INTRODUCTION
Background of the study
In the era of globalization, English serves as a vital international language that enhances economic, political, and scientific exchanges among countries In Vietnam, English as a Foreign Language (EFL) was integrated into the Grade 1 curriculum of primary schools in major cities starting in 1995, reflecting its status as the first foreign language for many learners Research shows that younger children are more adept at language acquisition, with vocabulary being the foundational element of their language learning A strong vocabulary not only aids reading comprehension but also facilitates the natural acquisition of new words, benefiting all four language skills Consequently, effective vocabulary teaching is recognized as a crucial component in the education of young learners.
Seal (1991) said that word knowledge is an essential component of communicative competence, and it is important for both production and comprehension in a foreign language
Gower, Phillips and Walters (1995) clearly stated that as the lexical system is
Students continuously discover new insights in grammar, enhancing their language skills Advanced learners are particularly driven to expand their vocabulary, grasp subtle meanings, and improve their proficiency in selecting words and expressions.
Pohl (2003) asserted that children acquire listening and speaking skills prior to mastering reading and writing Attempting to teach English reading and writing skills before children can effectively communicate in the language would introduce additional challenges.
According to Nagy (2006), words serve as essential tools for accessing background knowledge, expressing ideas, and learning new concepts The English language, known for its extensive borrowing and global usage, likely possesses a larger vocabulary than any other language Consequently, having a rich vocabulary is a crucial aspect of verbal proficiency among English speakers.
Graves (2009) listed some findings of more than 100 years of vocabulary research:
- Vocabulary knowledge is one of the best indicators of verbal ability (Sternberg, 1987; Terman, 1916)
- Vocabulary knowledge contributes to young children‟s phonological awareness, which in turn contributes to their word recognition (Goswami, 2001; Nagy, 2005 )
- Lack of vocabulary can be a crucial factor underlying the school failure of disadvantaged students (Becker, 1977; Biemiller, 1999)
Research emphasizes the importance of vocabulary knowledge for language learners In the context of teaching English vocabulary in primary schools in Hue, this knowledge significantly benefits children's future education.
Rationale of the study
The teaching of English to children has become especially important in recent years Therefore, this research was carried out for the following reasons:
Observations of EFL teaching activities emphasize the importance of teaching English vocabulary to young children, as the process of learning new words begins in infancy and continues into adulthood Mastery of the English language encompasses four essential skills: reading, writing, listening, and speaking, all supported by grammar, spelling, pronunciation, and vocabulary While perfect grammar is not necessary for effective communication, children can convey their messages using the vocabulary they have learned, even if grammatical errors occur The researcher acknowledges the significance of vocabulary without diminishing the role of grammar, as highlighted by David Wilkins' assertion that “without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (cited in Thornbury, 2002).
This research examines effective techniques for teaching English vocabulary to elementary students It aims to investigate the methods currently employed by teachers in various schools to enhance vocabulary acquisition among young learners.
This research explored the challenges faced by teachers during their teaching processes, particularly in primary schools where many educators lack appropriate training for this level Difficulties were identified through classroom observations, questionnaires, and interviews The teaching process was influenced by the age of acquisition, with some children developing gradually while others make rapid progress Ultimately, English primary teachers encounter significant obstacles in their teaching practices.
The researcher aimed to explore teachers' beliefs regarding the instruction of English vocabulary at the primary level Understanding teachers' perspectives is crucial, as it influences their ability to enhance children's learning experiences.
The research focused on how to teach English vocabulary that enables pupils to construct a rich vocabulary bank.
Aims of the study
This research aimed to investigate the way of teaching English vocabulary to children at some primary schools It focused on teaching strategies
Through survey, this research would like to find out some necessary factors that affect teaching English vocabulary as follows:
- what vocabulary teaching techniques are used by elementary teachers and what consolidation techniques are employed by the teachers
- what teachers‟ perceptions are of teaching English vocabulary are and what difficulties that they have met in classroom.
Research questions
This study investigates primary teachers' perceptions of teaching English vocabulary to children, while also exploring the challenges they face in the teaching process.
1.What are teachers‟ perceptions of teaching English vocabulary to children at some schools in Hue ?
2.What techniques are often used to teach English vocabulary by teachers at schools in Hue ?
Significance of the study
This research aims to enhance English vocabulary teaching for both teachers and students, providing primary educators with insights to help children develop a robust vocabulary for future studies It is widely recognized that vocabulary acquisition is an ongoing process that cannot be completely mastered, as it evolves throughout a language learner's lifetime.
Added to this, the pilot process and necessary suggestions will demonstrate ways of teaching English vocabulary to young learners effectively.
Structure of the study
LITERATURE REVIEW
Introduction
This chapter aims to examine the theoretical framework underpinning the study, which investigates teachers' perceptions of teaching English vocabulary to children and the techniques they employ in their lessons It highlights the importance of understanding effective methods for teaching English vocabulary to young learners, along with addressing related teaching stages Additionally, the chapter reviews previous research on the context of teaching English at both regional and national levels.
Review of previous studies
The globalization of English has significantly impacted the world, establishing it as a dominant means of global communication Countries increasingly recognize the importance of English in developing communicative competence As a result, non-English speaking nations prioritize English as a Foreign Language (EFL) education for students from grade one through twelve, extending this focus into vocational, technical, and higher education institutions The push for early foreign language learning is largely justified by the necessity of English proficiency in today's interconnected society.
There have been a variety of research works in the world in teaching EFL in primary school such as in “Teaching English as a Foreign Language in Primary
School – Case studies in TESOL Practices Series – 2006“
According to Padilla P.C (2006), studying foreign languages is essential during the second and third cycles (Grades 3-6) of primary education It is important to emphasize that teaching English as a Foreign Language (EFL) at this level focuses on language as a tool for communication.
Padilla also pointed out the principles relate directly to the introduction of EFL in primary schools:
Flores J.P.E (2006) expressed that by learning a foreign language, English Program in Primary would help primary students to be able to:
* develop learning strategies that will allow them to reflect and to discover appropriate techniques for their learning
* interact with the group, the school, and the community, increasing their respect for the ideas of others and their responsibility toward their jobs
* actively participate in their own learning through opportunities for communication, which promote creativity
The introduction of foreign languages into the primary curriculum in Italy originated from early experimental projects in the late 1970s, notably the ILISE Project, as noted by Lopriore L (2006) and supported by the Italian Ministry of Education in 1985.
