Audio visual aids are those equipments that should be supplemented in order to enhance the quality of teaching and make the learning process more interested and stimulated In addition, using audio- visual aids in 10A5 classes give the students experience to the use of language in the real contexts; they will be highly motivated it gives them a sense of success and achievement of target language features

1.7 Significance of teaching vocabulary with audio-visual aids

Learning and teaching language vocabulary successfully can be realized in using audio visual aids According to Morgan and Rinvolucri (2004), “With vocabulary, students need to meet, use, and reflect on words many times, in different contexts and settings before they can be said to have truly learnt a word or phrase” Several reasons, audio visual materials help students to remember the words better, to recall vocabulary for active usage in speaking and writing as well as it helps the teacher

to make the lesson more interesting and beneficial Students’ intention and curiosity about learning new words are also stimulated when they are exposed to real life contexts Bringing technology into classroom makes teaching easiest, attractive and excited In addition, teaching English vocabulary using audio visual aids will be appropriate to learners since it provides an entertainment to the students therefore it will not only leads the language learning learnable but also enjoyable

Moreover, teaching vocabulary is quite difficult for teachers because there are a lot

of words and learners cannot remember or use the words they have taught Teaching vocabulary involves more than teaching the definition of technical or unfamiliar words

in texts, teachers need to foster an environment where students feel comfortable using what they know and understand At this sense, Raphael (1992) confirmed that making

learning fun is a key to any teaching situation and especially to teaching vocabulary (p.15) Thus, creating an attractive and comfortable environment is crucial for facilitating teaching active vocabulary; teachers have to release the above fact that integrating teaching aids such as audio- visual aids will provide excellent tools that makes teaching and learning process effective

The use of different audio-visual material in class must be focus on helping students

to use vocabulary and facilitate teaching and learning process According to Hiebert & Kamil (2005) by using audio-visual aids, teacher may practice such activities in classroom for instance Pictures may be used in teaching the meanings of new words through word picture association It may be used as stimuli to conversation and other similar oral activities In this sense, the picture is used in a more meaningful and real-life communicative way than being just displayed for students to say what they can actually see Moreover, the teacher explains the construction of language in diagram, using textbook, using board Teacher for instance use slides or PowerPoint presentation present the words how to use, pronounces, spell, and its meaning It is beneficial for the learners’ difficulties words in language used to express meaning

In addition, in watching video activity, students are asked to take English genre movie after that they analyze the dialogue or conversation in the video or movie, like the grammar, expression, etc Showing a short film without sound and asking students

to discuss what dialogue they would expect to hear; it reinforces learners to think, imagine and produce thoughts, ideas through words in active way The teacher should

be creative and up to date giving new world of entertaining media surrounds them and develops rapidly among them because they provide the user with motion pictures (video) and audio which is enable to dramatize events It provides the users a large amount of freedom They can do anything they want to improve their vocabulary mastery Moreover, using the media can give help to the students to relax and remember things faster and better They encourage, entertain, teach, and promote fluency

Hiebert & Kamil (2005) said that encouraging students to compose and edit on computer screen, using word processing tools such as dictionary and thesaurus

“Computer technology can be used effectively to help teach vocabulary.” By using television in classroom, it can serve many advantages in helping the students to learn

new vocabulary Learners who saw English programs, video, were able to acquire and produce acceptable vocabularies than the learners who read only the narratives or those who read both the narratives and definitions The great value of television lies in its combination of sounds, images, and sometimes text in the form of subtitles; this makes it a very comprehensible tool for teaching active vocabulary to foreign language students

This chapter was limited to the audio-visual aids, their types, the good select and use of audio-visual aids, and obstacles that hinder their use The next chapter will focus on teaching active vocabulary, and the importance of audio -visual aids in teaching English active vocabulary

CHAPTER 2: METHODOLOGY

2.1 Subject of the study

The subject of study is “A study on using audio-visual aids in teaching vocabulary

for students in class 10A5 at Thanh Son High school”

