Teaching english vocabulary effectively implications for 7th grade students at denlu secondary school

Rationale

In today's interconnected world, English is undeniably the most widely spoken language, making it essential for success across various sectors With advancements in technology, proficiency in English enables individuals to enhance their knowledge and achieve their goals In Vietnam, English is a crucial skill for integration, leading to its status as a compulsory subject in schools to improve students' English language abilities.

To grasp a language, it's essential to create meanings for words within sentences and texts Language serves as a systematic communication tool that conveys ideas and emotions through body language, signs, sounds, and gestures It allows individuals to express their thoughts and feelings both orally and in writing The definition of language emphasizes the importance of conveying specific meanings, highlighting the critical role of vocabulary in accurately understanding words.

Vocabulary plays a vital role in the English teaching process, serving as a key communicative tool in verbal interactions The teaching and learning of vocabulary present ongoing challenges for both educators and students Therefore, prioritizing vocabulary development is essential for English language learners to enhance their language acquisition effectively.

Therefore, the writer would like to execute this investigation in 7th grade students at Den Lu secondary school in order to find out difficulties of

Do Thi Thuy Linh emphasizes the importance of effective teaching methods in English vocabulary instruction for teachers from 2012 to 2016 These modern approaches allow educators to maximize vocabulary acquisition, enabling students to engage with target vocabulary effectively Furthermore, these strategies help teachers address various language skills and components, including speaking, writing, grammar, pronunciation, and spelling.

The study also mentioned strategies that help secondary students learn English vocabulary effectively.

Aims of the study

• giving the theory on English vocabulary

• researching the factual English vocabulary teaching situation

• defining difficulties of teaching and learning English vocabulary of 7th grade students

• analyzing these obstacles to find out the causes

• suggesting effective strategies to solve these issues

• proposing supporting methods for teaching English vocabulary

Scope of the study

This study focuses on the teaching and learning of English vocabulary among 7th grade students at Den Lu Secondary School It offers solutions aimed at enhancing English vocabulary instruction in secondary education.

Research questions

• What are the difficulties of teaching English vocabulary of 7th grade students?

• What are the causes of these issues?

• How to teach English vocabulary for 7th grade students effectively?

Do Thi Thuy Linh - 1271A03-(2012-2016) Page 3

Methods of the study

This study employs a combination of observation and survey questionnaire methods to achieve an objective evaluation of the research topic Conducted at Den Lu secondary school with 7th-grade students and teachers, the collected data is analyzed to address the research questions The writer concludes by recommending strategies to enhance the teaching and learning of English vocabulary.

Design of the study

This study is structured into three main sections: introduction, development, and conclusion The introduction outlines the rationale, aim, scope, methods, and research questions of the study The development section consists of three chapters: the literature review, the study, and recommendations The literature review provides foundational knowledge on vocabulary, including definitions, significance, classifications, and various aspects The study details the research process conducted at Den Lu secondary school, focusing on methods of teaching and learning English vocabulary Data collected was analyzed to identify the challenges faced by students and teachers, leading to practical recommendations The conclusion encapsulates the key findings of the study.

LITERATURE REVIEW

Theoretical knowledge of vocabulary

Mastering a new language is intrinsically linked to vocabulary acquisition, as it is essential for language proficiency According to Richards and Renandya (2002), vocabulary forms the foundation for effective speaking, listening, reading, and writing Without a robust vocabulary and effective strategies for learning new words, learners may struggle to reach their full potential and miss out on valuable language learning experiences, such as engaging with native speakers, consuming media, and practicing in various contexts.

According to Hatch and Brown (1995), vocabulary is defined as a collection of words specific to a particular language, as well as the set of words that individual speakers may utilize They further emphasize that vocabulary is uniquely organized in alphabetical order.

Vocabulary is defined by Ur (1994) as the words taught in a foreign language Brown (2001) describes vocabulary items as a tedious list that students must define and memorize, yet emphasizes that lexical forms are crucial for contextualized and meaningful language use Additionally, Richard, as cited in Schmitt (1997), highlights that understanding a word involves knowing its frequency of occurrence, its collocations, and its appropriateness in various contexts.

