INTRODUCTION
Statement of the problem
Vocabulary is crucial for learners in developing both receptive and productive language skills Wilkins (1972) emphasized that while grammar knowledge is important, the ability to express thoughts effectively relies heavily on a strong vocabulary Unfortunately, vocabulary acquisition often lacks sufficient focus in high school education, leading to inadequate attention from both students and teachers.
A study by Rohmantillah (2021) highlights several challenges learners face when studying vocabulary, including overwhelming lengthy vocabulary lists, the presence of multiple meanings for certain words that create confusion regarding their contextual usage, and difficulties in pronunciation stemming from reliance on transcription.
At Binh Phu High School, observations and informal interviews revealed that students often underestimate the significance of vocabulary learning, leading to misconceptions and a lack of motivation Many students mistakenly prioritize grammar over vocabulary, believing that mastering sentence transformations and verb forms is sufficient for learning English For instance, some students reported being taught that the verb “suggest” requires a gerund, yet they received little explanation about its meaning, focusing instead on repetitive exercises Additionally, students often neglect to use dictionaries and other vocabulary resources, opting instead to rely on online aids or translation tools when preparing reading passages This lack of motivation is further exacerbated by the overwhelming volume of new vocabulary they are expected to learn.
The root of the challenges in teaching vocabulary lies in teachers' perceptions and practices Uysal & Bardakci (2014) noted that traditional teaching methods often emphasize grammar at the expense of vocabulary, leading to an imbalance in students' learning experiences Jacobs (2016) highlighted that despite the benefits of extensive reading for vocabulary acquisition, many teachers hesitate to implement this approach This reluctance is often influenced by the teachers' own educational experiences, as Moody et al (2018) pointed out, creating a mental framework that limits their acceptance of new teaching methods Consequently, teachers tend to favor explicit teaching strategies that can be directly applied in practice They are more inclined to adopt successful activities from their peers rather than exploring innovative approaches that differ from their established beliefs.
“recommendations from theorists, researchers, or even teacher educators” (p.4)
In Binh Phu High School’s context, through observation, there are different ways of teaching vocabulary
Some educators align with Nagy et al (1985), believing that vocabulary can be learned incidentally; however, this approach often leads to inadequate learning conditions for students Consequently, learners may resort to using dictionaries for translation issues, resulting in insufficient focus on vocabulary acquisition This perspective resonates with Swain’s Output Hypothesis, which posits that language learning occurs when students identify gaps in their second language (L2) knowledge and adjust their output accordingly Nevertheless, Nation (2015) argues that without explicit instruction on how to engage with vocabulary, whether incidentally or deliberately, students may struggle to learn effectively He emphasizes that the effectiveness of vocabulary encounters hinges on the level of attention learners dedicate to each word.
Many educators argue that vocabulary is most effectively learned through intentional instruction, as supported by Nation (1990) This approach involves exposing learners to extensive lists of new vocabulary, including word families and necessary prepositions for collocations Teachers often check for understanding through pronunciation repetition and memory recall However, a significant issue arises when teachers fail to provide practical applications for these words, leading to rote learning methods where students write down translations without meaningful context This aligns with Krashen's (1985) Input Hypothesis, which posits that language acquisition occurs through “comprehensible input” just beyond a learner's current level Despite its influence, Krashen's hypothesis has faced criticism from researchers like McLaughlin (1987) and Lightbrown and Spada (2006), who argue that the concept of “i+1” input lacks practical utility, suggesting that attempts to define the next level of comprehension may ultimately be unproductive (Liu, 2015).
The Input Hypothesis proposed by Krashen (1985) and the Output Hypothesis by Swain (2005) have faced scientific criticism Proponents of the Output Hypothesis argue against Krashen, emphasizing that while input is essential for language acquisition, it is not enough on its own Xiuzhen and Yuqin (2013) highlight the importance of an interactive environment where learners can practice language in communication Additionally, Swain's perspectives have also been challenged in the ongoing discourse on language learning theories.
As in Yanmin & Yi (2019), in page 92, they wrote:
The output hypothesis, proposed by Krashen, has faced significant criticism, as he argues that the potential for enhancing a learner's language skills through meaningful output is minimal or even unattainable He suggests that learners can achieve higher language proficiency without engaging in output activities and notes that many students are resistant to being pressured to speak the target language (Krashen, 1998).
Teachers should not be compelled to choose between the Input and Output hypotheses, as they represent distinct strands that should not be directly compared According to Nation (2007), these strands are part of his four-strand principle, and it is essential for educators to effectively integrate them into their teaching methods to enhance student learning Each strand offers unique benefits to learners and is interconnected, making it more practical for researchers to evaluate activities within the same strand to determine which yields the best outcomes Therefore, comparing the Input strand with the Output strand is unnecessary and unproductive.