2.2 The setting of the study

2.2.1 The participants

a Students

The study was conducted with participation of 40 students including 18 males and

22 females students in class 10A5 in Thanh Son High school The students had different learning abilities, attitudes and motivation towards learning English: some were learning only for the entrance exam to colleges or universities, some were learning only for graduating exam, and other were learning for nothing Thus, the teachers in the school coped with the difficulty which came from our student’s variety Moreover, most of students had low English level though they had learnt English for four years at secondary schools When they came to the 10th grade, they had limited vocabulary and grammatical structures

Another problem of the students was that most of them did not have the habit of learning independently and depended on the textbook or the textbooks with the available answers (such as “De hoc tot Tieng Anh”) to learn This made the learners became passive

English as a foreign language has been taught as a non-major and most lesson based

on the Grammar Translation, the students rarely need to speak English at all They found it important yet difficult to learn vocabulary Thus, they did not have the words

to communicate fluently This was greatly influenced by doing grammatical exercises only, neglected learning real life vocabulary and language skills

b Teachers

There were 3 teachers who had been teaching English in class 10A5 Most of them had experience of more 10 years They were trained in the colleges and universities in the north area such as Hanoi National University, Thai Nguyen University, Hung Vuong University They had good knowledge and experience in teaching English The teachers were very enthusiastic in teaching, responsible for their work They had great love for their job and the students

In 2006, the Ministry of Education and Training carried out methodology innovation on teaching and learning, learner- centered approach The teachers were aware of the new trend and always helped learners acquaint with the new methodology Students were more independent in study by preparing new lessons before going to school and working through the text in pairs or groups, then giving presentation However, not all the teachers could do that and the amount of time spent

on such activities was not much However, the lessons were still very teacher- centered So, the teachers played the key role in the classroom The teachers became main speakers during the lesson They explained new words, new structures, answered difficult questions of their passive students

2.2.2 Teaching condition

a Facilities

Equipments and materials for English teaching were quite sufficient The school had two buildings with 30 classrooms In each classroom, there were enough desks, chairs and boards to serve teaching and learning Besides, it was equipped with audio devices such as cassette players and projectors to teach English Moreover, there were many books of English serving for review and examinations, and newspapers or magazines for entertainment in the library The teachers and students usually borrowed and read these books to aid their teaching and learning

Teaching aids were considered significant and might affect the teaching process positively and negatively With the equipment and materials effectively helped both the teachers and students in teaching and learning English

In general, Thanh Son High school had enough conditions to teach and learn English However, the limited proficiency of the students might partly be the inappropriate methods in teaching and learning Moreover, the students poor language skills might derived from their limited vocabulary This problem needed some solutions to better English vocabulary learning for students in class 10A5

b Materials

English is now a compulsory subject at high schools It takes four periods a week The TIENG ANH 10 textbook consists of sixteen united divided into two terms Each unit focuses on not only four different language skills: reading, speaking, listening and writing but also such language elements as pronunciation, grammar and vocabulary

Besides, vocabulary is one of the most important parts to provide the student’s learning The learners have to study a lot of new words in order to develop four essential skills properly The system of vocabulary appears in each part of every units with various topics and features such as lexical items to school, words related to music, vocabulary about films and cinema, etc Both teachers and students could borrow references in the library Teachers sent hand outs for students but not of much Besides, online materials was given by teachers was not various

2.3 Data collection instruments

2.3.1 The questionnaire

a Reasons to choose questionnaire

In order to get the most exact information for the study, the researcher used survey questionnaire for both students and teachers to find out about the reality of teaching and learning vocabulary with audio-visual aids in class 10A5 at Thanh Son High school

A questionnaire is defined as “an instrument for the collecting data, usually in written form, consisting of open and/ or closed questions and other probes requiring a response from subjects” (Nunan, 1992:231)