Do Thi Thuy Linh - 1271A03-(2012-2016) Page 5 different situations, its syntactic behavior, its underlying form and derivations, its word associations, and its semantic features

Vocabulary plays a crucial role in second language (L2) acquisition, as effective communication in an L2 is impossible without a diverse range of words to convey meaning According to McCarthy (1990), words are essential for meaningful interaction Nation, as cited in Schmitt (2000), outlines various aspects of word knowledge that learners must master, including the meaning, written and spoken forms, grammatical behavior, collocations, register, associations, and frequency of words.

Hebert and Kamil (2005: 3) define vocabulary as the knowledge of word meanings, encompassing various interpretations Some educators refer to sight-word vocabularies, which focus on students' immediate recognition of printed words, while others discuss meaning vocabularies, highlighting words understood by students Additionally, listening vocabularies pertain to students' comprehension of spoken language Content teachers often emphasize academic vocabulary, which includes content-specific terms In this context, we will refer to vocabulary as students' understanding of both oral and printed words.

Vocabulary encompasses a deeper understanding of words that extends beyond mere dictionary definitions It is a developmental process for students, evolving over time as they connect words, learn their meanings through examples and non-examples, and apply them accurately within sentence contexts (Snow, Griffin, & Burns, 2005).

Based on those statements, it can be assumed that vocabulary is a list of words as a basic component of language proficiency which has a form or

Do Thi Thuy Linh - 1271A03-(2012-2016) Page 6 expression and contains of aspects, they are meaning, use of word, form (pronunciation and spelling)

When teaching vocabulary, it is essential to consider various aspects of lexis The following points are derived from the research of Gairns and Redman (1986) in Moras.

• Boundaries between conceptual meaning: knowing not only what lexis refers to, but also where the boundaries are that separate it from words of related meaning (e.g cup, mug, bowl)

• Polysemy: distinguishing between the various meaning of a single word form with several but closely related meanings (head: of a person, of a pin, of an organization)

• Homonymy: distinguishing between the various meaning of a single word form which has several meanings which are not closely related (e.g a file: used to put papers in or a tool)

• Homophony: understanding words that have the same pronunciation but different spellings and meanings (e.g flour, flower)

• Synonymy: distinguishing between the different shades of meaning that synonymous words have (e.g extend, increase, expand)

Affective meaning involves differentiating between attitudinal and emotional factors, encompassing both denotation and connotation, which are influenced by the speaker's perspective or the context Additionally, the socio-cultural associations of lexical items play a crucial role in shaping this meaning.

• Style, register, dialect: Being able to distinguish between different levels of formality, the effect of different contexts and topics, as well as differences in geographical variation

• Translation: awareness of certain differences and similarities between the native and the foreign language (e.g false cognates)

Understanding the grammar of vocabulary is essential for students as it allows them to construct various forms of a word and create new words from the root For instance, the word "sleep" can transform into "slept" and "sleeping," while "able" can lead to "unable" and "disability." Mastering these rules enhances language skills and promotes effective communication.

• Pronunciation: ability to recognize and reproduce items in speech

In line with Gairns and Redman, Ur (1996: 60) states that there are some items need to be taught in teaching vocabulary as follows:

A learner must understand both the pronunciation and spelling of a word, as these are essential characteristics When encountering a new word, the learner will initially perceive either its sound or its written form.

In teaching, teachers need to make sure that both of these aspects are accurately presented and learned

When introducing a new item, it is crucial to teach its specific grammatical rules if they are not covered by general guidelines Certain items may exhibit unpredictable changes in form within different grammatical contexts, necessitating that teachers provide this information alongside the teaching of the base form For instance, when presenting a new verb, educators should also include its irregular past form, such as "think" and "thought." Similarly, when teaching nouns, it is important to present their irregular plural forms, like "mouse" and "mice," or to highlight nouns that do not have a plural form, such as "advice" and "information." Additionally, when teaching verbs like "want" and "enjoy," instructors should also explain the types of verbs that follow them, such as "want to" and "enjoying."

Collocation plays a crucial role in determining the correctness of word combinations within a specific context It refers to the natural pairing of words, such as "make a mistake" rather than "do a mistake," and "do homework" instead of "make homework." Understanding these word partnerships is essential for teaching new vocabulary effectively For instance, when introducing terms like "decision" and "conclusion," educators should clarify whether one "makes" or "takes" these actions to enhance comprehension.

