Suggested methods for effectively second language vocabulary teaching to elementary students graduation paper, major english pedagogy

HO CHI MINH CITY UNIVERSITY OF FOREIGN LANGUAGES - INFORMATION TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES SUGGESTING METHODS FOR EFFECTIVELY SECOND LANGUAGE VOCABULARY TEACHING T

HO CHI MINH CITY UNIVERSITY OF

FOREIGN LANGUAGES - INFORMATION TECHNOLOGY

DEPARTMENT OF FOREIGN LANGUAGES

SUGGESTING METHODS FOR EFFECTIVELY SECOND

LANGUAGE VOCABULARY TEACHING TO

ELEMENTARY STUDENTS

Phạm Thị Như Quỳnh 15DH710359

June, 2019

ABSTRACT

As the world is integrating rapidly, the needs for communication also increase As a result, it is vitally important to learn a foreign language and vocabulary learning is an essential part of the foreign language learning In Vietnam, like most other Asian countries, English in general and vocabulary learning, in particular, have been considered as a boring compulsory subject Vocabulary plays a major role in learning English as a process that requires not only learners’ and teachers’ efforts but also efficient vocabulary teaching methods in the class Through the combination of qualitative and quantitative methods, the researcher collected and presented the data precisely in charts The data are investigated and analyzed in various aspects to find out how to use and combine popular teaching language methods effectively in the elementary classes that encourage students to learn more vocabularies inside and outside of the class After choosing the four most popular teaching second language methods at the present, which may remarkably effect towards students, the researcher spent four weeks of research consisting of observation and handling questionnaire to both Teachers and Teaching Assistants from an English Center located in Ho Chi Minh city with 40 participants This research is to find out some common difficulties that language teachers and teaching assistants have to deal with in the vocabulary teaching process and to determine some effective solutions for those problems to organize classroom activities more efficiently in learning second language classes towards young learners from the age of 8 to 12 years old

TABLE OF CONTENTS

ABSTRACT……… …I ACKNOWLEDGEMENTS……… …… …II

TABLE OF CONTENTS……… ………….……… III

LIST OF TABLES……….……… …… ….IV CHAPTER 1: INTRODUCTION……….… 1

1.0 Presentation……….……….… … 1

1.1 Background of the Study……… …… 1

1.2Purpose of the Study……….….…… … 1

1.4 The Research Question……….……… … 2

CHAPTER 2: LITERATURE REVIEW……… …3

Part 1: Theory Description……… ………… 3

2.1 The role of vocabulary in learning English……… …….3

2.2 The dilemma in Vocabulary Teaching Process……….……4

2.3 Characteristics of Learners and The Teacher’s Role in Teaching Vocabulary……….……….….… ….6

2.3.1 Characteristics of Young Learners………… …… ……… 6

2.3.2 The Teacher’s Role in Teaching Vocabulary………… 9

2.4 Suggested efficient methods in teaching vocabulary for elementary students……… …….… 10

2.4.1 The Grammar - translation method……… …… 10

2.4.2 The Direct method……… …….11

2.4.3 The Audio-lingual method………… … ……… 12

2.4.4 The Communicative Language Teaching……… 14

2.5 The Popular Techniques in Teaching Vocabulary…… …….…… 16

2.5.1 Using objects……… ……… … 16

2.5.2 Drawing……… ……….… 16

2.5.3 Mime, Expressions and Gestures…… ………….……… 17

2.5.4 Synonyms and antonyms……… ……… ….17

Part 2: Research Question……….18

CHAPTER 3: RESEARCH METHODOLOGY……… ……19

3.1 Method……… … …19

3.2 Participants……… ……… 19

3.3 Data Collection Instrument……… …… ….19

CHAPTER 4: RESULTS……… …… 23

CHAPTER 5: DISCUSSION……… …… …… 33

CHAPTER 6: CONCLUSION……… ……….… …… … 38

6.1 Summary of the study……… ……… …….…38

6.2 Limitations of the Results……… ……… ….38

6.3 Suggestions for Further Studies……….……… ….39

CHAPTER 1 INTRODUCTION 1.0 Presentation

This chapter begins with the background of the study The purpose and the research question of the study follow the problem statement The final part is devoted to the limitation of the study