Questionnaires are written list of questions and are tools for date collection, prepared to collect the information which is needed for related research Also attention

is paid regarding questions wording, because a word or question which have a common meaning to a person may mean something different to others or respondents But once you are clear and know what you need to know then it gives ability to you for wording your questions correctly, as that it will mean the same to respondents as to you (Bell, 2010)

Besides, Wilson and Mclean (1994) confirm that the questionnaire is a widely and useful instrument for colleting survey information, providing structured, often numerical data, being able to be administered without the presence of the researcher, and often being comparatively straight- forward to analyze This research instrument is

a helpful tool because it is not only easy to conduct and effective for the study but participants can also have enough time to think and write down thoughtful and reliable answers

b Description of survey questionnaire

To gain the data for the research, three questionnaires were administered among

students and teachers In which, two questionnaires (before experiment – Appendix 1 and after experiment - Appendix 2) were for the students and one was designed for the teachers who had been teaching English in class 10A5

- The survey questionnaire for the students before experiment (see Appendix 1)

It consists of 10 questions

Questions 1-2: Help researcher find out about opinion of students about the importance

of vocabulary and students’ reasons in learning vocabulary

Questions 3-6: Serve the purpose of investigating the ways in learning vocabulary Question 7: Shows the techniques used by teacher to teach vocabulary

Questions 8-10: Offer the investigation on students’ difficulties in learning vocabulary and what hinder them from learning vocabulary

- The survey questionnaire for the students after experiment (see Appendix 2) This questionnaire consists of 10 questions

Questions 1-2: These questions were employed to investigate the students’ attitude towards audio-visual aids

Question 3-4: Help researcher to find out about the effectiveness of audio-visual aids

to students’ vocabulary learning

Questions 5-6: Show the challenges faced by the students in learning vocabulary with audio-visual aids

Question 7-10: Offer the investigation on students’ opinion about using audio-visual aids in learning vocabulary

- The survey questionnaire for the teachers (see Appendix 3)

The questionnaire for the teachers comprises 10 questions It was given to 3 teachers who had taught English in class 10A5

Questions 1-2: These questions helped to find out about the techniques teacher used to teach vocabulary

Questions 3-6: These questions were employed to investigate the way in teaching vocabulary

Question 7: The purpose of the question was to ask about the techniques used to teach vocabulary

Question 8: This question helped to find out teachers’ difficulties when teaching vocabulary

Questions 9-10: The teachers’ opinion about using -visual aids in teaching vocabulary

2.3.2 Observation

a Reason to choose observation

In order to collect data about a study on using audio-visual aids in learning vocabulary, besides using survey questionnaires, observations can provide another for

me to fulfill this study

Wajnryb (1992) said that observation is multi-faceted tool for learning The experience of observing comprises more than the time actually spent in the classroom

It also includes preparation for the period in the classroom and follow-up from the time spent there, the preparation can include the selection of a focus and the method of data collection In this study, observation was used to check the students’ interest , found out about advantages and disadvantages in using audio-visual aids during experiment lesson

b Description of observation

The author of the study chosen class 10A5 to carry out observation (see Appendix 4) The observations were carried out in three periods by two teacher students and three English teacher who had been teaching English in class 10A5 For each lesson, the researcher taught as a English teacher Two teacher students and three English teacher observed in 45 minutes After that the researcher collected all their observation including teacher’s performances, students’ attitudes towards during using audio-visual aids, their involvement in the lesson, their interest in lesson

2.4 Research procedure

To complete the study, the researcher carried out the following procedures

Firstly, the researcher reviewed the theoretical background related to the topic: Overview of teaching and learning vocabulary, teaching aids, audio-visual aids in teaching and learning vocabulary

Secondly, the investigation was made into the reality of teaching and learning vocabulary and the use of audio-visual aids to teach it for students in class 10A5 Thirdly, the researcher carried out an experiment using audio-visual aids in teaching vocabulary within 3 periods and then evaluated the effectiveness of the suggested technique