Collocations are often noted in dictionaries, either by providing the whole collocation under one of the head-words or by a note in parentheses

The meaning of a word encompasses two key aspects: denotation and connotation Denotation is the literal definition found in the dictionary, such as the description of a snake as a scaly, legless reptile In contrast, connotation involves the emotional associations tied to a word, like the feelings of danger or evil linked to "snake." Additionally, understanding the appropriateness of a word in context is crucial; for instance, while "weep" and "cry" share similar denotative meanings, "weep" is more formal and typically used in writing rather than spoken language.

• Aspect of meaning: meaning relationship

How the meaning of one item relates to the meaning of others can also be useful in teaching There are various meaning relationships, for examples:

1) Synonyms: items that mean the same or nearly the same, for example bright, clever, and smart may serve as synonyms of intelligent

2) Antonyms: items that mean the opposite, for example: rich is an antonym of poor

3) Hyponyms: items that serve as specific examples of a general concept, for example: dog, lion, and mouse are hyponyms of animal

4) Co-hyponyms or co-ordinated: other items that are the same kind of things, for examples: red, blue, green, and brown are co-ordinates

5) Superordinates: general concepts that cover specific item, for example: animal is superordinate of dog, lion, and mouse

6) Translation: words or expressions in the learner’s mother tongue that are more or less equivalent in meaning to the item being taught

7) Word formation Vocabulary items, whether one-word or multi- word, can often be broken down into their component Word formation is the creation of a new word

According to Nation (2000: 40), learners must understand different aspects of a word depending on its intended use If the word is only for receptive skills, such as listening or reading, there is a specific set of considerations However, when the word is meant for both receptive and productive skills—encompassing listening, speaking, reading, and writing—additional factors come into play This distinction is illustrated in the accompanying table, which addresses the spoken form of the word and its phonetic representation.

P How is the word pronounced? written form R What does the word look like?

P How is the word written and spelled? position grammatical pattern

R In what pattern does the word occur?

P In what pattern must we use the word? collocation R What words or types of words can be expected before or after the word?

P What words or types of words must we use with this word? function frequency R How common is the word?

P How often should the word be used? appropriateness R Where would we expect to meet this word?

P Where can this word be used? meaning concept R What does the word mean?

P What word should be used to express this meaning? association R What other words does this word make us think of?

P What other words could we use instead of this one?

(R is receptive knowledge ; P is productive knowledge)

Gower, Philips and Walters (1995: 144) define some aspects of a vocabulary item should the teacher consider as follows:

1) What part of speech is the word-noun,verb, preposition, etc?

2) How is it spelled-is it regular or irregular?

3) Does it belong to a „family‟ of words, for example electricity, electrical, electrician

4) How is the word, or combination of words, pronounced and, in word or more than one syllable, where is the stress?

5) How does the word collocate with surrounding words? Is it part of set expression?

1) Many words have more than one meaning What exact meaning in which context do you want to focus on?

2) What is the connotation of the item?

3) Could the vocabulary item have different meanings for different people?

1) How is the vocabulary item used?

2) Does it have a restricted use? Does it belong to a particular style or register?

A word can possess two kinds of meaning: lexical meaning and grammatical meaning Therefore, vocabulary can be divided into notional and functional words

Notional words are those with distinct lexical meanings, representing objects, actions, qualities, and more, and they hold meaning on their own These words constitute a significant portion of an individual's vocabulary, with examples including "book," "house," "to give," and "pen." In essence, a notional word embodies a specific concept or emotion.

Functional words are those whose meaning is grammatical and they have meaning in reition to the other words with which they are used

Functional words are particles, articles, prepositions, auxiliaries, conjunctions…for example: at, on, because, and

Methods of teaching vocabulary

Effective vocabulary teaching techniques are essential for English teachers aiming to help students retain new lexical items To ensure students remember new vocabulary, it is crucial to incorporate learning, practice, and revision strategies This approach minimizes the likelihood of students forgetting the words they have learned.

Gairns and Redman (1980), as cited by Marla et al (1999), identify three visual techniques: relia, pictures, and mime or gestures Relia involves using objects brought by students to enhance classroom learning and aid in recalling written material Additionally, students can act out what they read or connect physical sensations to specific words in reading passages Klippel (1994) emphasizes that mime and gestures are crucial for effective communication, highlighting their role not only in conveying the meaning of words in reading but also in enhancing speaking activities.