1.1 Background of the Study

During recent years, it has been known that variety is one of the most important factors in maintaining a high level of motivation and interest among foreign language learners, especially with primary school students As F Dubin pointed out foreign language learners need materials that reflect real-life concerns (1974:1) There are many teaching methods that apply practical activities into the classrooms efficiently, to add variety not only the teaching process but also to the students’ experience in English

In most of the primary schools as well as English centres, the foreign language teachers usually apply games with objects including pictures, flashcards and real objects and mime to practice students with new

vocabularies

1.2 Purpose of the Study

The aim of the study is to suggest some popular and effective methods for teaching vocabulary for elementary students In addition, this study also finds out some popular difficulties of foreign language teachers in the teaching process as well as determine several efficient solutions for those problems Teaching is one of the most complex professional careers in the world Teachers are responsible for most of the teaching process, as they should at least show the method for learning In teaching a foreign language process,

teachers’ responsibility increases; therefore, they can use some efficient methods that support them more effective teaching

In order to realize the aim stated above, the performance of a number of foreign language teachers having experiences in teaching elementary level students chosen to collect the information that supports this study

1.3 The Research Question

Basing on the aim of the study stated above, there are three main questions will be answered:

1 What are efficient methods of second language vocabulary teaching to elementary level students?

2 What are the popular difficulties in the second language teaching process in primary school classes?

3 What are some effective solutions for problems in the second language teaching process of young learners?

CHAPTER 2 LITERATURE REVIEW Part 1: Theory Description

This chapter gives information about the dilemma in language teaching vocabulary as well as learners’ characteristics and the teacher’s role in teaching vocabulary This part also mentions about popular methods of vocabulary teaching and techniques of teaching English to elementary learners

1.1 The role of vocabulary in learning English

Learning a language is a process and vocabulary is the root of that procedure Vocabulary is the knowledge of words and word meanings According to Steven Stahl (2005), "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition but also implies how that word fits into the world." Vocabulary knowledge which is not something that can ever be fully mastered expands and deepens over the course of a lifetime Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence In communication, vocabulary plays a key role in learning a second language and English is not an exception Discussing the importance of vocabulary, the master of linguistics David Wilkins (1972 ) argued that: “without grammar little can be conveyed, without vocabulary nothing can be conveyed” Indeed, it is necessary for people to use words in order to express themselves in any language This point illustrates that even without grammar, people still have the ability to express their own ideas by using some useful words and expressions to communicate Learners usually find it difficult to speak English fluently because of a lack of vocabulary They consider speaking exhausting when they keep on using the same expressions and words In addition, their conversations are abruptly

interrupted due to missing words Lewis (1993) went further to argue, “Lexis

is the core or heart of language” (p 89) Particularly as students develop greater fluency and expression in English, it is significant for them to acquire more productive vocabulary knowledge and to develop their own personal vocabulary learning strategies Students often instinctively recognize the importance of vocabulary to their language learning As Schmitt (2010) noted,

“learners carry around dictionaries and not grammar books” (p.4) Teaching vocabulary helps students understand and communicate with others in English Voltaire purportedly said, “Language is very difficult to put into words.” I believe that English language students generally would concur because learning vocabulary also supports students a base for the higher levels in English and helps them be a master in English for their purpose The importance of vocabulary for language learning is summed up in the advice to students from a recent course book (Dellar H and Hocking D, Innovation, LTP): “If you spend most of your time studying grammar, your English will not improve very much You will see the most improvement if you learn more words and expressions You can say very little with grammar, but you can say almost anything with words!” (Thornbury 2002, p 13)