Finally, the author summarizes the major findings of the research, give implications, presents the limitations of the study, provides some recommendation and suggestions for further study and recommendation

CHAPTER 3: THE USE OF AUDIO-VISUAL AIDS

IN TEACHING AND LEARNING VOCABULARY FOR STUDENTS

IN CLASS 10A5 AT THANH SON HIGH SCHOOL

3.1 The real situation of teaching and learning vocabulary in class 10A5 at Thanh Son High school

With the aim of finding out the real situation of teaching and learning vocabulary, the researcher analyzed the data collected from 2 survey questionnaires: one for students before experiment (see Appendix 1) with 40 copies of the survey questionnaires distributed to students in class 10A5 and one for teachers (see Appendix 3) with 3 copies distributed to teachers who had been teaching in class 10A5

In this part, the data collected from survey questionnaires would be presented both

in the following tables and figures according to the purposes of the study

3.1.1 Data analysis of the students’ survey questionnaire before experiment

After using survey questionnaies for students, researcher had following results

Table 3.1: Students’ opinion about learning vocabulary Options

It can be seen from the Table 3.1 that when being asked about their opinion on the importance of vocabulary, 75 % of the students consider vocabulary was very important and necessary and all of them do not agree learning vocabulary is not as important as other aspects such as grammar While there are 15% of the students thought it as an important skill However, there are some students slowly evaluated the importance of vocabulary, specifically is about 10% of participants thought that vocabulary was little important

To answer the question why they learned vocabulary, the statistics showed that 20 students that accounted for 50% learned vocabulary was to learn English better However, 16 of the students with 40% indicates that they learned English vocabulary was to widen the knowledge In contrast, only 10% said that they learned vocabulary was to communicate in English

- The students’ technique in learning vocabulary

Table 3.2 The students’ technique in learning vocabulary Options

52,5%

12/40 30%

7/40 17,5%

0/40 0%

67,5%

9/40 22,5%

4/40 10%

0/40 0%

17,5%

19/40 47,5%

9/40 22,5%

5/40 12,5%

37,5%

17/40 42,5%

8/40 20%

0/40 0%

It can be seen from the Table 3.2, it is noticed that the majority of the students (52,5%) focused more on pronunciation when they learn vocabulary while 12 of the students accounting for 30% focused more on meaning However, 17,5% confessed that when learning vocabulary, they focused more on usage

The result the researcher got from question showed that over half of the students (67,5%) reported that they revised vocabulary once a week and 09 of the students 22,5% learnt vocabulary twice a week There was only 10% of the students revised

vocabulary before the test

As the results showed in the Table 3.2, it can be clearly seen that in question 5, 17,5% students said that if they came across new words in the text, they would look them up in the dictionary However, there was also 19 students (47,5%) tried to guess their meaning based on the context and 22,5% students asked others for help such as teachers, friends, etc 12,5% reported that they even ignored them

According to the Table, to answer the question about their best way to remember new words, 37,5% students said that they learned vocabulary by heart while 42,5% considered their best way was doing the exercises However, there were only 8 students making up 20% of the students reported that they remembered new words by learning and reviewing

50%

Difficult Very difficult

Using teaching aids: pictures, real objects, flashcards,

Giving Vietnamese equivalents

Figure 3.1: Students’ view about teacher’s techniques

Talking about teacher’s techniques in teaching vocabulary, we can see that more than half of the participants (55%) reported that their teacher used guessing from context to present the meaning of new words Meanwhile, only 20% of the students said that teacher use teaching aids such as pictures, real objects, flashcards, etc in presenting the meaning of new words And there were only 05 students (12,5%) found that the teacher also provides synonyms or antonyms and the same percentage of the students (12,5%) had their teachers gave Vietnamese equivalents

- Difficulties in learning vocabulary

Figure 3.2: Students’ opinion in learning vocabulary

As it is clearly shown in the Figure 3.2 above, 30% students felt very difficult in learning vocabulary Half of those said it was difficult, 20% of them supposed it was rather difficult and no one felt easy in learning vocabulary