This technique pertains to the use of illustrative situation, synonyms,opposites, scale, definition and categories More specifically, Marla,et al(1990:3) divide verbal techniques into four parts, among those are:

• Definition and illustration sentences, this technique the English teachersare expected to introduce a word in English through the use of otherword in the same language

Synonyms and antonyms play a crucial role in expanding vocabulary, as they help learners understand words with similar or opposite meanings Recognizing synonyms enhances comprehension in sentences and can be identified through signals such as "or," commas, dashes, and colons.

Antonyms are words that convey the opposite meaning of a specific word in a sentence Key signal words that indicate the presence of antonyms include "instead," "although," "but," "yet," and "however."

The scale technique involves presenting related words through a combination of verbal and visual elements For instance, in the expression 32° Celsius, the degree sign serves as the visual component, enhancing the overall understanding of the temperature measurement.

This technique elucidates the meaning and usage of a foreign word in its original language Considering the previously mentioned techniques, there are notable similarities in vocabulary development programs identified by Brown (1994:367) He proposes various methods for enhancing vocabulary skills, including several effective techniques.

1.Determine the goal of teaching

2.Get student to make word building; that is derived from suffixes, prefixes, and roots

3.Definition clues, which comprises the parentheses and footnotes, andsynonyms and antonyms

4 Inference clues, these clues have three types, such as example,summary, and experience

Before implementing vocabulary teaching techniques, English teachers must assess their students' competency levels and establish clear teaching goals Additionally, they should guide students in learning new words effectively When employing verbal techniques, teachers need to consider the duration of instruction and the English textbooks being utilized.

In addition to the previous techniques, utilizing a dictionary is an effective method for discovering the meanings of unfamiliar words and expressions Students can benefit from various types of dictionaries, including bilingual, monolingual, pictorial, and thesauruses.

According to Allen (1993:83), dictionaries serve as a "passport to independence" and are essential for student-centered learning activities Gerald and Laura (1989:120) emphasize that dictionaries facilitate the determination of word meanings Additionally, Readence (1995:35) points out that dictionary definitions become more meaningful when discussed in both isolated and contextual forms In summary, utilizing dictionaries is an effective method for students to discover word meanings.

THE STUDY

Subject

The research involved three English teachers and 79 students from two seventh-grade classes at Den Lu Secondary School The teachers, each with over five years of experience, worked with a diverse group of learners ranging from sixth to ninth grade Their motivation for participating in the study was to investigate students' opinions and evaluations regarding English vocabulary learning.

Setting

In March 2016, a study was conducted at Den Lu Secondary School, where the researcher observed English vocabulary lessons over three weeks This observational method aimed to gather information on vocabulary teaching and learning practices, revealing insights into both teaching methods and learners' attitudes and motivations In the final week, a survey questionnaire comprising 11 questions was administered to both teachers and students to collect specific statistics related to vocabulary education.

Method

The researcher conducted observations of the "Film" lesson in classes 7A and 7B, which included 38 students in 7A and 41 students in 7B The focus was on analyzing the time the teacher dedicated to vocabulary instruction and the organization of the lesson.

Do Thi Thuy Linh, a member of class 1271A03 from 2012 to 2016, emphasizes effective classroom management and innovative methods for introducing new vocabulary to students Additionally, the writer investigates the challenges and underlying causes affecting the teaching and learning of English vocabulary.

Many English teachers tend to overlook the warm-up phase of vocabulary lessons, which is crucial for engaging students To effectively attract students' interest, teachers can implement various warm-up activities For instance, they might encourage discussions about students' favorite or least favorite films, prompt them to list vocabulary related to films, or use pictures to challenge students to guess related concepts.

By these methods, students can be more and more interested in vocabulary lesson

In this lesson, the teacher introduced 12 new words, writing them on the board for students to copy into their notebooks, along with translations The class then imitated the teacher, reading the words aloud, but many students struggled with pronunciation and spelling, often merely mimicking what they heard To improve accuracy, teachers should include phonetic transcriptions next to each word's meaning Additionally, during pronunciation checks, some students were distracted, talking or engaging in unrelated activities This highlights the need for effective classroom management to ensure all students have equal opportunities to learn and practice vocabulary Implementing small tests or games could serve as an effective solution to engage the entire class.

