INTRODUCTION
Rationale for the study
The significance of English Language (EL) in contemporary society is undeniable, as it is extensively utilized across various domains Increasingly, individuals around the globe are engaging in the learning of EL, making it a ubiquitous presence worldwide.
English language (EL) proficiency encompasses four key aspects: spelling, pronunciation, vocabulary, and grammar, alongside the essential skills of listening, reading, writing, and speaking This research emphasizes the critical role of vocabulary in enhancing these four skills, highlighting its significance in the learning process Understanding and expanding vocabulary is vital for learners to effectively develop their overall English language abilities.
Talking about the importance of vocabulary, the linguist David Wikin
(1972) argued that, “Without grammar little can be conveyed, without vocabulary nothing can be conveyed.” (pp 111-112) Indeed, people need to use words in order express themselves in any language
A strong command of English language (EL) is essential for learners to effectively understand others and articulate their own ideas Mastery of key vocabulary is crucial for reading comprehension, as it directly impacts a learner's ability to grasp the intended message of a text Therefore, having a substantial vocabulary is vital for language comprehension and significantly enhances students' understanding of the materials they engage with.
Vocabulary plays a crucial role in language learning, including English Effective communication relies on a strong vocabulary, making it essential for learners to prioritize vocabulary acquisition alongside grammar However, many English teachers tend to emphasize grammar instruction over vocabulary development, a trend that warrants attention.
2 situation; specifically, the writer want to learn about the current state of Ss’ learning vocabulary at Vinh Lac Primary and Secondary School
During my internship at Vinh Lac Primary and Secondary School, I was particularly interested in and focused on each of the Ss' vocabulary lessons, and
I had numerous opportunities to practice teaching vocabulary and learn more about the situation of Ss' vocabulary learning, which is a major concern for me,
I decided to look into some more effective techniques for teaching and learning vocabulary
A limited vocabulary hinders students' ability to enhance their English language skills Research identifies three key factors affecting vocabulary acquisition: restricted learning methods, environmental and situational influences, and the teaching strategies employed by educators Consequently, students often deprioritize vocabulary learning.
This article aims to introduce effective techniques for teaching English vocabulary to sixth-grade students in secondary schools, with the goal of enhancing their interest in learning the language Given the author's limited knowledge of English and the time constraints associated with their graduation paper, the research focuses on the study titled "Using Some Techniques for English Vocabulary Learning to Improve the Vocabulary of Sixth-Grade Students at Vinh Lac Primary and Secondary School."
Aims and Objectives
This study aims to identify the vocabulary learning challenges faced by grade 6 students at Vinh Lac Primary and Secondary School The goal is to develop effective strategies for teaching English vocabulary, monitor students' progress, and ultimately offer recommendations to enhance their vocabulary skills.
* Objectives: The objectives of the paper are:
- To observe what vocabulary teaching methodologies are used at Vinh Lac Primary and Secondary School
This article explores the implementation of specific vocabulary techniques in teaching to enhance vocabulary acquisition among students at Vinh Lac Primary and Secondary School.
- To suggest suitable vocabulary techniques in EL teaching and learning.
Research question
The aim of this research is to answer the following questions:
- What are the vocabulary teaching methods used at Vinh Lac Primary and Secondary School?
- To what extent do EL vocabulary teaching and learning techniques improve Ss' vocabulary at Vinh Lac Primary and Secondary school?
- What suggestions should be given to enhance Ss’ learning vocabulary?
Scope of the study
The study examined a sixth-grade class at Vinh Lac Primary and Secondary School, specifically targeting the implementation of various techniques in English vocabulary teaching and learning for the students of class 6A1 The primary goal was to enhance their vocabulary skills To achieve this, the researcher explored the underlying reasons for the challenges faced in effective English vocabulary instruction and learning.
The writer conducted the research with class 6A1 with the participation of
32 Ss The textbook "Tieng Anh 6 thi diem" will be used to apply vocabulary teaching and learning techniques
Significance of the study
This research aims to identify improved methods for teaching and learning vocabulary, enabling students to effectively remember and utilize words By enhancing vocabulary retention, students can better practice essential language skills, including speaking, listening, reading, and writing.
This study is of great significance to me, as it provides valuable knowledge and experiences that will enhance my understanding of vocabulary teaching I hope it contributes to future research in this area and serves as a useful resource for my colleagues in English Language Teaching (ELT) By offering various vocabulary teaching techniques and practical activity organization, this study aims to improve the effectiveness of the teaching and learning process The findings can also inform strategies for teaching vocabulary to young learners, particularly in secondary schools.