In the context of Binh Phu High School, it is essential to establish a framework that enhances vocabulary learning This framework should support students in developing both receptive and productive skills while fostering a positive attitude towards vocabulary acquisition.
The Four Strands of Paul Nation, which is about how vocabulary is learned both receptively and productively, was employed as a solution in this thesis.
Purpose Statement
The researcher investigated the effectiveness of Paul Nation's Four Strands in enhancing vocabulary learning among students, focusing on their progress and overall enjoyment and comfort during the learning process.
In other words, the research had two aims:
(1) To investigate the effects of The Four Strands on student participants’ vocabulary learning
(2) To investigate the attitudes of students towards The Four Strands application in vocabulary learning.
Research Questions
There were two research questions in this thesis
(1) To what extent does The Four Strands affect vocabulary learning of the participant students?
(2) What are the students’ attitudes towards the application of The Four Strands in learning vocabulary during the course?
Hypotheses
(1) The Four Strands course helps improve students’ vocabulary learning
(2) Students have positive attitudes towards vocabulary learning through the application of The Four Strands
Definitions of terms
The four strands framework is essential for effective language teaching and learning, encompassing meaning-focused input, meaning-focused output, language-focused learning, and fluency development Vocabulary acquisition involves three key aspects: meaning, form, and use, which are interconnected with the four strands Meaning-focused input emphasizes understanding a word's meaning, while meaning-focused output focuses on its usage, and the fluency strand addresses its form According to Nation (2007), a well-balanced language course integrates the four skills—listening, speaking, reading, and writing—equally throughout the learning process.
The four strands aim to enhance students' vocabulary acquisition while simultaneously developing essential language skills By implementing these strands, learners can effectively expand their vocabulary, improve fluency, cultivate the habit of using dictionaries, and employ communicative strategies in their language practice.
Vocabulary learning in this research emphasizes language-focused learning, which aids learners in practicing deep learning by deliberately addressing various aspects of vocabulary, including pronunciation, spelling, grammar, and discourse Macalister & Nation (2009) highlight several activities that can enhance language-focused learning practices.
“Focusing on sounds, intonation, and stress
Re-arranging words in the right order to make sentences
Listening for particular words or phrases
Delimitations and Limitations of the Study
This study aimed to evaluate how effectively The Four Strands enhance vocabulary acquisition among students at Binh Phu High School, as well as to assess their attitudes towards this instructional approach The research specifically targeted students from Binh Phu High School.
The validity of the study was limited by three key factors: the teacher's inadequate implementation of The Four Strands, the restricted timeframe for conducting the research, and the varying levels of student engagement.
In summary, the first chapter presents key elements including the statement of the problem, purpose statement, research questions, hypotheses, definitions of terms, and the delimitations and limitations of the study.
LITERATURE REVIEW
Vocabulary definitions and its classification
Why are there different definitions and classifications? Different language researchers have different definitions of vocabulary, and each definition has its own value
Ur (1996) wanted to set a clear distinguishment between “vocabulary” and
“word” He said that a vocabulary item is a single word or more than a word that has meaning It means, not all a single word can be considered as a vocabulary item
In linguistic terms, "the" is not considered a vocabulary item, whereas phrases like "post office" and "mother-in-law" are recognized as multi-word expressions While "house" functions as a single-word term with its own meaning, "post office" and "mother-in-law" consist of multiple words that collectively convey specific concepts.
Hiebert and Kamil (2005) emphasized the importance of categorizing vocabulary to reduce confusion in research and instructional practices Their classification aims to guide learners in selecting appropriate vocabulary for various communication contexts and assist instructors in prioritizing vocabulary teaching to align with learners' natural communication processes They identified two main types of vocabulary: oral vocabulary, which is used in spoken exchanges and reading aloud, and print vocabulary, which is utilized in writing and silent reading Additionally, vocabulary can be classified as productive or receptive, highlighting the different ways in which individuals engage with language.
Learners often utilize familiar vocabulary items frequently, while receptive vocabulary consists of less known and infrequently used terms that students may encounter during listening or reading activities This distinction between familiar and receptive vocabulary is crucial, as highlighted by Diane et al.
Oral vocabulary and print vocabulary differ significantly in their interactions, communication purposes, and language usage Print vocabulary is often more syntactically complex and precise than spoken language, which can aid learners in enhancing their speaking and writing skills For instance, IELTS learners can select appropriate vocabulary to ensure their spoken communication sounds natural while maintaining an academic tone in essay writing This distinction is crucial for teachers, as it guides them in selecting vocabulary for young learners, ensuring they acquire the right words before engaging in reading or listening activities, thereby facilitating the learning process.