Do Thi Thuy Linh - 1271A03-(2012-2016) Page 20 students 5-10 minutes before closing the book, cleaning the board and doing small test about new words

In class 7A, some students excelled in English, leading to a gap in understanding and affecting the teacher's pace To address this, the teacher encouraged high-performing students to create sentences with new vocabulary and assist their peers in mastering these words This highlights the importance of employing effective methods to help students retain vocabulary during lessons and through home exercises Many students struggle to apply what they learn in class, emphasizing the need for innovative teaching strategies Incorporating technology and interactive games can enhance engagement and make vocabulary learning more enjoyable for seventh graders, fostering a greater passion for the English language.

The writer has designed 6 questions related to English vocabulary learning for

A survey involving 79 seventh-grade students was conducted to explore their feelings, attitudes, and challenges regarding English vocabulary learning The immediate collection and analysis of survey responses provided insights into current vocabulary learning issues Additionally, five questions were posed to three English teachers at Den Lu Secondary School to identify the difficulties they face in teaching vocabulary, as well as to uncover the underlying causes and potential solutions.

• The survey questionnaire for students:

Table 1: The importance of learning English vocabulary

How important do you think leaning English vocabulary is? percentage(%) important 40% not as important as grammar 58% not important 2%

A recent survey reveals that only 40% of students recognize the significance of vocabulary in learning English, while 58% believe vocabulary is less important than grammar, and 2% consider it unimportant altogether This indicates that a majority of students lack awareness of the critical role vocabulary plays in mastering a second language, presenting a significant barrier to their language acquisition.

Table 2: The interest of students in learning English vocabulary

Are you interested in learning English vocabulary? percentage yes 44% no 43% not sure 13%

According to the data, 44% of the surveyed students express an interest in learning English vocabulary, while 43% show a dislike for it, and 13% are indifferent This disparity may stem from the methods used in vocabulary instruction.

Table 3: Difficulties of learning English vocabulary

What difficulties do you have when learning English vocabulary?(can choose more than 1 answer) percentage the pronunciation 30% the spelling 25% the meaning 68% the handwriting 16%

Seventh-grade students face several challenges in learning English vocabulary, with 30% citing difficulties in pronunciation, 25% struggling with spelling, 68% finding meaning challenging, and 16% having trouble with writing style These statistics highlight the specific obstacles students encounter, providing valuable insights for English teachers to enhance their lessons and better support learners in overcoming these difficulties.

Table 4: Source(s) student use to learn English vocabulary

Which source(s) do you use to learn English vocabulary? (can choose more than one answer) percentage textbook 100% topical vocabulary book 13% music/film/game 35% other sources 11%

Seventh-grade students primarily learn vocabulary from their textbooks, with only 13% supplementing their learning by reading reference books Additionally, 35% of students report that they acquire English vocabulary through music and games.

Only 11% of students report acquiring new vocabulary from sources outside their textbooks, highlighting the textbook as a crucial resource for vocabulary development among 7th-grade students.

Table 5: Things students do when learning English vocabulary

What do you do when you learn English vocabulary(can choose more than one answer) percentage learn the meaning 100% learn the usage 35% learn the pronunciation 27% learn the handwriting 72%

The data shows that while all 7th grade students prioritize understanding the meaning of new words, only 35% consider their usage and 27% focus on pronunciation Additionally, 72% of students initially learn the writing style These findings indicate a lack of awareness regarding the significance of other word aspects beyond meaning Therefore, it is essential for teachers to emphasize usage and phonetics alongside meaning when introducing new vocabulary.

Table 6: Strategies to learn English vocabulary

When it comes to learning English vocabulary, various strategies are employed by learners A significant 73% of individuals find that writing new words multiple times aids their retention Reading aloud is another popular method, utilized by 61% of learners Additionally, 35% of respondents create sentences using new vocabulary to enhance their understanding, while only 13% opt to simply stare at the new words.

A chart highlighting popular methods for 7th grade students to learn English vocabulary reveals that 61% of students read new words aloud to aid retention Additionally, 73% believe that writing words multiple times is an effective learning strategy While creating sentences with new vocabulary is recognized as a beneficial technique for understanding both writing style and usage, only 35% of students actively apply this method Interestingly, a small percentage, about 13%, focus on staring at new words for extended periods to memorize them, which, although seemingly odd, can effectively reinforce handwriting skills.