25%

12%

18%

Do not know how to pronounce Do not know how to write

Do not know the meaning Do not know how to use

Others

To conclude, from the results of the Table, we can see most of students found it difficult in learning vocabulary

Figure 3.3: Students’ difficulties in learning vocabulary

The data illustrated in Figure 3.3 was that 45% students said that their difficulty when they learnt vocabulary was they didn’t know how to pronounce and 25% of the students didn’t know how to write in learning vocabulary The percentage of students didn’t know the meaning and didn’t know how to use was account 12,5% and 17,5% Those account for less percentage So that the teachers should provide suitable methods for students in learning vocabulary

Figure 3.4: What related to their expectation in using audio-visual aids

The data illustrated in Figure 3.4 was that half of student (50%) said that they didn’t have suitable methods in learning vocabulary Besides that, 22,5% students reported that there were too many new words, 15% students lack of time in learning and 12,5% students gave others hinder

3.1.2 Data analysis of the survey questionnaire for teachers

The researcher had some results from surveying questionnaire

Table 3.3: Teachers’ opinion in teaching vocabulary Options

To answer the question how they felt in teaching vocabulary, 66,5% teachers said that teaching vocabulary was difficult because they must select words to teach and choose suitable techniques to present the word Only 33,5% of the teacher thought that teaching vocabulary was not easy

Table 3.4: Teachers’ vocabulary teaching techniques Options

know the meaning and use of a new word was more important than knowing its form All of the teachers often spent from 10% to 20% of the lesson time to teach vocabulary

When asked teachers about the main purpose in teaching new words for student, the teachers reported that the main purpose was to help them in real life communication

In addition, the teachers wanted students to learn the meaning of new words by guessing in context so that pupils could recognize the different use of word

- Teachers’ techniques in teaching new words

Figure 3.5: Teachers’ techniques in teaching new words

Shifting from numbers to words’ phase, the frequently used technique in teaching English vocabulary is “putting new words in context” The teachers indicated that they always presented the new words in context; so that pupils could recognize the different uses of the word “Showing a picture” to describe new words comes after the first technique The teachers declared that they used it not all the time, but sometimes These two techniques show a high frequency of use, and this implies that using context and showing a visual object can help pupils better understand, retain and recall vocabulary But the teachers also used “translation” only if necessary, in case when all the previous techniques did not clearly explain the new vocabulary In other words, teacher saw that since pupils are learning a foreign language, so the use of the first language is non-preferable and inaccessible

Furthermore, teachers have listed other useful techniques applied for teaching new words such as: miming, facial expressions, drawing, synonyms/antonyms and utilizing dictionaries

Figure 3.6: Teachers’ difficulties when teaching vocabulary

Talking about difficulties in teaching vocabulary, 66,5% admitted that they often lacked of time to teach vocabulary because each lesson was in 45 minutes, it had many words which students didn’t understand If the teacher presented all of words, it wouldn’t have enough time Besides that, another difficulty was choosing suitable techniques

- Teachers’ opinion in teaching vocabulary with audio-visual aids

Table 3.5: Results of teacher’s survey questionnaire

From the Table 3.5 it was clear that the teachers sometimes used audio-visual aids

in teaching vocabulary Being asked to give opinion on teaching vocabulary with audio-visual aids, actually, the teachers agreed that audio-visual aids were very effective with students, they got the real description of native speaker spelling, the way word are pronounced, how words are expressed in everyday, etc Above all, using these tools such as videos, songs, movies, and authentic materials will increase students’ awareness of how language is in use

In conclusion, the analysis of the data reveals that students and students have positive attitude toward in learning vocabulary and they aware of importance of vocabulary However, there were difficulties in teaching and learning vocabulary The students didn’t have suitable methods and teachers sometimes used audio-visual aids Therefore, the next part the researcher will experiment using audio-visual aids in teaching vocabulary for students in class 10A5