“buy” should be taught before “purchase”
According to Nation (2001), vocabulary is defined by its context, influencing whether words are taught directly or inferred through context This understanding aids instructors in determining which vocabulary requires explicit instruction and which can be learned through context clues from productive skills like speaking and writing, or receptive skills such as reading and listening The ability to guess vocabulary from context is crucial, as it not only facilitates the acquisition of new words but also enhances overall language skills Nation emphasizes that vocabulary learning should be integrated into all aspects of language proficiency.
Vocabulary items can be categorized by their meanings, distinguishing between words with meaning and those without, as well as by their types, such as receptive and productive vocabulary Additionally, they can be taught through oral or written methods, with or without contextual support These definitions provide significant advantages for both learners and instructors, facilitating the effective acquisition and teaching of new words.
Three aspects of vocabulary
When teaching vocabulary, it is essential to address the form, meaning, and use of each word Teachers should incorporate these three aspects into their lesson plans to enhance student understanding and retention Comprehensive lesson plans that encompass these features will better support students in their vocabulary learning journey (Nation, 2001).
According to Nation (2001), the FORM of a word encompasses its pronunciation, spelling, and components such as prefixes, roots, and suffixes In high school testing contexts, including formative assessments, achievement tests, and national entrance examinations, the FORM can be evaluated through various methods.
(1) Choose the word whose underlined part is pronounced differently from that of the others
(2) Choose the word that has the main stress different from that of the others E.g A tuition B specialize C relevant D qualify
The meaning of a word encompasses its form, significance, concepts, and associations In high school testing, the evaluation of meaning can be assessed through various methods, highlighting the diverse ways students can demonstrate their understanding.
(1) For the past thirty years, much effort and _ have been directed toward discovering ways to make polluted air cleaner
This type of MCQ relates to the concept and reference, which learners have to recall the concept of each choice
(2) Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions
Teenagers often have initial thoughts about potential careers after finishing school, making it crucial for them to explore these options further to make informed decisions about their future.
The use of a word encompasses its grammatical functions, collocations, and constraints on usage In high school testing, the concept of use can be evaluated through various methods.
(3) Give correct form of the words in brackets
E.g He was one of the _ that were offered the job (apply) The word “apply” has different form acting as Noun, where applicant and application are the two most popular To do this type of exercise, students must be trained to relate which form to express the meaning that the context need However, to do this question, students first need be able to identify which form of the word is necessary to fill in the blank
The above-mentioned discussion can be summed up in the table, as adapted from Nation (2001, p.27)
FORM Spoken What does the word sound like?
How is the word pronounced?
Written What does the word look like?
How is the word written and spelled?
Word parts What parts are recognizable in this word?
What word form can be used to express this meaning?
MEANING Form and meaning What meaning does this word form signal?
What word form can be used to express this meaning?
What is included in this concept?
What items can the concept refer to?
Associations What other words does this make people think of?
What other words could people use instead of this one?
In what patterns does the word occur?
In what patterns must people use this word?
Collocations What words or types of words occur with this one?
What words or types of words must people use with this one?
Where, when, and how often would people expect to
Where, when, and how often can people use this frequency) meet this word? word?
Table 2 1 Three components of vocabulary and their clarifications
The importance of vocabulary
Vocabulary should be paid much attention with a much more careful and adequate proportion of time Different researchers list out the importance of learning vocabulary as below
Vocabulary is essential for both language comprehension and production, as highlighted by the Psycholinguistics approach Schmitt (2000) asserts that "lexical knowledge is central to communicative competence and to the acquisition of a second language" (p.55), indicating that inadequate vocabulary hinders learners' ability to understand and express themselves in the target language Wilkins (1972) reinforced this notion by stating that "while without grammar very little can be conveyed, without vocabulary nothing can be conveyed" (p.110-111), emphasizing that vocabulary is crucial for the learning process Ur (1996) further supports this by demonstrating that speaking is impossible without vocabulary items.
Nation (2001) supported the conclusions of Wilkins (1972) and Ur (1996), emphasizing that students must understand at least 97% of the vocabulary in a reading text for effective comprehension This aligns with Hubbard et al (1983), who suggested that a larger vocabulary size enhances students' accuracy in expressing their thoughts.