Design of the study
Apart from abstracts, acknowledgement, references and appendices, the study includes 3 main parts
This part presents rationale for the study, aims and objectives of the study, research questions; scope of the study; significance of the study and design of the study
Part 2: Development: This part consists of 3 chapters
Chapter 1 – Literature review: It provides theoretical background of the study including a review of previous studies; definitions of vocabulary, EL teaching
5 methodologies; list used of effective vocabulary teaching and learning techniques and a review of action research
Chapter 2 - Methodology: In this part, it includes the writer forward the reason for choosing the research method used in the study, research setting; data collection instruments; data collecting procedures; data analysis
Chapter 3 - Findings and Discussions: The writer reports and discusses the findings of the study
This part will summary the main issues that have been addressed in the study, points out the limitations, draws pedagogical implications concerning the research topic and suggest several solutions
At the end of the thesis will be the REFERENCES and APPENDICES
DEVELOPMENT
1.1 REVIEW OF PREVIOUS STUDIES (AT HOME AND ABROAD)
Many studies on teaching vocabulary techniques have been conducted, yielding numerous results such as the following studies:
“Vocabulary problems and solutions” by Thai Thi Kim Dieu (2017)
The thesis emphasizes the significance of vocabulary in English language learning, exploring factors that influence vocabulary acquisition It distinguishes between incidental and intentional vocabulary learning, examining their interrelationship and how incidental vocabulary learning relates to comprehensible input and output, as well as learner autonomy Additionally, it discusses activities that facilitate incidental vocabulary learning and strategies for students to enhance their vocabulary skills To strengthen the thesis, the writer should consider incorporating further insights on these topics.
To develop more effective vocabulary learning solutions, it is essential to identify the reasons behind ineffective vocabulary acquisition and assess the teaching and learning conditions for both students and teachers This research aims to uncover these factors.
At Dong Thap University, it is essential to analyze the factors that influence students in their vocabulary learning and practice Often, students learn vocabulary under mandatory circumstances, such as preparing for exams or being required by their teachers to memorize new words after each lesson This indicates that vocabulary acquisition is not solely incidental or intentional, but can also be driven by external requirements.
This study presented the effects of active learning on engaging Ss in the vocabulary learning process were investigated, and Ss' attitudes toward active
LITERATURE REVIEW
REVIEW OF PREVIOUS STUDIES (AT HOME AND ABROAD)
Many studies on teaching vocabulary techniques have been conducted, yielding numerous results such as the following studies:
“Vocabulary problems and solutions” by Thai Thi Kim Dieu (2017)
The thesis emphasizes the significance of vocabulary in English language learning, exploring factors that influence vocabulary acquisition It distinguishes between incidental and intentional vocabulary learning, examining their interrelationship and how incidental learning relates to comprehensible input and output, as well as learner autonomy Additionally, it discusses activities and strategies that enhance incidental vocabulary learning for students To strengthen the thesis, the writer should consider incorporating further insights on these topics.
To develop more effective vocabulary learning solutions, it is essential to identify the reasons behind ineffective vocabulary acquisition and assess the teaching and learning conditions for both students and teachers This research aims to address these critical factors.
At Dong Thap University, it is essential to analyze the factors that influence students in their vocabulary learning and practice Often, students find themselves in mandatory situations where they must learn vocabulary, such as studying for exams or being required by their teachers to memorize new words after each lesson This indicates that vocabulary acquisition is not solely based on incidental or intentional learning.
This study presented the effects of active learning on engaging Ss in the vocabulary learning process were investigated, and Ss' attitudes toward active
The implementation of active learning significantly enhanced student participation and collaboration, fostering their ability to work effectively in pairs and groups Findings indicate that students' engagement in the learning process improved through active learning techniques, leading to positive attitudes towards this approach Despite its recent introduction, many students reported increased satisfaction, noting that active learning has made them more engaged, attentive, and interested in their education.
This study has provided the reader with the vocabulary problem in full detail, and it will serve as a reference source for those interested in this subject
“A study of EL vocabulary learning strategies used by ethnics minority Ss in Leshan normal university, Sichuan, China” by Li Zhou & Ye Zhou (2017)
The thesis effectively compares the English language learning strategies employed by two groups of students: Han students and ethnic minority students.