Table 7: Ways teachers often use to present new word

What ways do you often use to present new words to your students? percentage translating into Vietnamese 68% using visual aids 19% using gesture, facial expression 5% using other ways(games, songs…) 8%

In contemporary English vocabulary instruction, the use of supporting equipment is highly valued; however, many Vietnamese teachers still rely on traditional methods, primarily translating words into Vietnamese Notably, 68% of teachers acknowledge that they often provide immediate definitions when introducing new vocabulary, which may hinder students' ability to infer meanings While 19% of teachers incorporate visual aids and 5% utilize gestures and facial expressions, only a small fraction, 8%, employ innovative techniques to teach new words effectively.

Do Thi Thuy Linh - 1271A03-(2012-2016) Page 25 through games or songs This is a positive way to stimulate the love of students for vocabulary lesson

Table 8: Frequency of using modern equipment in teaching English vocabulary

How often do you use modern equipment(laptop, television, projectors ) in teaching vocabulary? percentage always 25% sometimes 50% rarely 16% never 9%

Techniques to attract the student’s attention in vocabulary lesson

Research conducted at Den Lu Secondary School reveals that many 7th grade students struggle to concentrate during lessons This lack of focus often stems from repetitive teaching methods that fail to engage them, particularly in English vocabulary lessons To address this issue, it is essential for teachers to implement engaging and enjoyable activities that capture students' interest Various techniques can be employed to enhance student attention during the teaching process.

Learning songs and rhymes allows students to practice the rhythm and intonation of the English language through imitation and repetition, all while having fun (Brewster, Ellis, and Girard, 1992:173).

Listen and repeat technique can be applied Teachers have to pronounce correctly and clearly in order to students can listen, and subsequently, they can imitate correctly (Suyanto, 2007: l 14)

Visual support helps pupils understand the meaning and helps to make the word more memorable (Brewster, Ellis, and Girard, 1992: 91)

Visual tool that is widely used to teach English young learner is flashcard Pictures in the flashcards are grouped according to the type or the class

Color pictures will be more attractive because children love colorful pictures (Suyanto, 2007: 109)

Introducing a new word by showing the real object often helps pupils to memorize the word through Visualization (Brewster, Ellis, and Girard,

Real objects can be obtained from what is already available at home or school (Suyanto,2007:107)

A game is defined as an activity with rules, a goal, and an element of fun (Hadfield, 1998) While children often play games for enjoyment, educators must thoughtfully select appropriate games, considering their timing and alignment with the syllabus and textbooks, as well as understanding how various games can benefit children in diverse ways (Brumfit et al., 1995).

Children enjoy playing games as they bring happiness and joy Games provide valuable learning opportunities, fostering interaction among peers This interaction helps develop essential language skills, particularly in listening and speaking (Suyanto, 2007: 117).

Realia is a three-dimension object that can be brought to the classroom as teaching tool Realia is a right tool for the children to learn how to describe an object

3 Useful advicefor English vocabulary teaching effectively

According to the research, the writer found that a lot of teachers were not confident when standing in front of students Some of them are too young and

Do Thi Thuy Linh - 1271A03-(2012-2016) Page 38 highlights a common issue in many schools where students lack essential skills In response to this challenge, ESL experts have compiled effective tips to address these deficiencies.

In technology life nowadays, modern equipment supports people a lot Teachers must know not only how to use technology but also when and why to use it

• You don't need to stick to a lesson plan

Unexpected events are common in the classroom, as students may complete certain activities quickly while struggling with others Some concepts will be easier for them to grasp, while those you anticipate they will understand swiftly may prove challenging Therefore, it is crucial to maintain flexibility rather than adhere strictly to a plan that isn't effective.

• You don't need to know all the answers

During my teaching experience, there were instances when students posed questions I couldn't immediately answer I assured them I would research the answers and follow up later Being honest about not knowing an answer and providing the correct information subsequently is perfectly acceptable in an educational setting.

Many teachers often overlook the importance of recognizing individual differences among students, treating them uniformly instead To foster effective learning, it is crucial to understand each student's unique learning style, strengths, and weaknesses.

If possible, create a variety of tasks to suit different students in the class

• You can't force students to learn, nor should you

Teachers play a crucial role in student learning, providing essential tools and inspiration However, the responsibility for progress ultimately lies with the individual student.