Vocabulary is crucial for learning, as it establishes a two-sided relationship with other skills, as noted by Nation & Newton (2009) A sufficient vocabulary range is essential for mastering both receptive and productive skills, while practicing these skills can enhance vocabulary acquisition Notably, receptive skills, such as reading and listening, allow learners to gain a substantial vocabulary when guided by effective instruction and personal motivation Additionally, productive skills like writing and speaking enable vocabulary development through the use of dictionaries and discussions with peers or teachers This interplay aligns with Nation's Principle Four Strands, which will be explored further in this thesis.
In conclusion, vocabulary is crucial for effective learning and is vital for acquiring other skills Learners require a robust vocabulary to enhance their abilities and thrive in an environment that supports vocabulary development Therefore, language educators must implement suitable and effective strategies to foster students' vocabulary knowledge.
Vocabulary teaching methods
Why are there different teaching techniques and methods of teaching vocabulary?
Various teaching methods, including the Grammar-Translation Method (GTM), Direct Method (DM), Audio-Lingual Method (ALM), and Communicative Language Teaching (CLT), reflect differing perspectives on vocabulary acquisition GTM emphasizes vocabulary lists with L1 translations, requiring students to memorize them primarily to enhance grammar understanding (Rivers, 1981) In contrast, DM shifts the focus to teaching exclusively in L2, facilitating vocabulary learning through real objects and contextual associations (Borgersen, 2009; Zimmerman, 1997) ALM posits that increased exposure to the target language improves vocabulary, though it prioritizes grammar drills over vocabulary emphasis Conversely, CLT fosters vocabulary learning through contextual interaction, allowing students to communicate effectively in the target language (Rivers, 1968).
Various teaching methods and approaches influence the role of vocabulary in education Vocabulary serves as a crucial channel for both reading comprehension and effective communication Therefore, educators must select suitable methods and techniques tailored to their students' learning objectives.
The Four Strands of Paul Nation
Nation (2007) uses “a framework based on principles of teaching and learning” (Nation, 2009), called The Four Strands, including the following components:
(1) the strand of meaning- focused input,
(2) the strand of meaning – focused output,
(3) the strand of language-focused learning
(4) the strand of fluency development
This framework can be visualized as the figure below:
Figure 2 1 four strands in the Four Strands of Paul Nation
According to Nation and Macalister (2009), a well-balanced language program should allocate equal time to the four essential skills: listening, speaking, reading, and writing.
Each strand was explained and demonstrated as below The application of the Four Strands into learning and teaching was also mentioned after that
2.5.1 The strand of meaning- focused input
Learning through meaning-focused input enhances knowledge acquisition as students engage with the language receptively, primarily through reading and listening By focusing on the ideas conveyed, learners aim to understand the content According to Nation (2007), reading comprehension significantly aids vocabulary acquisition by providing opportunities to grasp complex meanings through context clues and prior knowledge Activities in this approach include extensive reading, which fosters deeper understanding and vocabulary development.
4 strands meaning- focused input meaning- focused output language- focused learning fluency development listening, shared reading, listening to stories, watching TV and films and being a listener in a conversation
Extensive reading and listening offer numerous benefits for language learners, as highlighted by Renandya & Jacobs (2016) Through extensive reading, learners can significantly expand their vocabulary and gain a deeper understanding of grammar compared to traditional classroom methods Additionally, it enhances reading fluency and broadens knowledge across various topics This approach also boosts motivation and confidence in language learning, fostering a positive attitude towards reading skills Ultimately, extensive reading helps establish and maintain a consistent reading habit among learners.
Extensive listening offers six key benefits for learners Firstly, it allows them to become accustomed to the speech patterns of native speakers Secondly, it provides a valuable opportunity for learners to enhance their oral word recognition skills Additionally, it contributes to the improvement of bottom-up listening skills, as highlighted by Renandya & Jacobs (2016).
In spoken language, words often change form when spoken in context, leading to challenges in listening comprehension due to phenomena like assimilation (e.g., "on course" becomes "ong course"), contractions (e.g., "want to" turns into "wanna"), and resyllabification (e.g., "walked into" sounds like "walk tin to") To address these issues, it is crucial to first raise students' awareness of these speech blending patterns Following this, regular practice is essential to help students recognize word boundaries more clearly and automatically.
Extensive listening enhances learners' familiarity with the spoken form of a second language (L2) and significantly improves their proficiency This practice also increases opportunities for immersion in higher levels of language comprehension.
The importance of learning receptively through intensive reading and intensive listening can be drawn like the following:
Figure 2 2 The importance of extensive reading and extensive listening
However, for the learners to take full advantages of extensive listening and reading sources, the resources need to satisfy 5 certain requirements:
To enhance comprehension, the listening and reading materials provided to learners should be familiar and relatable, allowing them to feel more comfortable and engaged with the content.