All students in the study, whether Han or ethnic minority students, agree that English vocabulary should be learned in context and through practice rather than by rote
It has been discovered that ethnic minority students use more mother tongue dependence strategies in English vocabulary study than Chinese dependence strategies, which are commonly used by Han students
It has been found that Han students use the guessing strategy in English vocabulary study more frequently than their ethnic minority counterparts
In English vocabulary study, ethnic minority students are found to use the selective attention strategy more frequently than Han students
This document serves as a valuable reference for the writer; however, it is essential to incorporate professional challenges into the thesis, particularly in the following areas:
Analyzing what difficulties Ss have and how effectively when they applied that learning vocabulary stragies in learning process
“A study on Ss' difficulties in learning vocabulary” by Rohmatillah (2014)
This study identified several challenges students face in vocabulary acquisition, primarily difficulties with pronunciation, writing, and spelling Inflections, or the various grammatical forms of words, significantly contribute to these challenges Additional factors include the disparity between written and spoken English, the vast number of words students need to learn, limited resources for word information, and the complex nature of word knowledge, which extends beyond mere dictionary definitions.
This is a good document for the writer to refer to, but it also needs to be supplemented with professional issue to her thesis, such as the following:
The author should make suggestions on how to improve the vocabulary problems that Ss are experiencing
“The problems of teaching and learning EL vocabulary through reading” by Fitra Ramadani (2017)
This study presented the problems that occurred in teaching and learning in order to determine what makes it difficult for Ss to master vocabulary and what
Students face challenges in learning English (EL) due to difficulties in pronunciation, comprehension, and vocabulary mastery To enhance their EL skills, it is crucial to focus on teaching essential vocabulary Factors contributing to their struggles include the teacher's failure to use EL as the medium of instruction, limited access to dictionaries, lack of motivation to read EL texts, and insufficient exposure to the language Proposed solutions emphasize the need for students to engage more in reading to expand their vocabulary and for teachers to provide guidance and support to improve students' vocabulary mastery.
The author proposes methods to enhance vocabulary challenges; however, these suggestions lack detail A more thorough analysis and the development of specific, effective solutions are necessary for improvement.
REVIEW OF THEORETICAL BACKGROUND
Understanding vocabulary is crucial for learning a foreign language, as it encompasses the words that learners must become familiar with According to Hatch and Brown (1995:1), vocabulary is defined as a list of words specific to a language or the set of words used by individual speakers The Cambridge Dictionary further elaborates that vocabulary includes all the words utilized by a person or those that exist within a particular language or subject.
In addition, Webster Dictionary defines vocabulary as "the stock of words used by or known to a particular people or group of person; a list or collection of
10 words usually alphabetically arranged and explained or lexicon, stock of words used in language or by class, individual, etc."
Vocabulary is defined as the knowledge of words and their meanings, as noted by Diamond & Gutlohn (2006) A strong vocabulary foundation is essential for achieving language comprehension and usage Students must recognize words and grasp their meanings When students can effectively recognize and utilize a word in different contexts, along with speaking, writing, and pronouncing it correctly, they demonstrate a solid understanding of that word.
In summary, effective vocabulary knowledge encompasses understanding word meanings, appropriate contextual usage, and the connections between new and previously learned words Therefore, teachers should utilize diverse methodologies to teach vocabulary in context, help students link new words to their existing knowledge, and support them in memorizing both the words and their meanings.
When teaching vocabulary to young learners, particularly sixth-grade students, it is essential to focus on specific types of vocabulary that hold significant importance The upcoming section will explore this topic in detail.
According to Rohmatillah, as referenced by Hiebert and Kamil (2005: 3), vocabulary can be categorized into two forms: oral vocabulary, which includes words we understand when speaking or reading aloud, and print vocabulary, which encompasses words we recognize when writing or reading silently.
They also define knowledge of words also comes in at least two forms as follows: a Productive vocabulary
Productive vocabulary refers to the collection of words that a person actively employs in writing and speaking These words are typically well-known, familiar, and frequently used In contrast, receptive or recognition vocabulary encompasses the words that individuals can understand when they encounter them, even if they do not use them actively.
Receptive vocabulary refers to the collection of words that individuals can understand while listening or reading, even if they are not frequently used or fully known These words may be less familiar to learners, yet they can still grasp some meaning from them Although individuals may not use these words in their speech, they can recognize them when encountered, albeit with some limitations in understanding their nuances.
Vocabulary is a crucial skill for teaching and learning English as a second language (EL), as it underpins the development of essential skills such as reading comprehension, listening, speaking, writing, spelling, and pronunciation For students, vocabulary is the primary tool for effective communication in English, whether they are engaging with native speakers, watching movies without subtitles, listening to English songs, or reading and writing texts.
Vocabulary acquisition is crucial for individuals learning English, whether as a foreign language or as a second language, as emphasized by Rohmatillah The author further broadens the scope of this research by referencing insights from Heubener and other scholars.
According to (1965: 88), vocabulary learning relies on the development of specific habits, highlighting the importance of associating symbols with their meanings This suggests that enriching the meaning of a word is just as crucial as its frequent repetition.