In 1997, the Turkish Ministry of National Education (MNE) implemented a significant reform in English language teaching, marking the introduction of English as a Foreign Language (EFL) in Turkish primary education (Kirkgoz, 2006) Kirkgoz emphasizes that teaching young learners necessitates a fundamentally different approach compared to teaching adults, primarily due to varying motivations and interests that drive each group in their language studies.
Mohanraj J (2006) emphasized that early exposure to English for children does not hinder their cognitive, emotional, or social development; however, challenges may arise in other areas In India, textbooks are specifically designed to enhance teachers' awareness of effective communication with learners and among peers in English Furthermore, the initiative to introduce English at the primary education level has gained traction across all states in India.
In certain Asian countries, K.S Chang (2007:62) reported that students have indicated an improvement in the communicative competence of primary school children following the introduction of English in their curriculum.
Regarding difficulties in teaching and learning English at primary level in Asia, K.S Chang added that a major area to consider within the change process is teacher education
Vincent (2007) highlights a significant challenge in primary English education in Taiwan, namely the large class sizes of 30-40 students and the diverse levels of English proficiency among pupils He points out that while some students in Grade 3 can read and speak English reasonably well, others struggle due to their socio-economic backgrounds and limited exposure to the language This multi-level proficiency within the same classroom presents a complex issue for effective teaching.
In Taiwan, there is a notable shortage of qualified English primary teachers, as highlighted by Vincent (2007) A 2006 survey revealed that only 51.7% of the 7,023 teachers currently employed in public primary schools meet the qualifications required for effective teaching.
Ruth (2007) highlights the varying levels of English proficiency among teachers, noting that while some articulate their words clearly and speak impeccable English, others exhibit sloppiness in their speech, particularly in word endings, and occasionally make grammatical errors.
Vietnam has so far implemented the open-door policy over the past decades From then its economy has undergone changes People have found that English has
The increasing demand for English language learning has led to the establishment of numerous evening classes to accommodate societal needs However, there has been limited investment in primary-level English education thus far.
In 2002, Ha, in his report “The teaching of EFL in Vietnamese Primary Schools: A
Requirement of Further Parental, Social and Pedagogical Support“ published in his report published in the yearbook on the conference for “Hội Thảo Khoa Học Quốc
Tế Giáo Dục Ngoại Ngữ-Hội Nhập và Phát Triển”, Hanoi 2002, presented some contexts of EFL in Vietnamese primary schools
In 1995, English as a Foreign Language (EFL) was integrated into the Grade 1 curriculum of primary schools in major Vietnamese cities By the 1998-1999 academic year, EFL programs for Grades 3 to 5 were piloted nationwide Research revealed that 79.5% of parents supported the inclusion of EFL in the curriculum, while 54.94% believed that learning both the first language (L1) and second language (L2) simultaneously enhances children's metalinguistic awareness Additionally, 57.14% of parents indicated that younger children tend to acquire languages more effectively.
Regarding teachers‟ background, he found that there was virtually no “teaching- EFL-to-primary-school-children” component in training programs in Vietnam‟s teacher-training colleges
Ha proposed incorporating modified materials to better address children's needs, as the current textbook falls short He also suggested a syllabus that includes at least three 40-minute classes per week, with students attending every other day Additionally, he emphasized the importance of informal cooperative learning environments.
In 2007, Nguyen T.M.H & Nguyen Q.T, on their article “Teaching English in
Primary Schools in Vietnam: An Overview” suggested that teaching English as an elective subject in primary schools serves the following purposes:
* Forming basically English communicative skills in listening, speaking, reading and writing for students to be able to communicate in English at schools, at homes and familiar social environments
* Providing students with a fundamental knowledge of English to gain primary understanding of the country, people, and cultures of some English speaking countries
Fostering a positive attitude towards English enhances students' understanding and appreciation of Vietnamese culture Additionally, this process contributes to the development of their intelligence, personality, and learning methods, as outlined by the Ministry of Education and Training (2003).
Besides, Nguyen H.T.A (2007), in the paper presented at the “Primary Innovations
In 2007, a Regional Seminar in Hanoi highlighted that in 1998, the Ho Chi Minh authority authorized the Department of Education and Training to recruit teachers and select students for English instruction at the first-grade level, implementing an English program consisting of eight 35-minute periods each week.
In his 2007 paper, "Challenges for Primary Education in the Strategy for Teaching and Learning Foreign Languages in Vietnam," Nguyen revealed that around 32.2% of primary schools in Vietnam are currently offering optional English programs.
An overview of vocabulary
A fundamental requirement for students learning English is a strong vocabulary, which is essential for effectively expressing ideas According to Harmer (1998), while language structures serve as the skeleton, vocabulary provides the vital organs and flesh of the language Words are the building blocks of communication, representing a microcosm of human consciousness Effective communication, both verbal and non-verbal, relies on grammar that integrates with vocabulary to create comprehensible utterances Therefore, vocabulary is central to language learning, as it underpins all four language skills.
As we observed a classroom with children, we can see that they have a very little amount of vocabulary and the adult speakers have larger knowledge of vocabulary
A person's vocabulary consists of the words they are familiar with in a language, and it typically expands and evolves with age This vocabulary is essential for effective communication and knowledge acquisition Various definitions of vocabulary exist, highlighting its complexity and significance.
Linguists have struggled to define what constitutes a "word," leading to a multitude of distinct definitions that highlight the complexity of this linguistic challenge (2008).
A word is defined as a sequence of letters, along with certain characters like hyphens and apostrophes, that is surrounded by spaces or punctuation marks (Carter, 1998) According to Skiljan (1994), it represents the minimal free form, meaning it is the smallest unit that conveys meaning independently (cited from Takac V.P, 2008) Additionally, a word is recognized as the smallest language unit that can exist on its own (adapted from An A-Z of ELT, Scott Thornbury).
The definition of vocabulary varies widely, making it challenging to identify a single, clear explanation Each linguist or scholar defines vocabulary based on their specialized criteria and perspectives Generally, vocabulary, also known as lexicon (derived from the Greek word "lexis"), encompasses the set of words within a language.