(2) the input must be interesting enough so that the students have a feeling of discovering and understanding it
(3) The number of unfamiliar language features must account for only a small percentage compared the whole input extensive reading
• increase the size of vocabulary
• understand how each grammar points in a natural way
• have prior knowledge for most of the topics
• have a better attitude towards reading extensive listening
Research by Hu & Nation (2000) emphasizes the importance of sufficient vocabulary knowledge for effective comprehension, noting that frequently occurring words are typically learned before less common ones Nation (2007) supports this by stating that 95-98% of the vocabulary in a text should align with learners' existing knowledge When students encounter too many unfamiliar or challenging words in reading passages, it can lead to demotivation and hinder their ability to absorb new vocabulary.
According to Nation (2007), learners can utilize the context of a reading passage to infer the meanings of unfamiliar words, allowing them to make educated guesses about these terms.
(5) Through the clues from the context and their background knowledge, learners can have opportunities to gain knowledge of the unknown language
(6) The quantity of input must be high and sufficient
According to Nation & Newton (2009), incidental learning through input is delicate and requires extensive exposure to achieve adequate repetition This indicates that without significant amounts of input, students will not benefit from an input-focused approach to learning.
In 2016, Schmidt provided guidance to teachers on creating journal templates that help students enhance their listening skills The primary goal of journal listening is to focus on understanding the content's meaning, utilizing resources that include scripts and subtitles for better comprehension Recommended websites for listening practice include NewsInLevels.com and www.anthonyteacher.com/listening-resources Intermediate students are encouraged to select listening videos from the teacher's provided sources that resonate with them They begin by attempting to identify the main ideas before noting down words that they find appealing or interesting.
To enhance extensive reading skills, teachers can implement the shared reading process as outlined by Meredith (2011), which involves dedicating specific class time for modeling to help students become familiar with the material This process begins with students forming a general understanding through the title, images, and captions They then read aloud to grasp the overall meaning, followed by engaging in follow-up exercises For intermediate students, the Journal Template adapted from Candler (2021) will be provided in the Appendix section (See Appendix A).
In conclusion, various activities such as extensive reading and listening, as well as shared reading, play a crucial role in the input stage by exposing learners to a wealth of new vocabulary These activities not only enhance students' fluency and grammatical skills but also improve their ability to infer meaning from context Additionally, teachers should keep important considerations in mind when implementing these strategies to maximize their effectiveness.
2.5.2 The strand of meaning – focused output
Leaning through meaning-focused output involves language acquisition through interactive speaking and writing When students engage in productive language learning, their primary focus is on effectively conveying ideas and messages to others This process encourages the use and negotiation of new vocabulary, thereby enhancing their overall language proficiency Communicative activities, such as participating in conversations, maintaining a journal, storytelling, providing instructions, and writing after reading or listening, are essential components of this learning strand.
To ensure that meaning -focused output can help students learn vocabulary, a lesson plan needs to satisfy five conditions as Nation (2007) stated The following explanation will clarify these conditions
To enhance learning, writing and speaking tasks should align with the topics covered in reading or listening activities By integrating these tasks as follow-up exercises, students can build familiarity with the subject matter, making it easier for them to express their thoughts in writing and speech This cohesive approach not only reinforces comprehension but also boosts learners' confidence in their communication skills.
Attitudes towards learning vocabulary
According to Jain (2014), there are three components that construct people’s attitudes, or learners in in learning, including their feeling and emotion (Affective
Component), their response and action (Behavioral Component), their belief and evaluation (Cognitive Component)
The Affective Component, as defined by McLeod (2018), encompasses the emotions and feelings users associate with an object In the context of learners' attitudes towards the Four Strands, the Affective Component in the questionnaire assesses their enjoyment of this teaching method and their preferences for specific activities within each strand.
The Behavioral Component, as outlined by McLeod (2018), influences the actions we take based on our feelings and emotions towards a subject In the context of learners' attitudes towards the Four Strands, this component assesses their willingness to engage and dedicate time and effort to learning vocabulary through this approach.
The Cognitive Component, as defined by McLeod (2018), pertains to an individual's beliefs or knowledge regarding a specific subject In the context of learners' attitudes towards the Four Strands, this component evaluates whether students perceive the teaching methods as effective for vocabulary retention in language learning Additionally, it assesses students' motivation for the course utilizing the Four Strands and their desire to pursue further courses designed around this framework.
Jain (2014) also stated that attitudes can be positive, negative or neutral and concluding that knowing the users’ attitudes “towards different brands will help to tap into a proper target market” (p.58)
In short, attitudes towards learning vocabulary in the application of the Four Strands can be generalized as:
Figure 2 8 Description of attitudes towards learning vocabulary
The learners' attitudes towards the implementation of the Four Strands in their learning will provide insights into the enjoyment and evaluation of the course by participants in the experimental group By analyzing the results from pretests and posttests, the researcher aims to refine this teaching method for future use.