During my internship observation, I noticed that students often struggle with speaking English fluently, finding speaking and writing activities exhausting due to repetitive expressions and a lack of vocabulary Mastery of vocabulary is crucial for language skills; the more extensive a student's vocabulary, the easier it becomes to learn and communicate in English A strong relationship exists between vocabulary understanding and overall language proficiency, whether for native speakers or language learners.
Vocabulary knowledge is crucial for reading comprehension, impacting both native and non-native speakers Without a strong vocabulary, readers may find it challenging to grasp the content of a text, leading to difficulties in understanding the material.
Effective listening skills are crucial for students learning a second language (L2) If students are unfamiliar with specific vocabulary, they will find it challenging to recognize sounds and comprehend meanings.
A broader vocabulary enables students to articulate their thoughts, feelings, events, and ideas more precisely in writing With an expanded selection of words, they can express themselves more effectively and clearly.
Mastering a foreign language is often seen as a challenging endeavor, particularly when it comes to speaking A key element in effective oral communication is vocabulary development, which is considered crucial for language proficiency Consequently, a strong vocabulary is widely recognized as one of the most significant factors influencing an individual's ability to communicate in a foreign language.
1.2.4 The importance of learning vocabulary
SUMMARY
This chapter provides a foundational overview of vocabulary teaching and learning theories, alongside a review of previous studies relevant to the current research context The author identifies the most suitable learning techniques tailored to the specific situation The following chapter will detail the research methodology comprehensively.
METHODOLOGY
ACTION RESEARCH
The writer conducted action research to identify challenges faced in vocabulary lessons and to explore the effectiveness of English language vocabulary teaching techniques in enhancing the learning and teaching process at Vinh Lac Primary and Secondary School.
Action research, as defined by TTT.Hien and cited from Kurt Lewin, is a comparative study that examines the conditions and impacts of different forms of social action, ultimately leading to social change This research methodology employs a "spiral step" process, which consists of a cycle of planning, action, and evaluating the outcomes of the action taken.
Carr and Kemmis emphasize the significance of the objectives of action research, defining it as a self-reflective inquiry conducted by participants in social contexts This process aims to enhance the rationality and fairness of their practices, as well as their comprehension of these practices and the environments in which they occur.
In this research paper, the author discusses the significance of action research in education, highlighting its role as a professional development tool According to Burn, action research enhances teachers' ability to generate their own professional knowledge rather than merely applying existing knowledge Burns recognizes action research as a powerful instrument for investigating school and classroom dynamics, categorizing its purposes in education to reflect its broad impact.
A means of remedying problems in a specific situation or somewhat improving a given set of circumstances
A means of injecting additional or innovatory approaches to teaching and learning into an ongoing system which normally inhibits innovation and change
A means of providing a preferable alternative to the more subjective, impressionistic approach to problem-solving in the classroom
According to the author, Cresswell argues that there are two main types of action research as follows:
Practical action research is employed by educators aiming to improve educational practices through the systematic investigation of localized issues This approach typically involves small-scale research projects focused on specific problems and is conducted by individual teachers or teams within a particular educational context.
Participatory action research is usually implemented in larger scale to improve “the quality of people’s organisation, communities and family lives”
Namely, it has a “social and community orientation” and it focuses on research that “contributes to emancipation or change in our society”
Thus, practical action research is a proposal that is perfectly suited to the research needs of educational writers
The Cycle of Action Research, as outlined by Kemmis and McTaggart (1988), illustrates a spiral process of planning, acting, observing, reflecting, and re-planning, which serves as a framework for enhancing educational practices This model emphasizes the importance of systematic steps in transitioning between critical phases, thereby facilitating meaningful progress in educational improvement.
Nunan's steps in action research have been cited by the author; there are seven steps in action research cycle, which are as follows:
Step1: Initiation - A problem triggers the idea of action research
Step 2: Preliminary investigation - Baseline data are collected to help understand the nature of the problem
Step 3: Hypotheses - A hypothesis is formulated after reviewing the initial data
Step 4: Intervention - A number of strategies are devised and applied
Step 5: Evaluation - An assessment is carried out to evaluate the intervention Some steps may be repeated
Step 6: Dissemination - A report of the research is published Ideas emerged from the research are shared
Step 7: Follow-up - Alternative solutions for the problem are continually investigated
2.1.2 Reasons for the use of chosen Action research
According to TTT.Hien's study, O’Brien’s perspective aligns with Dick's assertion that “Action research is a natural way of acting and researching at the same time.” Dick emphasizes that action research genuinely embodies its name, aiming to accomplish both action and research simultaneously.