The concept of "word" is fundamental in lexicology, as highlighted by Jackson H and Amvela Ze E (2004) They emphasize that, according to lexical field theory, a language's vocabulary is a dynamic and interconnected system of lexemes defined by meaning relationships Furthermore, Jackson argues that English vocabulary is not simply composed of isolated lexical fields where each lexeme fits neatly Instead, vocabulary can be broadly understood as the words taught in foreign language education.
According to Ur (1999), vocabulary items can consist of more than just single words, as seen in phrases like "post office" and "mother-in-law," which convey a single concept Additionally, multi-word idioms such as "call it a day" have meanings that cannot be inferred from their individual words To encompass these variations, it is beneficial to refer to them as "items" rather than strictly "words."
Eliana M (2008) categorizes vocabulary into two types: receptive and expressive Receptive vocabulary refers to concrete words that children understand but may not use in conversation, while expressive vocabulary consists of abstract words that children can actively use in their speech, as noted by Just and Carpenter (1987).
2.3.2 Vocabulary learning in EFL context
David Wilkins (cited in Thornbury 2002) emphasized that grammar is essential for communication, stating, “without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” The importance of grammar should not be underestimated, as words serve as the fundamental building blocks of language, labeling objects, ideas, and actions to fulfill specific human needs and aspirations.
Vocabulary acquisition is crucial for students to participate in effective communication, especially in today's globalized world For educators, vocabulary remains a significant focus, as the goal of language instruction is to facilitate meaningful communication Language serves as a vital communication tool, making vocabulary learning a primary challenge for foreign language learners throughout their educational journey.
In Asian countries, including Vietnam, English is taught in primary schools to prepare students for its use as a medium of instruction English is a compulsory subject at the secondary and upper-secondary levels, providing students with seven years of study Despite this, many students struggle to speak English fluently, primarily due to a limited active vocabulary This challenge is particularly pronounced for Vietnamese children who primarily communicate in their native language, resulting in a lack of English vocabulary at an early stage Vocabulary development is essential, as all languages continuously evolve, with terms like "email" becoming more prevalent than "letter" in modern communication.
Finding the appropriate words can be challenging for English learners with a limited vocabulary Children often have a more simplistic perspective of their surroundings compared to adults According to Wendy A.S and Lisbeth H.Y (1990), while children may possess a clear understanding of a foreign language, they typically lack the maturity to articulate their thoughts effectively.
I think that if they are taught, they will fully master the concept
Vocabulary acquisition is a crucial task for language learners, particularly for children who often express themselves using limited vocabulary and grammar structures due to their lack of experience in real communication contexts This creativity in language use highlights the importance of vocabulary as a primary means of expression According to Halliwell (1992), this phenomenon is essential for language development, emphasizing the need for effective vocabulary teaching strategies.
Vocabulary teaching often fails to meet learners' needs, as teachers typically select easily demonstrable words Challenges such as time constraints, varying student levels, and the limited vocabulary that can be effectively taught in a lesson further complicate the teaching process Thornbury (2002) notes that the communicative approach, introduced in the 1970s, prompted a reevaluation of vocabulary's importance in language education To enhance the effectiveness of vocabulary instruction in Vietnamese classrooms, it is crucial to increase the volume of vocabulary taught, moving beyond the traditional grammar-focused course materials.
Vocabulary is a collection of items, while grammar is a system of rules that can be mastered within a limited time (2002) Vocabulary learning is an ongoing process, as new words build upon previously learned ones (Biblioteka, 1994) A rich vocabulary enhances listening, speaking, reading, and writing skills Furthermore, Beck, Mckeown, and Kucan (2002) emphasize that vocabulary development should prioritize learning words in context, based on three key assumptions.
- First, words are learned from context
- Second, school – age youngsters are successfully adding words to their vocabularies
- And, third, instruction must focus on learning vocabulary from context because there are just too many words to teach to get the job done through direct instruction
The awareness of the vital role of vocabulary has affected upon the designing of course books Vocabulary is no longer treated as an “add–on“ For example,
“Cutting Edge Intermediate” emphasizes on vocabulary or New Headway English Course is well–defined vocabulary and including the use of phonetics For children,
Young learners
The demand for teaching English to younger learners has surged as parents seek to give their children a competitive educational edge in today's global landscape English is recognized as the international language, making it a priority for many families To effectively teach young learners, educators must understand their unique characteristics, as the primary school years are crucial for a child's intellectual, physical, emotional, and social development.
Young learners are defined as children typically aged between five or six to eleven or twelve years old, according to Phillips S (1993) and Rixon This age group encompasses children in formal schooling, highlighting their developmental stage and educational needs.
Another the term young learners is used to describe children of pre–primary and primary school age (An A – Z of ELT, Scott Thornbury)
Working with young learners in the primary classroom is a rewarding yet challenging experience, as noted by Halliwell S (1992) Phillips S (1993) emphasizes that teaching young children is not only immensely rewarding but also exhilarating, as they bring a vibrant sense of energy, curiosity, and engagement to the learning environment.
Children's ability to learn a foreign language is closely tied to their developmental stage, making it unreasonable to expect them to perform tasks requiring advanced spatial orientation skills (Phillips, 1993) According to Phillips, children engage with language based on its practical applications rather than viewing it as an abstract concept Additionally, they possess strong mimicking abilities, are typically unselfconscious, and are generally eager to participate in activities designed by their teachers.
Halliwell (1992) demonstrated that children possess remarkable abilities to generate meaningful language even with minimal resources This skill is beneficial when they are exposed to a new language, highlighting the importance of fostering this capability.
Besides, Wendy A.S and Lisbeth H.Y (1990) listed some other characteristics of children from eight to ten as below:
- Their basic concepts are formed They have very decided views of the world
- They can tell the difference between fact and fiction
- They ask questions all the time
- They rely on the spoken word as well as the physical world to convey and understand meaning
- They are able to make some decisions about their own learning
- They have definite views about what they like and don‟t like doing
- They have a developed sense of fairness about what happens in the classroom and begin to question the teacher‟s decisions
- They are able to work with others and learn from others
Learning a foreign language at a young age offers significant advantages for children, as their adaptable brains facilitate successful language acquisition Young learners approach language learning with a sense of self-consciousness, allowing them to absorb new knowledge without the pressures of adult responsibilities They benefit from continuous exposure to comprehensible input and have numerous opportunities to practice the language in diverse contexts Additionally, the mental processing capabilities of children play a crucial role in their ability to acquire a second language effectively.