Previous studies
This section presents findings from prior research regarding the application of the Four Strands and students' attitudes towards vocabulary learning.
2.7.1 In term of students’ attitudes towards learning vocabulary in general affective factors: like learning in this way or not? behavioral factors: continue learning in this way after the experiment or not? cognitive factors: can memorize and use words in productive skills or not?
Ali (2012) demonstrated that learners exhibit a positive attitude towards vocabulary acquisition through Computer Assisted Language Learning (CALL), while showing less enthusiasm for using dictionaries and contextual clues for learning (p.28).
Collaborative learning enhances vocabulary acquisition, as Lin (2019) found that students are more motivated when engaging in group work compared to studying alone This collaborative approach not only fosters a supportive learning environment but also encourages active participation, leading to improved vocabulary retention and understanding, as supported by the findings of Al-Shuga and Yunus.
(2020) said that learning vocabulary through cooperative learning technique helps students improve decision-making, trust-building, communication and the management of conflict during the discussion
A study by Tran (2020) revealed that high school students exhibit low affective and behavioral attitudes towards vocabulary learning They show a preference for acquiring English through songs and subtitled films, aligning with Paul Nation's first strand principle However, without proper guidance from teachers, these learners miss opportunities to reinforce and revise their vocabulary knowledge.
However, to the best of my knowledge, there were no studies on students’ attitudes towards the application of The Four Strands into the learning
2.7.2 In term of the application of The Four Strands
Research on the Application of the Four Strands in vocabulary learning is limited Notably, Nation & Yamamoto (2012) explored its application in general language learning, while Savitri (2019) focused on teachers' perspectives regarding grammar materials within the Four Strands framework Additionally, Ó hÓgain (2012) examined the Four Strands' application, specifically in vocabulary testing rather than learning.
The author of this thesis explores the implementation of the Four Strands in vocabulary learning at Binh Phu High School, aiming to assess its impact on students' vocabulary acquisition and their attitudes towards learning new words.
Conceptual framework
Effective vocabulary acquisition is crucial for achieving higher scores in vocabulary tests To enhance learning, students must be immersed in a supportive environment that integrates all four language skills.
An effective vocabulary learning environment requires a balanced approach that incorporates both contextual and non-contextual teaching methods Throughout the course, it is essential to utilize a combination of deductive and inductive techniques to enhance vocabulary acquisition.
Creating a vocabulary-rich learning environment involves allowing students to engage as both passive recipients of teacher input and active participants in oral and written exercises.
Creating a balanced vocabulary learning environment requires equal attention to both lexical and grammatical elements throughout the course It is essential to provide students with comprehensive support in all aspects of vocabulary development.
An environment also means learners have a chance to work with different patterns, with teacher, with themselves, with pair, or with group
Integrating vocabulary learning with the Four Skills approach involves exposing students to traditional input methods while also engaging them in activities that promote practical application, such as creating presentations, writing letters, or participating in group discussions.
To foster a productive learning environment while using The Four Strands, teachers should serve as facilitators, providing support when students encounter challenges or boredom This approach helps maintain lesson continuity and promotes a friendly atmosphere conducive to effective learning.
The researcher proposes a conceptual framework for student support, incorporating Paul Nation's Four Strands into lesson planning Each lesson should equally integrate activities from all four strands, with variations in activities across different lesson plans Additionally, teachers must remain sensitive and flexible to ensure smooth student engagement throughout each learning period.
The conceptual framework outlines a structured approach to language learning, beginning with student exposure to input, followed by practice output through speaking or writing This is succeeded by the learning of grammatical features, culminating in opportunities for fluency development The teacher aims to assess both the improvement in learners' test scores and their attitudes towards this instructional application.
Figure 2 9 The conceptual framework for the application of the Four Strands
• (1) The strand of meaning- focused input
• (2) The strand of meaning- focused input
USE • (3) The strand of language- focused learning
The result of students’ performance
This article explores learners' attitudes towards the application of the four strands in vocabulary learning, highlighting its three key aspects and significance It also examines various vocabulary teaching methods and approaches, culminating in a review of the theory behind the Four Strands.
Learners’ attitudes towards learning vocabulary were also reviewed Previous studies followed then Finally, conceptual framework for the study was suggested.