3.2 Experiment

In this part, the researcher would like to conduct an experiment using audio-visual aids in teaching vocabulary and evaluated the effectiveness of audio-visual aids in teaching

3.2.1 Description of the experimental teaching

The researcher carried out an experiment using audio-visual aids in teaching vocabulary with 3 periods in class 10A5 at Thanh Son High school It consisted of three units Unit 12: Music, Unit 13: Films and cinema and Unit 14: The world cup

In the first period, teacher used some videos related to kinds of music in lesson “Unit

12: Music A Reading” (see appendix 5)

In the second period, teacher gave some pieces of films to teach some vocabulary

about films in speaking lesson “Unit 13: Films and cinema” (see appendix 6)

In the last period, teacher gave some videos related to the World Cup to teach some

vocabulary in reading lesson “Unit 14: The World Cup” (see appendix 7)

3.2.2 Experiment procedure

In experiment, the researcher applied audio-visual aids in teaching vocabulary in class 10A5 With one lesson per week, researcher had plenty of time to prepare the lecture elaborately and practice teaching it fluently, also they would choose the suitable types of audio-visual aids for themselves Each lecture is the combination of different types of audio-visual aids in order to teach various form of vocabulary, but the final target is creating positive effects in teaching and learning vocabulary

The experimental teaching included 3 periods related to three units that students were learning “Unit 12: Music”, “Unit 13: Films and cinema”, “Unit 14: The world cup” The researcher designed some pieces of films, videos related to vocabulary in each unit The procedure of using audio-visual aids was carried out in the following steps:

- Choose words to teach

- Find suitable videos for teaching these words

- Show some videos or pieces of films

- Ask students to watch videos or pieces of films, note down the words as they watch

- Elicit new words from the video

- Play videos again to drill the words

- Use these videos to check understanding and practice with the new words

The first period

In the first period, teacher used some videos about some pieces of music to teach

vocabulary related to kinds of music (see appendix 5) This was a part to prepare sts

in the lesson

Unit 12: Music A Reading

a Objectives: By the end of the lesson, students will be able to:

- Know about the importance of music

- Learn words about music

- Practice talking about music

- Develop their reading skill: skimming and scanning skill

* Materials: videos, projector, laptop

* Anticipated problems:

- Students may have some difficulties in guessing meaning of new words

- May not have enough time

* Stages:

a Teach vocabulary

In this lesson, teacher taught vocabulary by following steps:

- Taught some kinds of music by using some videos about them

- Asked sts watch the video and guess the kinds of music in each video

- Elicited the words sts caught while watching the video

- Gave further explanation if necessary

+ folk music (n):

- Show a short of video “Fur Elise- Beethoven”

-Explanation: serious and traditional Western European music

+ rock “n” roll (n):

- Show a short of video “Ngon lua cao nguyen”

- Explanation: a style of music with a strong and aloud beat

+ pop music (n):

- Show a short of video “Fly away”

- Explanation: modern music that is popular with young people

+ classical music (n):

- Show a short of video “Fur Elise- Beethoven”

-Explanation: serious and traditional Western European music

+ jazz (n):

- Show a short of video “Take five”

- Explanation: a combination of African and Western music

+ lyrical (a):

- Show a short of video “Duyen phan”

- Explanation: expressing personal thoughts and feelings in a beautiful way”

+ solemn (a):

- Show a short of video “Tien quan ca”

- Explanation: serious or formal

- Read aloud new words

-Ask sts to repeat

b Check understanding

- Show the video again (at random order) and ask sts to call out the name of the music

- Play again without showing the video and ask sts to listen only and call out the

words

c Practice

- Ask sts to do exercises using the learnt words (see detail in Appendix 5)

The second periods

In the second period, the researcher used some pieces of films, some videos to teach

vocabulary related to kinds of films (see Appendix 6)