Action research involves a collaborative approach where a group identifies a problem, takes action to address it, evaluates the effectiveness of their efforts, and, if necessary, makes further attempts to improve the situation.
Action research is a dynamic process that merges research and action, occurring simultaneously in a cyclical manner to enhance specific situations It involves the collection of real data primarily through observation and various methods, focusing on improving particular circumstances effectively.
Action research is highly relevant to education, offering significant benefits for both teachers and students Its inherent characteristics and processes align well with educational practices By examining the definition, advantages, and steps involved in action research, the writer highlights its importance and effectiveness in enhancing teaching and learning, ultimately leading to the decision to implement this method in educational settings.
RESEARCH SETTING
In the second semester of the 2020-2021 school year, an experimental teaching program was conducted involving 32 students from class 6A1 at Vinh Lac Primary and Secondary School, located in the mountainous district of Yen Bai province Established in 1947, the school was originally named Vinh.
Lac Secondary School, currently it has been renamed Vinh Lac Primary and Secondary School
The writer implemented communication-oriented teaching as the main approach in an experimental study conducted over four weeks, involving 32 students Throughout this period, the writer observed four lessons and actively taught for an additional four lessons.
The "Tieng Anh 6 thi diem" textbook is designed to enhance vocabulary teaching and learning techniques, featuring 12 units with seven lessons each, including Getting Started, A Closer Look 1, A Closer Look 2, Communication, Skill 1, Skill 2, and Looking Back & Project, totaling 105 lessons for the school year As this is the inaugural year of implementing this textbook program in the 2020-2021 school year, educators face various challenges and shortcomings in researching the program and teaching methods, leading to unavoidable gaps in the teaching process.
RESEARCH PROCEDURES
According to Kemmis and McTaggart's model of Action Research (1988), the writer chose to implement the research in three phases: Pre-Action, Action, and Post-Action, as supported by Nunan The process was structured into five distinct steps.
Step 1: Initiation: To be able to perform the action cycle that the writer has planned, the first stage is quite important, therefore the writer needs to approach the subjects appropriately The writer first defined the research objectives and objects, and then began to plan in detail the steps taken to collect information, data, and so on
Initially, the writer observed the lessons before transitioning to the role of an English Language Teacher (ELT) During this observation phase, the writer noted classroom dynamics, including student attitudes Subsequently, the writer analyzed the factors contributing to students' effective vocabulary learning and conducted a thorough assessment to develop a survey questionnaire.
Based on this analysis, the writer determined the needs and methods for intervening in the lesson to increase learners' engagement in vocabulary learning
Step 2: Preliminary investigation: Aims to collect data then find and analyze the problems; and suggest solutions This step was conducted through three main actions, delivered the survey to Ss; interviewed with Ss and EL T, finally, Ss completed a pretest
In the first week, a survey was conducted to assess students' vocabulary learning and practice, followed by an interview with an English Language Teacher (ELT) to gather insights on her evaluation of the students' vocabulary acquisition Additionally, students participated in a pretest to further gauge their vocabulary skills.
Step 3: Hypotheses: Using some techniques for vocabulary learning to improve the Ss’ vocabulary
Phase 2 - Action: After identified the problems, the writer made a plan about the time, the subject,… to implement vocabulary teaching techniques with participant of 32 Ss in order to improve their proficiency in using vocabulary It was presented in the step 4
Step 4: Intervention: Applying vocabulary techniques in teaching and learning for the thirty-two Ss
In Week 3, the process officially commenced, consisting of two stages The initial stage utilized the traditional grammar translation method for the first two of four lessons, after which the writer introduced vocabulary teaching and learning techniques to the students.
The writer applied some techniques of teaching and learning vocabulary to
Ss in the last two lessons of week four
The writer took note to evaluate Ss’ improvement The writer asked Ss to complete a post-test at the end of this phase
Step 5: Evaluation: Conducted an interview with the Ss to explore Ss’ responses and their opinions towards the writer’s using some teaching and practing vocabulary techniques The data gathered during the process be used by the writer to analyze the results and draw conclusions.
INSTRUMENT AND DATA COLLECTION
Qualitative and quantitative are employed as the main types of research for data collection and analysis
2.4.1 Classroom observations and teaching practice
During the internship, the writer gathered data through classroom observations and teaching practice, focusing on the actual teaching and learning processes This method was selected to capture the genuine behavior of research participants, providing firsthand insights into their actions To enhance data collection, the writer developed an observation checklist (included in the appendices) to assess the impact of these classroom observations.