1.2 The dilemma in Vocabulary Teaching Process

Language teaching methods have updated markedly over the years in order to develop the efficiency of the language learning process While in the past the focus was laid on the grammatical description, modern methods show a reversed picture that reflects on promoting real communication in the classroom that helps students understand spoken and written language, and practice in conversations “The primary goal of the modern methodology is the decreasing of students’ anxiety’’ (Dana Shejbalová, 2006)

Language teachers have to face a number of problems when they are in the process of finding out the most suitable method for the student’s needs Every student has their own experiences in learning the target language with different learning styles as well as characteristics that teachers have to manage

to organise lessons and choose the most effective method for their learners in

a limited time In addition to problems teacher might get in the vocabulary teaching process, the focus on grammatical structures for a long time, that limited students’ communicating ability in the target language, is the greater priority over the communicative functions The access of communicating approach set an important role of vocabulary as well as debates the effectiveness and optimisation of the teaching process

Early learners also deal with a number of problems in learning vocabulary with both its amount and meanings “It’s almost impossible to say how many words in English” (Jeanne McCarten,2007,p.1) The Global Language Monitor, which tracks language trends, especially in the media, has counted

up to almost a million at 988,968 Webster’s Third New International

Dictionary, Unabridged, together with its 1993 Addenda Section, includes

around 470,000 entries Let's have a look at word family of MAKE: make, makes, making, made, maker and makers There is one word but includes six different word families How can we count different uses of the same word?

For instance, the word make is not the same in makeup as in make plan and these uses are also different from the noun maker Moreover, there are a number of idiomatic uses of the same word make but with different meanings such as make the deadline, make my day and make a profit The new words

are added to the language all the time; that’s the reason why language learners need to update both vocabulary and learning methods It is difficult for students when there are too many new words in a lesson that they cannot

adopt all of them in a limited time Moreover, there are lots of synonyms and uses of the same word that make students easily confuse distinguishing these words The level of vocabulary is a part of the problem when there are too many abstract words that are not suited to students’ ability So far, students need to be self-sufficient learners as Jeanne McCarten mentioned in the book Teaching Vocabulary: “It is unlikely that teachers can cover in class the huge number of vocabulary items that students will need to use or understand, so it

is equally important to help students with how to learn vocabulary as well as with what to learn.”( Jeanne McCarten,2007,p.2)

1.3 Characteristics of Learners and The Teacher’s Role in Teaching Vocabulary:

The human factor is one of the key roles in the second language vocabulary teaching process that supports teachers in choosing the most effective method for learners and make improvements in the teaching process

1.3.1 Characteristics of Young Learners

Learning a language is a long term process; therefore, we should apply an efficient learning method that would be explored based on learners’ personalities Scott and Ytreberg (1990,p.1-2) pointed out “five-to-seven years old can do several activities at their own level:

They can talk about what they are doing

They can tell about what they have done or heard

They can plan activities

They can argue for something and telling why and what they think

They can use logical reasoning

They can use their vivid imaginations

They can use a wide range of intonation patterns in their mother tongue

They can understand direct human interaction.”

There are some common characteristics of learners that teacher might face in the teaching process Energetic and physically active students will response even they do not understand as Scott and Ytreberg stated in 1990:

“ They understand situations more quickly than they understand the language used

They use language skills long before they are aware of them.”