Younger children tend to have shorter attention spans, which gradually increase as they grow older To maintain engagement, primary teachers should shift topics, introduce new activities, or pose questions when they notice signs of waning attention According to Mayesky (2009), effective strategies for managing short attention spans involve planning activities that align with the expected attention spans of the children in the group.
Teachers must focus on organizing activities in classrooms for young learners, as children are more engaged when tasks align with their developmental levels According to Mayesky, effective activities should start with familiar concepts, include a review of related tasks, and gradually introduce new and different elements.
Young learners‟ foreign language teacher
The primary English language teacher, responsible for young learners, must integrate the essential qualities and skills of both primary education and foreign language instruction, as suggested by Ramos, Hernandez, and Guijarro (2008) To be effective, these teachers should possess a comprehensive understanding of language acquisition, pedagogy, and cultural awareness.
- Content knowledge: the knowledge of the subject taught
- General pedagogical knowledge: general theory about the process of teaching and learning and the ways of organizing these in the classroom
- Pedagogical content knowledge: specialized knowledge on the theory of learning and teaching of a given subject
- Knowledge of learners and their characteristics
- Knowledge of educational context, i.e the type of school one teachers in, its syllabus, requirements and restrictions
- Knowledge of educational ends, i.e knowledge of the goals of teaching and education in general
- Awareness and respect of a person‟s identity
- Self-reflection and self-evaluation abilities
- Initiative, engagement, motivation and enthusiasm about teaching young learners
- Craft, art, and musical skills
- Creativity in illustrating language meaning
Teaching young learners is a demanding and time-intensive task that poses significant challenges for educators It is essential for foreign language teachers working with young students to possess a diverse set of qualities and skills to effectively engage and support their learners.
Teaching vocabulary to children
2.6.1 Vocabulary development in the primary classes
English serves as a second language for primary grade pupils, with many just beginning to learn new vocabulary While children from wealthier families may be exposed to English in kindergarten, their vocabulary acquisition remains limited Vocabulary development is a gradual process; research by Polh D (2003) indicates that by second grade, children typically know between 2,000 and 5,000 words Therefore, teaching vocabulary in primary grades is crucial for enriching each pupil's vocabulary bank Encouraging independent reading and providing both direct and indirect vocabulary instruction can significantly enhance students' vocabulary knowledge, essential for effective comprehension, as noted by Baumann & Kamcenui (1991) and Beck & Mc.
Keown (1991); Snow et al (1998) (as cited in Maureen Mc Laughlin, 2003) said that vocabulary growth is also influenced by the amount and variety of text students read
2.6.2 Stages in teaching vocabulary to children
Polh D (2003) emphasizes the importance of context when teaching vocabulary words that represent known concepts It is crucial for children to practice using these words in conversation and writing Teachers should carefully select which words to teach to facilitate effective vocabulary practice Additionally, Polh suggests that children should be actively involved in choosing the words they learn, as understanding word meanings through context provides valuable clues Teachers must offer correct examples of new words and create opportunities for students to apply their meanings To effectively encode and remember vocabulary, children should follow a series of steps, with teachers guiding them through vocabulary presentation, practice, and revision.
Brown (2001) identified three essential stages in vocabulary instruction: presenting, practicing, and revising, which can effectively be implemented in primary classrooms Teachers should remain flexible in selecting techniques that best suit their students' needs, adapting their methods to fit the classroom environment This adaptability highlights the importance of teachers having experience in working with young learners to determine the most appropriate instructional strategies.
Thornbury (2002) emphasized the importance of teaching learners both the meaning and the form of new words He argued that presenting these two aspects together is crucial for achieving a strong connection between meaning and form.
Learners must grasp both the meaning and form of words to achieve effective understanding and usage The relationship between meaning and form is interconnected, yet a gap often exists in how these aspects are presented As Thornbury noted, "the learner will make a mental connection between the two."
The most important matter is that teachers will choose which words to teach and how many words are enough for learners Thornbury showed some factors such as:
- the level of the learners
- the learners‟ likely familiarity with the words
- the difficulty of the items – whether , for example, they express abstract rather than concrete meanings, or whether they are difficult to pronounce
- their “teachability”– whether, for example, they can be easily explained or demonstrated
When learning items for production in speaking and writing, more time is required compared to learning for recognition in listening and reading Consequently, the number of items learned for production is typically fewer than those learned solely for recognition.
Effective vocabulary teaching is influenced by the learners' proficiency levels, their word retention capabilities, and the teacher's demonstration skills Teachers rely on real-world contexts to determine whether to expand vocabulary instruction Additionally, the author notes that educators can select the sequence in which vocabulary is presented.
- meaning first, then form or
The adage "practice makes perfect" underscores the essential role of practice in the learning process Students often rely on repetition to internalize new language items, but consistent repetition is crucial for transforming vocabulary into lasting knowledge The author emphasizes that words must be actively utilized rather than merely practiced through isolated activities To facilitate this integration, the author proposes several tasks designed to help students effectively practice and memorize vocabulary.
The Consolidating and Revising stage is crucial in the teaching process, as it involves presenting and practicing new knowledge This final stage requires students to engage in higher-level production tasks that assess their understanding and facilitate the transfer of new information into their own knowledge base By actively producing or applying what they have learned, students enhance their ability to retain vocabulary permanently As noted by Thornbury (2002, p.100), productive tasks necessitate that learners integrate newly acquired words into speaking or writing activities, reinforcing their learning experience.
Learners, especially children are often keen on playing games They are active and easily engage in playing games Furthermore, Thornbury (2002, p.102) said that
“useful games are those that encourage learners to recall words and, preferably, at speed”
Engaging in games allows learners to effortlessly recall vocabulary and stay motivated after their learning process These simple yet effective activities are particularly beneficial for children's language development.
In the book with the title “How to teach vocabulary” by Thornbury, there are some games like:
In my opinion, the games “word clap”, “noughts and crosses”, “back to board” and
Pictionary games are ideal for children, and during my studies at the English Department of Hue College of Foreign Languages, I discovered various techniques proposed by Truong V (1998) that enhance learning experiences.
Games
Vietnamese learners often exhibit low classroom engagement due to traditional teaching methods, which typically involve rote memorization of vocabulary lists This approach can be time-consuming and leads to quick forgetfulness among students However, incorporating games into vocabulary lessons can enhance word retention and make learning more enjoyable, helping to alleviate boredom.