After taking the purpose of the study and methodology in careful consideration, the writer decided to employ two data collecting instruments, that is as follows:
The survey questionnaire targeted five key aspects: learning strategies, sources of new words, practice strategies, memory strategies, and word meaning lookup, designed to enhance students' understanding in both English and Vietnamese It was structured into two sections appropriate for sixth-grade students The writer administered the survey to the students on two separate occasions, beginning with section 1 during the first distribution.
The survey consisted of 10 multiple-choice questions in Section 1, followed by 12 additional questions in Section 2, maintaining the same format Upon completion of both sections, the writer collected and analyzed the data to determine the most suitable method for interpretation.
An interview was conducted with the English Language Teacher at Vinh Lac Primary and Secondary School to gather insights on her evaluation of students' vocabulary learning This interview aims to complement the survey results obtained by the writer, facilitating an analysis of the underlying reasons and the proposal of effective solutions.
An interview by random selected 4 Ss from class 6A1 after the writer applied some techniques in vocabulary teaching and learing techniques, based on the following questions:
1 Have you changed the way you learn and practice vocabulary after using the techniques instructed by me?
2 Do you feel more interested in learning vocabulary in my the lessons?
2.4.4 Pretest and post-test (See in appendices)
The study aimed to evaluate students' vocabulary retention through two tests, each consisting of ten multiple-choice questions based on recently learned vocabulary While the questions remained unchanged, the order of questions and answers was reversed in the post-test Students first completed a pretest before the implementation of teaching techniques, followed by a post-test to measure their progress.
DATA ANALYSIS
The writer, EL T, and students collaborated to evaluate the outcomes of their learning techniques, focusing on which methods were most effective for the students, how their vocabulary acquisition evolved, and their level of interest in the learning process.
The author utilized notes and assessments from a classroom observation checklist to evaluate the strengths and weaknesses of the English vocabulary teaching method employed by EL T at Vinh Lac Primary and Secondary School By integrating insights gained from classroom observations during the teaching practice, the author offers recommendations and solutions to enhance vocabulary teaching and learning.
After collecting all data from the survey questionnaire and two tests, the writer utilized Excel to analyze the information gathered from these data collection tools.
The writer thoroughly recorded the interview content and analyzed the respondents' insights to draw a final conclusion The findings from the interviews with students and English language teachers are presented in Chapter 3.
SUMMARY
The writer selected action research as her primary research method, detailing the research procedures, data collection instruments, and data analysis to ensure a scientific and reliable approach The methods chapter provides essential specifics that will serve as a foundation for the study's execution The subsequent chapter will present the findings and discussions, highlighting the valuable insights gained from the research.
FINDINGS AND DISCUSSIONS
FINDINGS AND DISCUSSIONS FROM CLASSROOM
As the writer have observed that EL T here mainly used Grammar Translation Methods We cannot deny the importance of grammar in learning
Focusing solely on grammar in English Language (EL) education can hinder students' overall effectiveness, leading to issues such as poor communication skills, shyness, and disengagement While teachers may effectively impart knowledge, relying exclusively on traditional grammar-focused methods over time necessitates a reevaluation and adaptation of teaching strategies to address these shortcomings and enhance student learning experiences.
Students often struggle to find time for individual speaking practice, as lessons typically involve group repetition or recitation This approach hinders teachers from hearing each student's voice and makes it challenging for students to recognize their own speech Direct feedback from teachers is often inadequate due to the large class sizes, with over 32 students, limiting meaningful interaction Consequently, students primarily engage in group repetition rather than receiving personalized attention.
This teaching method emphasizes error correction, primarily providing feedback through identifying mistakes in homework or tests Students who struggle with their studies may feel increased anxiety due to the emphasis on errors Additionally, the approach is challenged by the large class sizes.
The grammar translation method often leads to an overload of activities and exercises, which restricts class time and diminishes effective interaction between teachers and students This teacher-centered approach results in students primarily listening and taking notes, limiting their opportunities to speak Consequently, students experience minimal appropriate interaction and struggle to use the language in communicative contexts Additionally, they focus on learning grammatical structures and memorizing native language equivalents, making memorization of rules and vocabulary a crucial aspect of this method.
In conclusion, this method should be employed by teachers only as a last resort It is often utilized to teach abstract vocabulary or to manage a large volume of words under time constraints, with teachers encouraging students to translate independently However, frequent use of this approach may lead to monotony and boredom among students, ultimately stifling their critical thinking and creativity.
FINDINGS AND DISCUSSIONS FROM INTERVIEWS AND PRE TEST
The study investigates the impact of English vocabulary teaching and learning techniques on students' vocabulary improvement at Vinh Lac Primary and Secondary School To assess this, the researcher analyzed pretest and post-test results, along with student interviews to gather feedback on the applied techniques The interviews specifically addressed two key aspects of the vocabulary instruction methods.