Be yourself Let the students see you're a human being and not a teaching machine Laugh at yourself if you make mistakes Bring humor into the classroom

Error correction plays a crucial role in education, but over-correcting can undermine a student's confidence It's important to acknowledge and praise good work, as labeling students as "stupid" can lead to a loss of motivation Encouraging a positive learning environment fosters resilience and growth in students.

• Balance your lessons between different skills

A teacher who teaches 90% grammar is not helping the students Communication skills, reading, writing, and vocabulary building are all as important as grammar Possibly even more important than grammar!

• Keep an emergency resources box

Incorporating games, paper, colored pencils, additional worksheets, and magazines into your lessons can be invaluable for introducing new activities or extending ongoing projects for students.

Encouraging students to take responsibility for their learning can be achieved by giving them a choice in completing homework, rather than forcing them to do it Additionally, timely feedback on assigned homework is crucial; leaving it unmarked for extended periods diminishes its value.

If you enjoy your lesson, then your students will too

Vocabulary is a crucial component of English language teaching, serving as a key communicative tool in verbal interactions However, effective communication also requires adherence to grammar rules to ensure accurate understanding of the speaker's intent This thesis aims to identify common challenges faced by 7th grade students in learning and teaching English vocabulary Through observations and surveys conducted at Den Lu secondary school, difficulties related to pronunciation, usage, and spelling were uncovered This research represents an initial step toward identifying the causes of these challenges and developing effective solutions for teaching English vocabulary.

The study examines the teaching of English vocabulary in Vietnamese secondary schools, providing a comprehensive assessment aimed at enhancing instructional methods The author gathered and analyzed data to offer valuable insights for this research In addition to traditional techniques like visual aids, verbal instruction, and dictionary use, the researcher presents several effective strategies and suggestions from other scholars to improve the teaching process.

Despite achieving its initial objectives, the thesis acknowledges certain limitations stemming from time constraints and the researcher's knowledge The researcher aims to contribute to future studies focused on enhancing education quality at Den Lu Secondary School.

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Table 1: The importance of learning English vocabulary

How important do you think leaning English vocabulary is? percentage(%) important 40% not as important as grammar 58% not important 2%

Table 2: The interest of students in learning English vocabulary

Are you interested in learning English vocabulary? percentage yes 44% no 43% not sure 13%

Table 3: Difficulties of learning English vocabulary

What difficulties do you have when learning English vocabulary? percentage the pronunciation 30% the spelling 25% the meaning 68% the handwriting 16%

Table 4: Source(s) student use to learn English vocabulary

Which source(s) do you use to learn English vocabulary? percentage textbook 100% topical vocabulary book 13%

Do Thi Thuy Linh - 1271A03 - (2012-2016) music/film/game 35% other sources 11%

Table 5: Things students do when learning English vocabulary

What do you do when you learn English vocabulary percentage learn the meaning 100% learn the usage 35% learn the pronunciation 27% learn the handwriting 72%

Table 6: strategies to learn English vocabulary

Which strategies do you use to learn English vocabulary?

(can choose more than one answer) percentage read loudly 61% write it many times 73% make sentence with new word 35% stare at new word 13%

Table 7: Ways teachers often use to present new word

What ways do you often use to present new words to your students? percentage translating into Vietnamese 68% using visual aids 19% using gesture, facial expression 5% using other ways(games, songs…) 8%

Table 8: Frequency of using modern equipment in teaching English vocabulary

How often do you use modern equipment (laptop, television, projectors ) in teaching vocabulary? percentage always 25% sometimes 50% rarely 16% never 9%

Table 9: Difficulties encountered by the teachers

What obstacles do you have to deal with when you teach

English vocabulary?(can choose more than 1 answer) percentage students' attention 40% lesson plan 58% computer skill 32% teaching technique 37%

Table 10: Methods to encourage 7 th grade students learning English vocabulary

Which methods are suitable to encourage 7 th grade students learning English vocabulary? percentage games/songs 46% team work 14% practical exercise 32% tests 8%

Tiêu đề	Teaching English Vocabulary Effectively Implications for 7th Grade Students at Denlu Secondary School
Trường học	Denlu Secondary School
Chuyên ngành	English Language Teaching
Thể loại	Graduation Paper
Năm xuất bản	2012-2016

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Số trang	53
Dung lượng	1,05 MB