Children are naturally inclined towards games and active movement, making traditional classroom settings less appealing to them Wendy A.S and Lisbeth H.Y (1990) emphasize that children possess a remarkable capacity to acquire language through enjoyable play and activities Their learning is not contingent on mastering grammar rules; rather, they thrive in environments where they can play and engage, leading to more effective learning experiences According to Nguyen and Khuat, incorporating play into education enhances children's motivation and retention of knowledge.
In Vietnam, vocabulary acquisition has long been perceived as a tedious task, with traditional methods such as rote memorization proving to be ineffective.
I completely agree with the aforementioned writers as a fellow English language learner My previous method of learning involved writing down and reading words aloud, which I found to be a mechanical approach Observing children in a classroom, I noticed their quick ability to guess words and their eagerness to learn, especially when games are incorporated into their learning process While many view games merely as a source of fun that provides relaxation, some parents worry that excessive play might distract their children from studying However, the benefits of engaging learning methods cannot be overlooked.
Learning vocabulary through games is highly effective, as noted by co-authors Nguyen and Khuat (2003) They emphasize that games create a pleasant atmosphere for students, allowing them to learn, practice, and review the English language effectively.
Songs
Music has a profound impact on happiness and relaxation, especially in children, who are exposed to songs even before birth Growing up with lullabies and folk songs, children quickly acquire music skills, often singing along with their teachers The combination of melody and emotion facilitates word retention, allowing children to grasp entire sentences through music This makes teaching English vocabulary through songs a highly effective method As Shelley Vernon noted, songs that resonate with students create a continuous learning cycle, where repeated exposure enhances their understanding of words and meanings.
Julian Dakin (1968) asserted that songs and rhymes serve as effective practice materials, enabling learners to engage with all aspects of a language, including sounds, structures, and vocabulary He emphasized that language practice can be approached through three methods: drills, rhymes and songs, as well as dialogues and conversational exchanges.
Chapter summary
Incorporating literature into the teaching of English vocabulary is crucial for primary-level educators A thorough examination of vocabulary instruction highlights its significance for teachers, who, despite being trained in language education, often lack specific training in primary teaching methods.
In Hue, the recent focus on teaching English in primary schools has highlighted a gap in research regarding English vocabulary instruction for children This study aims to spark interest in teaching young learners and to enhance the effectiveness of the teaching process in their classrooms.
RESEARCH METHODOLOGY
Introduction
This chapter outlines the research methods employed to address the study's questions, detailing both quantitative and qualitative approaches It includes information about the participants involved, followed by a description of the instruments and procedures used for data collection The final section focuses on the data analysis techniques applied in the study.
Research approach
To effectively address the research questions, the researcher employed a combination of qualitative and quantitative methods, utilizing survey-based data collection This approach was chosen due to its efficiency, cost-effectiveness, and accuracy in obtaining the necessary information.
In survey research “the investigator selects a sample of respondents and administers a questionnaire or conducts interviews to collect information on variables of interest.” (McMillan and Schumacher, 1993:279)
Each research approach has its own strength as well as weakness, therefore the investigator combined both qualitative and quantitative research approaches
Qualitative research involves naturalistic inquiry and employs non-intrusive data collection methods to explore the organic progression of events and processes, as well as the interpretations made by participants (McMillan and Schumacher, 1993).
In quantitative research “designing research involves choosing subjects, data collection techniques (such as questionnaires, observations, or interviews), and procedures for gathering the data.” ( McMillan and Schumacher,1993:157)
Furthermore, in education this research approach emphasizes the discovery of existing facts by employing neutral scientific language
Data for this study were collected in the form of interviews, questionnaires and class observations.
Participants
The study will involve two participant groups: teachers and students from Kim Long, Huong So, Thuan Loc, Phu Hoa, Tran Quoc Toan, Nguyen Trai, Huong Long, Vinh Loi, and Le Loi Primary Schools located in Hue City.
To ensure the validity and feasibility of the research, the researcher selected thirty-five English teachers from six primary schools in Hue These educators are currently teaching English as a foreign language at Kim Long, Huong So, Thuan Loc, Phu Hoa, Tran Quoc Toan, Nguyen Trai, Huong Long, Vinh Loi, and Le Loi Primary Schools.
The researchers, aged between 25 and 40, all graduated from the College of Foreign Languages and possess extensive experience in teaching English to young learners This background equips them with a deep understanding of their students' needs, strengths, and weaknesses, enabling them to effectively motivate and facilitate language acquisition.
From a perspective point of view, with notified certification and considerable knowledge, teachers participating in this study will at most contribute greatly to its accomplishment and success
The second group consists of 10 pupils from these schools They are 7 to 10 years old They are using “Let‟s Go” as their official English textbook.
Instruments and procedures of data collection
The main instruments which are employed for the research are as follows:
- interviews: one for teachers and one for pupils
Instruments used in this study are briefly described as below:
Method Survey Interview Class observation
Number 30 items with scaling answers
12 questions for teachers and 9 for pupils
Aims To collect quantitative data focusing on the aims of the research
To collect more detailed information
To enrich data collected from the two previous tools
The questionnaire for the teachers is designed with two parts:
- Part 1: deals with information about teachers at primary schools: name, sex, age, numbers of year working, numbers of period
Part 2 consists of 30 items categorized into four clusters Participants indicate their level of agreement with the statements using a five-point scale ranging from strong disagree to strongly agree The questionnaire is a popular method for gathering information from subjects for many valid reasons (McMillan and Schumacher).
1993:238) For this reason, questionnaires were used to collect quantitative data focusing on four clusters as follows:
- necessity of teaching English vocabulary to children
- elements in vocabulary should be focused on
- techniques that teachers often use to teach children
- difficulties teachers often meet when teaching English vocabulary to children
The questionnaires included 30 items measured on a five-point Likert scale (see Appendix 1) McMillan and Schumacher (1993) noted that although the agree-disagree format is commonly used, it can sometimes lead to misunderstandings Additionally, Likert-type scales offer significant flexibility, allowing the descriptors to be tailored to the specific nature of each question or statement.