1 Have you changed the way you learn and practice vocabulary after using the techniques instructed by me?
2 Do you feel more interested in learning vocabulary in my the lessons?
The writer conducted an interview with four Ss and fully documented the Ss’ answers and outcomes of the interview After careful consideration, the writer has summarized as follows:
Student 1: “I didn't like learning vocabulary before, because it was very difficult, but now I find it easier to learn and I enjoy learning more because of new techniques applied by T.”
Student 2: “In each vocabulary you have taught, I feel learning vocabulary is very fun, I know the meaning of words in many different contexts,
I also enjoy playing games when you review vocabulary I changed my way of learning vocabulary according to the techniques you introduced”
Student 3: “Instead of being disorderly as before, I was more focused on the lesson.”
Student 4: “I remembered the meaning of some simple words right after the lesson, and I worked harder than before to practice new words.”
(Because the Ss' responses were entirely in Vietnamese, the writer translated them into EL before presenting them in this study)
The writer can draw the following findings:
Ss gradually transitioned from their previous methods of vocabulary learning to the methods introduced by the writer; these methods are both novel and appealing to them
When vocabulary teaching techniques and vocabulary practice activities are used in class, as well as vocabulary learning methods for Ss, the quality of their learning have improved:
Lessons improve better Ss are more interested, active, and actively participate in learning and practicing activities, making them more vibrant and lively
In the classroom, Ss naturally remember the pronunciation, meaning, and application of new words
Ss' vocabulary has improved significantly
Ss are more active and confident in group and individual learning activities
The writer aims to showcase an additional demonstration of the progress made in students' vocabulary learning, highlighting the results obtained from the two previously mentioned tests.
The two tests share identical content, featuring ten questions focused on word meanings To prevent students from memorizing the positions of questions and answers, the writer altered their order in the post-test The results of this approach are analyzed in the following sections.
2.1 Table of pretest and post-test data
% of correct answers % of correct answers
8 What does the word “Boxing gloves” mean?
10 What does the word “Opponent” mean?
The data indicates a significant improvement in students' vocabulary retention following the implementation of targeted teaching techniques Additionally, the writer's increased random checks of students' vocabulary during the experiment fostered a habit of active vocabulary learning The rise in the percentage of correct answers compared to pretest results serves as concrete evidence of this progress.
2.2 Table of increasing the number of correct answers
In conclusion, while the techniques for vocabulary teaching remain limited, the findings indicate that organizing vocabulary instruction and practice in a communicative way enhances lesson quality This approach makes lessons more engaging, leading to increased student interest and participation As a result, students naturally retain the pronunciation, meaning, and application of new words, significantly expanding their vocabulary and boosting their confidence in classroom activities.
FINDINGS AND DISCUSSIONS FROM PRACTICE TEACHING
The writer conducted observations of four lessons in class 6A1, all held in a well-equipped EL lab featuring modern technology, including projectors, computers, headphones, and an ActivBoard.
Teaching all students in the classroom can be challenging, as teachers often struggle to effectively explain concepts or engage students in discussions Factors such as students sitting far from the teacher, malfunctioning headsets, and a lack of interest can hinder communication and participation.
To effectively learn a language, daily practice is essential, yet encouraging students to speak English in the classroom can be challenging Many students may feel reluctant to engage in conversations with their peers or to answer the teacher's questions in English.
40 require a lot of assistance from their peers in order to speak a complete sentence of EL
To provide effective recommendations, the writer engaged in practice teaching over four periods, utilizing the traditional grammar translation method for two sessions and implementing innovative teaching techniques for the other two The outcomes of this approach are detailed below.
For a long time, the Grammar-Translation method has been used in most
EL lessons; it also has undeniable advantages such as:
Ss are well-trained in grammar and have a large vocabulary
Ss have a good understanding of basic sentence structures and can memorize or understand good passages or sample lessons
Many gifted Ss can quickly read and comprehend texts
The writer found that prolonged use of this teaching method leads to monotonous lessons that hinder students' ability to communicate effectively In this approach, the teacher dominates the classroom by explaining and talking extensively, while students remain passive, merely listening and taking notes without providing feedback or engaging in discussions As a result, students miss out on opportunities to practice communication, which stifles their creativity and limits the development of their speaking skills.
Ss may lose focus in class as a result of these limitations, which will eventually reduce motivation in learning, resulting in poor learning outcomes
Today, communication is recognized as the most effective method for teaching foreign languages The primary objective is to enhance students' vocabulary for better learning and usage, as vocabulary is one of the three essential components of language acquisition.