These students ask questions all the time and move continuously because they are curious, receptive to new ideas and sometimes spontaneous as well as not afraid to speak out and participate For example, if the teacher set the rule that any students want to go out have to ask the teacher ‘May I go out, please?’ or

‘May I have some water, please?’ then the teacher will reply in English ‘yes,

of course’ or ‘no, just wait two more minutes and you can go out in the break time’ which will create a habit for learners to practice English in class and distribute to the decreasing of their wants to go out whenever they like Practical situations also encourage learners’ own understanding comes through the physical experience by hands, eyes and ears Setting rules in class also support more security for students “ They know that the world governed

by rules They may not understand the rules, but they know that they are there

to be obeyed and the rules help to nurture the feeling of security” (Scott and Ytreberg, 1990, p.2) Moreover, early learners are very logical basically that what teacher says first they will do first For example, the teacher says ‘open your book and take out your pencil’, they will open the book first and then take their pencils out Elementary students pay short attention to the activities that are repeated many times with the same situation that makes them boring and distracted easily Uysal and Yavuz(2015); Scott and Ytreberg (1990) stated this problem: “They have very short attention and concentration span.” The short attention of early learners also affects their interests that will be lost

quickly: “lose interest more quickly and are less able to keep themselves motivated on tasks they find difficult” “ children often seem less embarrassed than adults at talking in a new language, and their lack of inhibition seems to help them get a more native-like accent” Cameron (2001,p1) In addition, young children have potential imagination and a part of them enjoy make-believe that sometimes it is hard for them to distinguish between fact and fiction: “ The dividing line between the real world and the imaginary world is not clear” “ ( Scott and Ytreberg, 1990) If the mentor tells a fairy story about the lost train and ends the story with the toy train found in her pocket, students will be very excited and believe that the lost train was found its way out of the book and into their teacher pocket

The age from eight to ten tend to more mature than those under eight years old and have some general characteristics that support the teaching vocabulary process Scott and Ytreberg (1990,p.3-4) summed up:

“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 the 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.”

In addition, elementary students are really enthusiastic, positive and emotional; as a result, the teacher should keep encouraging young learners to bring into play their energy to get the most efficiency in the second language

learning process “It is important to praise them if they are to keep their enthusiasm and feel successful from the beginning If we label children failures, then they believe us.”

1.3.2 The Teacher’s Role in Teaching Vocabulary

The second human factor that I want to mention is the important role of the teacher in teaching vocabulary process Each teacher will have their own colours as well as ability, attitude “ We come to the job with our personalities already formed, but there are abilities and attitudes which can be learnt and worked on As a teacher of young children it helps a lot if you have a sense of humour, you're open-minded, adaptable, patient, etc., but even if you're the silent, reserved type, you can work on your attitudes and abilities” (Scott and Ytreberg, 1990, p.9) Following the research of Harmer in 1998 on students in England, he pointed out the teacher should:

“Make their lessons interesting

Love their job

Have their own personalities and do not hide it from the students

Have lots of knowledge of many fields, not only of their subject

Be an entertainer in a positive sense

Be approachable

Identify with hopes, aspirations and difficulties of their students when they are teaching their students

Try and draw out the quiet ones and control the more talkative ones

Be able to correct people without offending them

Know how to manage and inspire students and control boisterous classes that

is one of the fundamental skill of teaching”

The question “ What makes a good teacher ?” was answered by Harmer in

1998 “ good teachers care more about their students’ learning than they do

about their own teaching.” “part of a good teacher’s art is the ability to adopt

a number of different roles in the class, depending on what the students are doing.” Harmer (2010,p.25) Scott and Ytreberg also illustrated that a good teacher should widen their knowledge in a number of areas such as art “ most

of us can learn to sing or even play a musical instrument” “ learn to mime, to act and to draw very simple drawings” “learn to organise our worksheets” Additionally, the attitude of the teacher that affects students in class is also an important key that distributes to the efficiency of the second language teaching process Scott and Ytreberg stated that “ Respect your pupils and be realistic about what they can manage at an individual level, then your expectation will be realistic, too.”