Based on the aims of the study, 30 items in the questionnaire were clustered The following table will describe how the items were categorized
The necessity of teaching English vocabulary to children
The elements in vocabulary teaching that should be focused on
Teaching concrete and abstract words 6, 13
Teaching the meanings of words 8, 12, 14
Techniques that teachers often use to teach children 18, 19, 20, 21, 22, 23, 9,
Difficulties teachers often meet when teaching
Table 3.2: Summary of the questionnaire
In the initial phase, the author designed a questionnaire, which was refined with the supervisor's feedback This questionnaire was then distributed to ten participants for a pilot survey The data collected from this pilot survey was analyzed using SPSS to assess the reliability of the questionnaire There are four reasons for selecting SPSS for this analysis.
- Demand for quantitative analysis of abstract matters in the field of social sciences
- Facilitate data management: coding data & entering data
- Facilitate analysis of basic statistics: Alpha, Mean, Min, Max, SD, etc
- Popular language of statistics in the field of TESOL
Then I ran SPSS to analyze the pilot data The result of the reliability test was rather high, Cronbach‟s Alpha = 754 The result is shown in Table 3.3 below:
Table 3.3: The result of the questionnaire
The Alpha value exceeding 7 indicates a reliable scale According to McMillan and Schumacher (1993), Cronbach Alpha is typically the most suitable measure of reliability for surveys and questionnaires with multiple response options for each item Furthermore, Cronbach Alpha presumes that all items are equivalent, offering a broader assessment of internal consistency compared to the Kuder-Richardson formula.
Therefore, it is possible to “replicate the study using the same research design and obtain comparable information” (McMillan and Schumacher, 1993)
Thirty-five questionnaires were distributed to English teachers at primary schools in Hue After three weeks, all thirty-five completed questionnaires were returned to the researcher.
To enhance the authenticity of the data collected from questionnaires, this research incorporated interviews, which provide profound insights and detailed information essential for the study's objectives In-depth interviews were utilized to validate questionnaire data and explore unexpected results The survey conductor employed semi-structured questions, which, according to McMillan and Schumacher (1993), do not offer predetermined answer choices, allowing for individual responses Nunan (1992) further emphasized that in a semi-structured interview, the interviewer has a general direction for the conversation but remains flexible without a strict list of questions.
The interviews were guided by twelve questions focusing on the main issues similar to those of the questionnaires (see Appendix 2)
Five teachers with different ages and teaching experiences from 3 to 5 years were invited to five individual interviews In each interview, teachers individually
According to Schumacher (1993), interviewers should employ probing skills to gain further clarification on responses, ensuring that these probes remain neutral to avoid influencing the nature of the answers.
Each interview lasted approximately one hour and was conducted in Vietnamese to enhance the interviewees' comfort in sharing their opinions Information was gathered through note-taking during the interviews with teachers, facilitating an easy and relaxed expression of their ideas To maintain participant confidentiality, real names were omitted, and they were designated as T1, T2, T3, T4, and T5 in this study.
During break time at primary schools, ten pupils were interviewed in Vietnamese to ensure their comfort and confidence in responding The researcher fostered a friendly atmosphere and provided explanations for unfamiliar concepts, encouraging the children to engage openly To maintain participant confidentiality, the pupils were identified in the study as P1, P2, P3, P4, and P5, without using their real names.
Classroom observation enriches research data and deepens understanding of participant behavior According to Wragg (2002), it can clarify even the most familiar events, and approaches to observing human behavior can effectively apply to classroom studies Observers can take notes on events and conduct interviews afterward, gathering insights on actions and motivations, which helps compile the perceptions of those who experienced the events.
This study involved a meticulously designed observation scheme, where the survey conductor attended five classes for observation The research specifically targeted third, fourth, and fifth-grade classes, with the researcher planning to observe three classes at Huong So, Thuan Hoa, and Tran Quoc Toan Primary Schools, as well as two classes at Nguyen Trai and Nguyen Hoang Primary Schools.
The researcher dedicated considerable time to observing English classes to gather supplementary data on the authentic environment of in-class teaching and learning This experience proved to be highly engaging for the researcher Observational data was meticulously recorded through pre-designed note-taking methods prior to attending the classes.
Data Collection Procedure
The procedure of the research includes the following steps:
1 Collecting data via questionnaires, interviews and class observation
2 Classifying the data into relevant coded groups
3 Using both qualitative and quantitative approaches for data analysis
4 Following the procedure for entering data of SPSS software
5 Doing statistical calculation by SPSS soft ware
6 Describing, explaining and interpreting the data collected through tables and charts
Data Analysis
This study utilized descriptive statistics to analyze the data collected from questionnaires and interviews The quantitative data from the questionnaires was processed using SPSS and presented in tables and charts, while qualitative insights from the interviews were quoted and analyzed Additionally, the questionnaires underwent a pilot test to determine the Cronbach Alpha coefficient.
Both quantitative and qualitative data were analyzed in four main categories in accordance with the research questions as follows:
- The necessity of teaching English vocabulary to children
- The elements in vocabulary teaching that should be focused on
- Techniques that teachers often use to teach children
- Difficulties teacher often meet when teaching English vocabulary to children.
Chapter summary
The research utilized both quantitative and qualitative methods, employing questionnaires to gather data from thirty-five teachers across nine primary schools Additionally, interviews were conducted with English teachers and primary school pupils The questionnaire data were quantitatively analyzed using SPSS and presented in tables and charts, while the interview information was qualitatively quoted and analyzed.
FINDINGS AND DISCUSSION
Introduction
This chapter addresses the research questions posed at the outset, focusing on (1) teachers' perceptions of teaching English vocabulary to children and (2) the techniques commonly employed by teachers for this purpose The following sections provide answers to each question in detail.
Data quantitative analysis teachers from questionnaire
The data collected from the questionnaire were analyzed using SPSS, with the Cronbach's Alpha coefficient employed to assess the questionnaire's reliability prior to presenting any numerical findings As noted by Pallant J (2001), a scale's reliability reflects its freedom from random error, with a reliability coefficient of 7 considered acceptable It is important to note that Cronbach Alpha values vary based on the number of items in the scale, as illustrated in Table 4.1 below.
Table 4.1: The reliability of the questionnaire
Cronbach's Alpha coefficient for the questionnaire is 803, indicating that the scale is reliable since it exceeds the acceptable threshold of 7 The reliability analysis confirms that the questionnaire has a satisfactory reliability coefficient, demonstrating high internal consistency among its items Therefore, the questionnaire is deemed reliable and suitable for application to all respondents.
Statistical indicators can be derived using various methods in SPSS, with the Mean being a key measure The Mean, or Mean score, is calculated by summing a series of observations and dividing by the total number of observations, offering valuable insights into the data set.