41 that make up a tool or a means to form and develop language skills, according to the viewpoint that Ss' communication ability is at the center
Because communication always carry a specific and vivid communication context, the writer discovered that learning words through communication helps
Students grasp the meaning of words more effectively when high-frequency vocabulary is used The author selected commonly used words to enhance the learning process, as these terms are frequently encountered by students in various communication contexts.
The writer employs a diverse range of vocabulary teaching techniques to enhance the effectiveness of vocabulary instruction and aid students in retaining new words for extended periods While the occasional translation of new words into the mother tongue is utilized as an effective teaching method, its use is limited to avoid over-reliance on translation, which can hinder students' communication skills The primary techniques used by the writer include a combination of various strategies to facilitate vocabulary acquisition.
Teaching vocabulary by using colorful pictures (visual) (used in unit 11:
Our greener world/ Lesson 2: A closer look 1 The lesson plan is attached in the appendices)
In this technique, the writer effectively utilized colorful pictures to enhance vocabulary learning By presenting each image and prompting students to identify its content, the writer created an engaging and enjoyable learning environment This method not only captures students' attention but also facilitates the easy deduction of word meanings The integration of visual aids in the English language classroom significantly enriches the educational experience.
42 fully equipped with equipment, it is easier and more vivid to show pictures, especially Ss are very active in guessing the content of the pictures
For example: When teaching the words such as: “plastic bottle; rubbish; can; plastic bag; bulb”, the writer generally followed four steps:
Step 1: Concept formation: Writer used pictures to help Ss form concepts by suggesting and leading them to the word they need to learn When introducing the picture, however, the writer asks leading questions first, followed by direct questions
Teaching the word "rubbish" as an specific example:
Pictures used: landfill, garbage pit
T (shown the picture): Is it pollution and dirty?
Step 2: Pronuncitaion: After forming the concept, leading to the word to be taught, the writer proceeded to pronounce the word
T: Yah! Rubbish, rubbish Now repeat after me "Rubbish" "rubbish"
T (checks sounds): Call some Ss repeat sound
Step 3: Repeat the meaning of the word The purpose is to ensure that Ss understand the meaning of the word being taught
Step 4: Write words on the board: After pronunciation and Ss know the meaning of the word, the writer wrote the word on the board for them to copy in their notebooks
Teaching vocabulary by setting situation (used in unit 11: Our greener world/ Lesson 4: Communication The lesson plan is attached in the appendices)
To effectively introduce new vocabulary, it is beneficial to create a context or situation The writer illustrates this by presenting a scenario that highlights the target word, encouraging students to infer its meaning through engagement and interaction.
For example: When teaching the words such as: “ breeze; wrap; invite”, the writer generally followed four steps:
Step 1: Concept formation: Writer used situation to help Ss form concepts to lead them to the word they need to learn The writer gives the situation first, followed by direct questions
Teaching the word "breeze" as an specific example:
T: If the fan is broken, what will you do if it's hot in your room?
Ss: ra ngoài, ra ngoài hóng gió, em cần một cơn gió nhẹ,…
T: Do you know what is “gió nhẹ” in EL?
Ss: No, T can you say “gió nhẹ”?
T: ‘Breeze” It would be great when there is a breeze outside, right? Do you like a breeze in a hot day?
Step 2: Pronuncitaion: After forming the concept, leading to the word to be taught, the writer proceeds to pronounce the word
T: Breeze, breeze Now repeat after me " breeze" " breeze"
T (checks sounds): Call some Ss repeat sound
Step 3: Repeat the meaning of the word The purpose is to ensure that Ss understand the meaning of the word being taught
Step 4: Write words on the board: After pronunciation and Ss know the meaning of the word, the writer wrote the word on the board for them to copy in their notebooks
In a practical example of vocabulary instruction, the researcher employs a four-step teaching method to introduce the terms "reusable shopping bag." The context provided is a birthday celebration for Hoa, where the speaker plans to purchase a gift and wrap it in colorful paper for the occasion The focus is on teaching the words "invite" and "wrap," which are essential for students to learn in this scenario.
In this situation, Ss provide a variety of responses and will discuss together to determine which answer they think is the best
SUMMARY
This chapter highlights that students (Ss) show increased engagement in vocabulary learning when specific teaching techniques are applied The techniques significantly enhance Ss' vocabulary skills and foster a greater interest in vocabulary expansion Furthermore, these methods lead to optimal performance among Ss Ultimately, the study's objectives were achieved, making it a valuable reference for future vocabulary teaching and learning strategies.