1.4 Suggested efficient methods in teaching vocabulary for elementary students

There has been a long time for people who have been learning and teaching languages continually debate about how to describe the process and what is the best method of doing it Besides some traditional learning techniques having been applied for many years, there have been five teaching techniques

in recent years which have had a strong influence on classroom practice and

be referred to by teachers and learners They are Grammar-translation, The Direct, Audio-lingualism, and Communicative Language Teaching Basing on the characteristics of young learners mentioned above, these methods bring a number of advantages in teaching language process as well as the process of teaching vocabulary

1.4.1 The Grammar - translation method

The Grammar - translation method is a method of teaching foreign languages derived from the traditional method of teaching Greek and Latin This method analyses the grammar that supports learners grammatical rules and the ways to

apply those rules by translating sentences between the target language and the native language Advanced learners may be acquired to translate the whole text “by analyzing the grammar and by finding equivalents between the students' language and the language to be studied, the students will learn how the foreign language is constructed It is certainly true that most language learners translate in their heads at various stages anyway, and we can learn a lot about a foreign language by comparing parts of it with parts of our own” (Harmer, 2010,p.30) This technique has two main goals that are to enable students to read and translate literature written in the target language and to further learners’ general intellectual development “The goal of foreign language study is to learn a language in order to read its literature or in order

to benefit from the mental discipline and intellectual development that result from foreign-language study” (Richards and Rodgers,1986, p.3) There is not usually any listening or speaking practice and very little attention is placed on pronunciation or any communicative aspects of the language This method focuses on reading and writing; therefore, the exercises mainly is reading and only in the context of translation

1.4.2 The Direct method

The Direct method of teaching languages was developed around 1900 in Germany and France It is also called the natural method because its aim is to immerse learners in English and to enable students to learn a second or foreign language in a way that is similar to their first language While the grammar-translation method relies heavily on the written language, the direct method places its emphasis on both listening and speaking “a foreign language could be taught without translation or the use of the learner's native tongue if the meaning was conveyed directly through demonstration and action” (Richards and Rodgers, 1986, p.9) According to the German Scholar

F Franks in 1884: “ a language could best be taught by using it actively in the classroom rather than using analytical procedures that focus on the explanation of grammar rules in classroom teaching” Richards and Rodgers summarized principles and procedures of this method (1986, p.9-10):

“1 Classroom instruction was conducted exclusively in the target language

2 Only everyday vocabulary and sentences were taught

3 Oral communication skills were built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes

4 Grammar was taught inductively

5 New teaching points were introduced orally

6 The concrete vocabulary was taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas

7 Both speech and listening comprehension were taught

8 Correct pronunciation and grammar were emphasized.”

The methodology of the natural method consists of five parts: SHOW- realia

or other visual aids such as flash cards and using gestures to explain verb; SAY- pronounce correctly; TRY- repeat what teacher is saying; MOULD- the teacher corrects and ensures students’ pronunciation are correct; REPEAT- single student repetition, group repetition and activities designed to encourage students to repeat new words This method is better for learners who have a need for real communication in English or other second languages However, there are some disadvantages to this method Firstly, the natural method works on the assumption that a second or foreign language is learnt exactly in the same way as the mother tongue; but in fact, second or foreign language acquisition varies considerably from first language acquisition The second drawback is about budget, classroom size, and teacher background Despite

drawbacks mentioned above, the direct method is one of the most popular teaching methods that language teachers and learners refer to

1.4.3 The Audio-lingual method

Although the direct method is still used today, it was largely overtaken by the

audio-lingual method which students have to drill to form their habits in the use of the English grammatical structures:“ Audio-lingualism is a linguistic,

or structure-based, approach to language teaching” (Richards and Rodgers,1986,p.53) In its first stage, the audio-lingual method of teaching a foreign language was known as the army method that based heavily on the behaviorists’ theory of learning and was popularized by the need of the United State army sending troops around the world during the Second World War This method depends on repetition drills; as a result, it was used to teach huge numbers of learners at the same time Richards and Rodgers pointed out its methodological practices in their research in 1986:

“1 Foreign language learning is basically a process of mechanical habit formation

2 Language skills are learned more effectively if the items to be learned in the target language are presented in the spoken form before they are seen in written form

3 Analogy provides a better foundation for language learning than analysis

4 The meanings that the words of a language have for the native speaker can

be learned only in a linguistic and cultural context and not in isolation.”