4.2.1 The necessity of teaching English vocabulary to children
Cluster 1 (Necessity of teaching English vocabulary) comprises Items 1, 2, 4, 5, 7,
The study utilized a five-point Likert scale, where responses ranged from 1 (Strongly disagree) to 5 (Strongly agree), to assess teachers' perceptions regarding the importance of teaching English vocabulary to primary school children The overall mean of the responses was calculated to evaluate these perceptions, as presented in Table 4.2.
Table 4.2: Necessity of teaching English vocabulary
Table 4.2 shows a Mean score of 4.4619, indicating that teachers generally agree on the significance of teaching English vocabulary to primary-level children According to Gower R., Phillips D., and Walters S (1995), vocabulary is crucial for students, even more so than grammar, as it facilitates communication, especially during the initial stages when students are eager to learn essential words The subsequent sections of this research will explore teachers' perceptions regarding the instruction of English vocabulary to children.
4.2.1.1 Teachers’ perceptions of teaching English vocabulary
Four selected perceptions of teachers from the questionnaire are described in Items
The survey results, as illustrated in Appendix 1, indicate that teachers hold a strong positive perception regarding the importance of teaching English vocabulary to children The bar chart reveals that the mean scores for each item are close to 5, suggesting a general consensus among educators that emphasizes the necessity of vocabulary instruction in early language learning.
Chart 4.1: Teachers’ perceptions of teaching English vocabulary to children
Chart 4.1 reveals that Item 1 has the highest mean score at 4.86, followed by Item 7 at 4.46, Item 4 at 4.26, and Item 2 with the lowest mean of 4.14 The differences between the means of Items 2, 4, and 7 are minimal, while Item 1 shows a significant gap compared to the others Additionally, the frequency tables indicate a distinct disparity in levels of agreement between Items 1 and 7 versus Items 2 and 4.
Table 4.3: Necessary of teaching English vocabulary
Table 4.4: Vocabulary helps children to communicate
Table 4.5: Vocabulary affects reading ability
Table 4.6: Vocabulary helps children to listen and talk
The research indicates a unanimous consensus among participants regarding the necessity of teaching English vocabulary to children, as reflected in Tables 4.3 and 4.6 Over 90% of teachers believe that vocabulary knowledge enhances children's communication skills and influences their reading abilities Mastery of unfamiliar vocabulary is crucial for developing reading skills, especially as children advance in language proficiency and encounter new words in authentic texts Notably, only 10% of teachers expressed uncertainty about this perspective, highlighting a strong agreement on the importance of vocabulary instruction among the educators surveyed.
Learning English at an early age offers significant advantages for children's future education Additionally, vocabulary acquisition is a lifelong process, with children's first words often derived from their immediate surroundings.
Item 5 in the questionnaire (see Appendix 1) gives the results that the large major of teachers agree or strongly agree to learn new words begins in infancy and continues throughout one‟s adult life As shown in Chart 4.2 as below, 49% of participants agree and 46% of participants strongly agree with the statement Only 6% of participants were neutral
Chart 4.2: The process of learning new words
The results from Item 10 (see Appendix 1) indicate that a significant majority of teachers in this study disagree with the practice of selecting words for children Specifically, 45.7% of participants disagreed, while only 40.0% agreed, and 14.3% remained neutral As highlighted in the literature review, it is essential to encourage children to actively participate in word selection, particularly because the concept of "word" can be confusing for young learners.
4.2.2 The elements in vocabulary teaching
The focus of vocabulary teaching should emphasize items 3, 6, 8, 11, 12, 13, and 14, as outlined in Appendix 1 These seven items utilize a 5-point scale ranging from 1 (Strongly disagree) to 5 (Strongly agree) The data analysis for this second cluster followed the same methodology as the first, with the mean of all items calculated to provide a comprehensive overview of key issues in teaching English vocabulary to children.
Table 4.7: The elements in vocabulary teaching that should be focused on
The Mean score for Cluster 1, which focuses on the necessity of teaching English vocabulary, is significantly high at nearly 5 (Strongly agree) on a 5-point scale In contrast, Cluster 2, addressing the elements of vocabulary teaching, has a Mean score of 3.66, which is just shy of 4 (Agree) on the same scale.
The analysis of the Mean indicates that teachers expressed disagreement with certain statements, highlighting aspects that are often overlooked in actual classroom settings The perspectives of teachers are further illustrated in the accompanying charts.
4.2.2.1 Teaching concrete and abstract words
Chart 4.4: Teaching only concrete vocabulary and teaching both abstract and concrete words
Chart 4.4 reveals that 68.6% of teachers involved in this research either agreed or strongly agreed on the importance of teaching concrete words, or a combination of both concrete and abstract words In contrast, only 5.7% of respondents remained neutral on this matter.
Teachers data analysis from interview
Chart 4.13: Obstacles coming from children
Chart 4.13 indicates that the use of L1 in classrooms is prevalent, with a mean score of 4.2 Additionally, teachers frequently encounter challenges such as "uncooperative" students and "multi-level" or "unfamiliar sounds," with mean scores of 4.0, 3.9, and 3.9 respectively.
4.3 Teacher data analysis from interview
After collecting thirty-five questionnaires, ten teachers were interviewed to verify the questionnaire data and gain insights into their perceptions, teaching techniques for English vocabulary, and the challenges they encountered while implementing these methods.
4.3.1 The necessity of teaching English vocabulary to children
Teachers unanimously agree on the importance of teaching English vocabulary to primary school children, as reflected in the questionnaire results They provided several compelling reasons to support this viewpoint, highlighting the necessity of vocabulary instruction in early education.
Vocabulary is very important to children, particularly when they are the first time to get to know the new language (T1)
Vocabulary helps them form the sentence patterns better By learning some words per day, each pupil can build up a large amount of words in the future
Vocabulary is quite necessary because vocabulary knowledge helps pupils promote their listening skill, speaking skill, and writing skill or reading skill.(T4)
I think that the first thing that I teach is vocabulary because it is more important than grammar Pupils, who do not have vocabulary, they do not understand anything in lessons.(T3)
Furthermore, T5 expressed an impressive and surprising idea:
Vocabulary plays a crucial role in a child's education While many believe that memorizing words at home is an effective method, understanding the meaning behind the words significantly enhances retention Therefore, I emphasize the importance of the presentation stage in vocabulary learning.