METHODOLOGY
Research design
The study utilized a mixed methods approach, incorporating both quasi-experimental and qualitative experiments The quasi-experiment aimed to assess the impact of the four strands on test score improvements in the experimental group (EG) compared to the control group (CG), using pretest and posttest results, along with participant attitudes gathered through questionnaires Additionally, qualitative experiments were conducted through interviews to gain deeper insights into learners' attitudes towards the application.
Both groups exhibited comparable levels of English proficiency and were instructed using the same curriculum, coursebook, and teacher The key distinction between them was in their approach to vocabulary learning; the Experimental Group (EG) utilized the four strands method for vocabulary acquisition, while the Control Group (CG) followed traditional vocabulary teaching methods.
Research setting
The study was conducted at Binh Phu High School in District 6, which serves over 2,000 students across three grades: 10th, 11th, and 12th The research focused on 88 10th graders from classes 10A13 and 10A14 during the 2021-2022 academic year, with the researcher as their instructor The sample was specifically limited to vocabulary learning, and according to the CEFR framework, these students were classified as having an elementary level of proficiency, utilizing the same current course book for their studies.
The author directly taught two classes, 10A13 and 10A14, selecting participants purposefully for the study Class 10A13 served as the experimental group (EG), while class 10A14 functioned as the control group (CG) Both classes exhibited similar vocabulary test scores in the pretest, indicating a comparable baseline for the study.
The Vocabulary course, an additional offering beyond the standard high school curriculum, aims to enhance students' vocabulary in preparation for their final examinations organized by the National Educational Department This course covers vocabulary across four key themes: deserts, books, sports, and the environment The assessment format includes matching vocabulary with definitions, completing sentences with the first letter of provided words, and listening exercises that involve filling in mixed words.
Learning vocabulary involves three key aspects, each represented by the strands in the four strands model The meaning-focused input strand aids learners in understanding the meaning of words, while the meaning-focused output strand provides opportunities for language use and fluency practice Additionally, the language-focused learner activities emphasize the form of words, enhancing overall vocabulary acquisition.
To facilitate natural vocabulary acquisition, learners should first encounter the meaning of words, followed by their usage and formation This approach incorporates the four strands of language learning: beginning with meaning-focused input activities, students engage in meaning-focused output activities, followed by language-focused tasks, and finally, fluency development exercises that reinforce vocabulary usage In a typical lesson utilizing these strands, the teacher initiates by showing a short, engaging video and providing a handout with fill-in-the-blank exercises, encouraging students to use dictionaries as needed During reading activities, students highlight target vocabulary to infer meanings, and the teacher reinforces learning through deliberate instruction and the use of flashcards, complemented by repetition exercises.
After engaging in input-meaning focused activities, students transitioned to meaning-focused output activities In collaborative groups, they discussed aspects of a reading assignment, such as planning a schedule For instance, while exploring the theme of deserts, students described desert features and devised strategies for survival in case they found themselves lost in such an environment.
After engaging in various activities, students were guided towards language-focused strands They learned about word families through repetition and targeted exercises Students completed sentences with missing words, providing the correct forms to fit the context The teacher provided intentional corrections to enhance their understanding.
Finally, 4/2/3 practice or 10- minute writing helped learners develop fluency, which is also the last strand in the four strands
The pretest was administered during the first class meeting to assess the vocabulary knowledge of two groups, focusing on forms learned through traditional teaching methods prior to the experiment It included various question types, such as matching words to definitions, fill-in-the-blank exercises with provided first letters, and listening comprehension tasks Following four treatment sessions, a posttest evaluated the vocabulary acquisition of both groups, with one serving as the control group and the other as the experimental group, specifically targeting the vocabulary items learned during the intervention.
The pretest and posttest format, detailed in Appendix B, consisted of three tasks designed to assess students' understanding of vocabulary Task 1 featured 10 questions where examinees matched English words from themes they had learned with their corresponding definitions in a two-column table Task 2 included 5 fill-in-the-blank questions, each starting with an initial letter, requiring learners to use context clues to identify the correct word while considering its grammatical form, such as singular noun, plural noun, adjective, adverb, or verb Task 3 focused on listening comprehension, testing learners' ability to recognize word forms through auditory cues.
In this task, learners had to listen to three short extracts and complete six missing blanks
A questionnaire was administered during the sixth class meeting after students received their test results, alongside an SPSS analysis to evaluate score improvements in the experimental group The purpose of the questionnaire was to explore the attitudes of participating students regarding the teacher's implementation of the Four Strands approach.
The questionnaire included 23 statements assessing students' attitudes towards the course, with participants rating their agreement on a scale from one to five All statements were designed using a Likert Scale to capture the extent of student sentiment effectively.