The audio-lingual method teaches the language directly without using the learners’ first language However, teachers are allowed to use a little of the learners’ mother tongue to explain words for abstract meanings or complicated grammar rules Typically, this method includes drills and pattern repetition Various kinds of drills are used

Brooks (1964:156-6 1) stated:

“1 Repetition: The student repeats an utterance aloud as soon as he has heard

it He does this without looking at a printed text The utterance must be brief enough to be retained by the ear Sound is as important as form and order

Example: This is the seventh month -This is the seventh month After a

student has repeated an utterance, he may repeat it again and add a few words, then repeat that whole utterance and add more words

Example: I used to know him - I used to know him

I used to know him years ago - I used to know him years ago when we were

in school

2 Inflection: One word in an utterance appears in another form when

repeated Example: I bought the ticket - I bought the tickets

He bought the candy -She bought the candy

I called the young man - I called the young men

3 Replacement: One word in an utterance is replaced by another

Example: He bought this house cheap - He bought it cheap

Helen left early - She left early

4 Restatement The student rephrases an utterance and addresses it to someone else, according to instructions

Example: Tell him to wait for you -Wait for me

Ask her how old she is -How old are you?

Ask John when he began - John, when did you begin?.”

The Audio-lingual method is no longer popular in teaching at present because

“commentators from all sides argued that language learning was far more subtle than just the formation of habits” (Harmer, 2010,p.31) Nowadays, more communicative methods that use mimic real, occurrences and so on are widely applied Although this method has been discredited scientifically, it is

still used by ESL teachers around the world sometimes and the repetition might be helpful with a large class and practice speaking or improve learners’ pronunciation

1.4.4 The Communicative Language Teaching

Communicative Language Teaching (CLT) is also called as the communicative approach is one of the most popular methods at present This method is an approach to language teaching that emphasizes interaction as both the means and the final target of study There are some techniques that learners will apply in this method:

 Learn and practice the target language through interaction with one

another and with the instructor

 Study “ authentic text” written in the target language for purposes other

than language learning

 Use the language in class combined with the use of the language

outside of the class

The goal of this method is to provide learners with the ability to communicate in the target language Piepho (1981) discusses the following levels of objectives in a communicative approach:

1 “an integrative and content level

2 a linguistic and instrumental level

3 an effective level of interpersonal relationships and conduct

4 a level of individual learning needs

5 a general educational level of extra-linguistic goals.”

In addition, the CLT focuses on the teacher being a facilitator rather than an instructor “A variety of games, role plays, simulations, and task-based communication activities have been prepared to support Communicative Language Teaching classes” (Richards and Rodgers,1986,p.80) There are

some activities used in class that comes up with practical exercises and efficiency These oral activities include active conversations and creative, unpredicted responses from students The six activities listed below are commonly used in CLT classrooms

 Role-play is an oral activity usually done by pairs with the main

objective is to develop students’ communicative abilities in a certain setting

 Interviews are an oral activity done in pairs, whose target is to develop

learners’ interpersonal skills in teaching language process

 Group work is a collaborative activity whose purpose is to boost

communication in teaching language with a bigger group setting

 The information gap is a collaborative activity that is for students to

effectively obtain new information

 Opinion sharing is a content-based activity that engages students’

conversational skills when talking about information that they care about

 The scavenger hunt is a mingling activity that promotes open

interaction between students

1.5 The Popular Techniques in Teaching Vocabulary:

There are several techniques in teaching vocabulary used by a number of language teachers that help students have able to learn, practice, revise and to prevent students from forgetting as well as to apply them in real situations