Teachers recognize the importance of teaching English vocabulary to children and firmly believe in the benefits it brings to their students.
4.3.2 The elements in vocabulary teaching
To elicit valuable insights from teachers, the interviewer focuses on questions related to teaching vocabulary while also encouraging open dialogue This approach allows interviewees to share their thoughts freely, resulting in a wealth of ideas on the topic.
Regarding the pronunciation and spelling, T1 said that:
The spelling and pronunciation of many English words can cause problems to pupils Particular spelling patterns can cause confusion where the pronunciation is concerned
T4 shared the same idea with T1 and added that:
Teachers must pronounce words correctly to enable students to imitate them effectively Young learners often struggle with pronunciation, and correcting these mistakes is crucial, as failure to do so can lead to the development of poor pronunciation habits.
As for the teaching concrete or abstract words, 4 out of 5 interviewees said that teachers should teach concrete words for children at the third or the fourth grade.T2 asserted that:
Vocabulary development progresses from concrete to abstract concepts Young children often struggle to grasp the meanings of abstract words in their native language To enhance a child's vocabulary, it is essential to encourage them to think about their surroundings Therefore, I prioritize teaching concrete words to students in the third and fourth grades.
T3 and T4 shared the same idea with T2 and added that:
Pupils will acquire well the English words that name the real objects around them (T3)
Children possess an innate curiosity to explore their surroundings, often inquiring about the English names of various objects This presents a valuable opportunity for teachers to enhance their vocabulary by focusing on familiar items in their environment.
To enrich vocabulary bank for children, I teach both concrete and abstract words for pupils at the fifth grade They are old enough to understand what I say ( T1)
T5 shared the same idea with T1 and added that:
In case, pupils do not understand I try to explain the words in Vietnamese or I can explain through examples (T5)
Another element mentioned by most interviewees is the amount of words should be taught As T2 and T3 said that:
Individual children learned the meanings of about a quarter of the words explained
Note-worthy is the fact that if ten words were taught, an average of 2.5 words was learned
T1 and T5 shared the idea that:
Children can learn 4 or 5 words per day
Teachers introduce only 4 to 5 new words per lesson and encourage students to practice writing these words multiple times at home to aid memorization During the next class, the teacher checks their progress Students find it challenging to remember many words at once, but gradually, they expand their vocabulary over time.
Regarding pronunciation, especially stress syllable, there are two teachers talking about this element
Focusing on pronunciation is essential as it aids students in comprehending spoken English However, given their young age, many may struggle with accurately pronouncing certain Vietnamese words Therefore, I emphasize the importance of proper word pronunciation in English.
Children naturally imitate their teachers, so correct pronunciation by educators is crucial for effective language learning As many of the students are encountering English words for the first time, their ability to learn hinges on the teacher's guidance With classes exceeding 30 pupils, providing detailed corrections for each individual mistake can be challenging.
T4 & T5 shared the same useful idea that:
As primary teachers, we seldom have access to workshops focused on teaching English at the primary level, relying instead on group meetings to share our experiences To enhance our teaching methodologies, it is crucial to engage with experts and update our skills Despite years of experience teaching English in primary schools, our limited use of the language highlights the need for improvement and professional development.
4.3.3 Techniques that teachers often use
Introducing vocabulary is crucial for effective structure presentation Words are easier to remember when their meanings are clearly understood, and teachers' responses align with the findings from the questionnaires.
T1 admitted that “I often use real objects, pictures or songs to present new words
My pupils are very interested in These techniques are suitable for children because they are attracted by colors and rhythms”
In my lessons, I prioritize using real objects, pictures, and games, as these methods help children easily guess meanings and keep them excited about learning Since children naturally dislike sitting still, they greatly enjoy games and joyful activities in class However, preparing these engaging lessons requires significant time at home, which can be challenging for those of us who are married and have children or work as tutors Additionally, my school faces a lack of facilities that support our teaching objectives.
Not as detailed as T2, according to T3 “A picture is worth a thousand words so whenever possible, I use pictures of new vocabulary words”
Pupil data analysis from interview
4.4.1 The necessity of teaching English vocabulary to children
In relation to learning vocabulary, almost pupils are keen on learning words Interviewer encouraged pupils to answer questions as well as explained what they did not understand
My teacher taught me a lot of English words so I could call the name of objects
P3 added that “I want to study English When I grow up I can read books or I can talk with foreigners”
Regarding amount of words pupils can learn each period, P4 said that “I can learn 3 or 4 words each period”
I can remember 4 words in each period after my teacher taught me At home, I have to write down in my notebook
I am able to remember 4 words each period However, I sometime forget when
I come back home My mother often asks me to write down many times
In relation to the meaning of words, P6 claimed that “I just remember the meanings of words in Vietnamese I like learning the meanings in Vietnamese.” P7 said that:
When I learn vocabulary, I often imitate my teacher I do not know the spelling or stress However, there are some words that are difficult to pronounce Then, my teacher corrects my mistakes Sometimes I feel shy
When I pronounce the word incorrectly, my teacher corrects my mistakes and I do not feel shy Sometimes, I forget the way of how to pronounce the words after school
4.4.3 Techniques used in teaching vocabulary
Many students enjoy learning vocabulary through engaging methods such as songs and games, as these activities make the classroom experience more dynamic One pupil mentioned, "I like learning words through songs or pictures because I can remember the words quickly," highlighting the effectiveness of these techniques Another student expressed a preference for games organized by the teacher after vocabulary lessons, stating, "I like this activity best I do not feel boring," which emphasizes the positive impact of interactive learning on student engagement.
I enjoy learning new words through real objects, images, and interactive games Competing with classmates in these games, especially when rewards like candies are involved, adds to the fun Playing games with my friends not only enhances my learning experience but also allows me to relax and bond with them.
I do not like stay still in class so I like participating in team work
Children often become bored when the same activity is repeated in their lessons daily This boredom arises because young learners thrive on games and engaging activities.
Chapter summary
Both quantitative and qualitative data reveal that teachers generally hold positive attitudes towards the importance of teaching English vocabulary to children They frequently share the techniques employed in their lessons while highlighting the strengths and weaknesses of students in vocabulary acquisition Teachers identify various challenges in instruction and obstacles faced by children, yet they remain eager to provide suggestions for improving vocabulary teaching methods.