Unit 13: Films and cinema B Speaking

a Objectives: By the end of the lesson, students will be able to:

- Know more about films

- Learns words related some kinds of films

- Practice learnt words

- Talk and write about favorite kinds of film

* Materials: films, videos, projector, laptop

* Anticipated problems:

- Students may have some difficulties in guessing meaning new words

* Stages

a Teach vocabulary

In this lesson, teacher taught vocabulary by following steps:

- Taught some kinds of music by using some videos about them

- Asked sts watch the video and guess the kinds of music in each video

- Elicited the words sts caught while watching the videos

- Gave further explanation if necessary

+ Cartoon film (n): - Show a piece of film “Tom and Jerry”

+ Science fiction film (n):

- Show a piece of film “Harry potter”

- Explanation: is the films about events that take place in the future or in other parts of the universe

+ Thriller film (n):

- Show a piece of film “Ocean monster”

- Explanation: is a broad film genre that involves excitement and suspense in the audience

+ Detective film (n):

- Show a piece of film “Se7en”

- Give definition: is a genre of film that revolves around the solution of a problem

or a crime

+ Love story film (n) – show a piece of film “Titanic”

+ Horror film (n):

- Give a piece of film “The Nun”

- Give definition: is a film that seeks to elicit fear

+ Terrifying (a): Synonym: scare, panic

- Teacher read aloud new words

- Ask sts to repeat

b Check understanding

- Show the video again (at random order) and ask sts to call out the name of the music

- Play again without showing the video and ask ats to listen only and call out the words

c Practice

- Ask sts to do exercises with the learnt words (see detail in Appendix 6)

The last period

In the last period, the researcher used some videos to teach vocabulary about

football (see appendix 7)

Unit 14: The World Cup A Reading

a Objectives: By the end of the lesson, students will be able to:

- Learn more vocabulary about the World Cup

- Practice learnt words

- Talk and write about the World Cup

* Materials: films, videos, projector, laptop

* Anticipated problems:

- Students may have some questions about vocabulary related to the World Cup

* Stages

a Teach vocabulary

In this lesson, teacher taught vocabulary by following steps:

- Taught some vocabulary by using some videos about them

- Asked sts watch the videos and guess the meaning of new words

- Elicited the words sts caught while watching the videos

- Gave further explanation if necessary

+ host nation (n):

- Show a video: “FIFA World Cup locations”

- Explanation: South Africa hosted the World Cup finals So South Africa is called a host nation

+ Trophy (n): - Show a video: “What’s inside the World Cup Trophy?”

+ Champion (n)

- Show a video: “FIFA World Cup Winners (1930-2018)”

- Explanation: someone who has won first place in a competition

+ Championship (n): position of champion

+ Tournament (n):

- Show video “The history of FIFA World Cup trophies”

- Explanation: a competition in which players compete against each other in a series

of games until there is a winner

- Ask sts to do exercises with the learnt words (see detail in Appendix 7)

In conclusion, after 3 weeks of experimental teaching, the second questionnaire was administered and the results collected them shown in the next part

3.3 The result of the experiment

3.3.1 Data analysis of the questionnaire for students after the experiment

The researcher carried out an experiment using audio-visual aids in teaching vocabulary The researcher had results based on students’ questionnaire

Table 3.6: Students’ attitude towards the audio- visual aids Options

52,5%

13/40 32,5%

4/40 10%

2/40 5%

100%

0/40 0%

0/40 0%

0/40 0%

72,5%

21/40 52,5%

0/40 0%

0/40 0%

As can be seen from the Table 3.6, over half of the students (52,5%) felt interested

in learning vocabulary with audio-visual aids 32,5% felt interested in it while only 10% showed their neutral attitudes However, 5% still felt uninterested in learning vocabulary with audio-visual aids It could be concluded that not all the students were attracted by the audio-visual aids used according to the data With the initial statistics and postures above, applying audio-visual aids in teaching and learning vocabulary