1.5.1 Using objects

This technique is the use of realia, visual aids and demonstration that help learners in memorizing new vocabulary better because “ our memory for objects and pictures is very reliable and visual techniques can act as cues for

remembering words” (Takač, 2008) Objects can be used to show meanings when the vocabulary consists of nouns and also useful with adjectives and verbs “Learners remember better the material that has been presented by means of visual aids Visual techniques lend themselves well to presenting concrete items of vocabulary nouns; many are also helpful in conveying meanings of verbs and adjectives They help students associate presented material in a meaningful way and incorporate it into their system of language values.” (Konya, 2007) Using objects include using pictures with posters, flashcards, wall charts, magazine pictures, stick figures and photographs

1.5.2 Drawing

Objects can be drawn on the blackboard or down in the flashcards by teachers

or students or covered in plastics Then, they might be used again and again in different kinds of activities in the classroom in order to practice students to remember them more easily and quickly For examples, the lesson is about food so the teacher some pictures of “ pizza”, “chicken”, “noodle” and “ ice-cream”; then the teacher asks students to draw in their own card and use those cards to play a game

1.5.3 Mime, Expressions and Gestures

Language teachers use lots of mime, expressions and gestures to express vocabulary of adjectives and verbs and also effective with words of nouns This method is extremely efficient to young learners and starter level because

at this age learners are imaginative, motivative, repetitive and emotional in learning a new language Klippel (1994) implied that “mime or gesture is useful if it emphasizes the importance of gestures and facial expression on communication At the essence, it can not only be used to indicate the meaning of a word found in reading passages but also in speaking activity as

it stresses mostly on communication” Using mime and gestures to show the

meaning of vocabulary is a good way for young learners to adopt and remember new words For instance, the teacher shows a sad expression with a sad face to teach the adjective “sad”; then, ask students to repeat and copy the expression, so whenever the teacher makes a sad face they will be able to say

“sad” and express follow the teacher.“ Teaching gestures to capture attention and make the lesson more dynamic”, Mofareh Alqahtani (2015) Teaching using gestures includes hand gestures, facial expressions, pantomime, body movements and so on

1.5.4 Synonyms and antonyms

Language teachers might use synonyms or antonyms to explain the meanings

of new vocabularies for lower level learners to understand easier as well as review and expand more vocabulary for them This method also supports learners ability to learn the use of new vocabularies based on known vocabularies “Synonyms and antonyms are especially important in building new vocabulary because learners are able to use known vocabulary.” (Konya,

2007)

Part 2: Research Question

Witnessing learners’ problems in learning vocabulary in English urged the researcher to raise a question “What are some popular difficulties of language teachers in the teaching process and how they apply to teach vocabulary methods effectively to solve those problems in elementary student classes?” and the research was conducted with that purpose

CHAPTER 3 RESEARCH METHODOLOGY 3.1 Method

A survey was conducted in order to support this study It included a questionnaire for individuals who have been teaching as a language teacher or teaching assistant For the most practical result, I used a survey as the main data gathering instrument The survey was directed to both male and female language teachers through the internet by using Google Forms Participants of the survey are most likely teachers and teaching assistants in an English center that I am working at

3.2 Participants

The survey was mainly participated by teachers and teaching assistants who have a number of experiences in teaching English as a second language for primary school students Through the most conventional social media – Facebook, participants were invited to answer the questionnaire Target individuals who are teachers or teaching assistants in Vietnam USA Society English Center (VUS) have been teaching English as a second language for elementary learners for one to three years Thirty participants mainly ranged from 20 to 30 years old were surveyed

3.3 Data Collection Instrument

The survey used the quantitative method to determine the extent and frequency of the perceived issues In addition, by answering these questions, the survey shows us how long does it take language teachers to prepare a lesson plan before the class as well as the difficulties they might get in elementary student classes The survey also used qualitative questions that focused on giving some solutions for those problems, then I compared the answers of these questions with my own observations and experience of the