“5” for Strongly Agree (SA), “4” for Agree (A), “3” for Neutral (N), “2” for Disagree (DA) and “1” for Strongly Disagree (SD)
The questionnaire was based on the effective course criteria outlined in Nation's (2007) Four Strands for vocabulary learning, utilizing a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) It encompassed four key themes, each with specific items designed to assess attitudes towards learning.
- General impression of the Four Strands
The questionnaire was displayed in Appendix C
This research utilized qualitative interviews as the primary instrument, selecting 10 students based on their questionnaire responses to assess their satisfaction with the new teaching method and the correlation between their satisfaction and academic scores The sample included 5 randomly chosen students and 5 selected for their negative feedback, aiming to clarify their confusion and gain deeper insights into their experiences.
The interview, adapted from Ali (2012), featured a list of four questions outlined in Appendix D, focusing on key themes from the questionnaire These themes included participants' general perceptions of the Four Strands, the skills they acquired, their enjoyment of the course, and their motivation throughout the course.
The vocabulary test items in both the pretest and posttest emphasized the grammatical use and meaning of vocabulary items, as these features were covered in both groups The primary difference lay in the presentation methods and the practice opportunities provided to the learners.
Research procedure
The vocabulary course offered in high school serves as an additional resource aimed at enhancing students' vocabulary in preparation for their final examinations organized by the National Educational Department This course covers four key themes: deserts, books, sports, and the environment The assessment format includes matching vocabulary with definitions, completing sentences with the first letter of given words, and listening exercises that require filling in missing words.
Learning vocabulary involves three key aspects, each addressed by the four strands of language acquisition The meaning-focused input strand aids learners in understanding word meanings, while the meaning-focused output strand allows them to actively use the language and practice fluency Additionally, language-focused activities help learners grasp the form of words, enhancing their overall vocabulary development.
To facilitate natural vocabulary acquisition, learners should first encounter the meaning, followed by usage, and finally, formation This approach incorporates the four strands of language learning: beginning with meaning-focused input activities, students engage with a short video and complete a fill-in-the-blank handout using provided vocabulary Teachers encourage the use of dictionaries and guide students in reading passages by highlighting target vocabulary to aid in meaning comprehension Additionally, flashcards and repetition techniques are employed to reinforce learning, while fluency development activities provide further opportunities for vocabulary practice.
Following the input-meaning focused activity, students engaged in a meaning-focused output activity, where they collaborated in groups to discuss and devise a schedule related to their reading For instance, in the topic of Deserts, students described the characteristics of deserts and strategized on how they would survive if stranded in such an environment.
After engaging in various activities, students participated in focused language strands that emphasized vocabulary development They learned about word families through repetition and targeted exercises Students completed sentences with missing words, providing the correct form of the given words to fit the context The teacher provided intentional corrections to enhance their understanding.
Finally, 4/2/3 practice or 10- minute writing helped learners develop fluency, which is also the last strand in the four strands.
Research Instruments
The pretest was administered during the first class meeting to evaluate the vocabulary knowledge of two groups, focusing on traditional teaching methods learned two weeks prior to the experiment It included various question types, such as matching words to their English definitions, completing sentences with a given first letter, and listening exercises Following four treatment sessions, a posttest assessed the vocabulary acquired by both the control and experimental groups, reflecting the content covered during the treatment.
The pretest and posttest format, detailed in Appendix B, consists of three tasks designed to assess students' understanding of vocabulary Task 1 features 10 questions where examinees match English words from themes they have learned with their corresponding definitions in a provided table Task 2 includes 5 fill-in-the-blank questions, each starting with an initial letter, requiring learners to use context to determine the correct word form, such as singular noun, plural noun, adjective, adverb, or verb Lastly, Task 3 focuses on listening skills, testing learners' ability to recognize and understand word forms through auditory input.
In this task, learners had to listen to three short extracts and complete six missing blanks
A questionnaire was administered during the sixth class meeting after students received their test results, and an SPSS analysis was performed to assess score improvement differences in the experimental group The objective of the questionnaire was to explore the students' attitudes towards the teacher's implementation of the Four Strands.
The questionnaire included 23 statements assessing students' attitudes towards the course, where they rated their agreement on a scale from one to five These statements were designed using a Likert Scale to gauge the extent of their agreement.
“5” for Strongly Agree (SA), “4” for Agree (A), “3” for Neutral (N), “2” for Disagree (DA) and “1” for Strongly Disagree (SD)
The questionnaire was modified based on the effective course criteria outlined in Nation's (2007) Four Strands for vocabulary learning and utilized a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) The assessment focused on four key themes and their corresponding items.
- General impression of the Four Strands
The questionnaire was displayed in Appendix C
In this research, qualitative data was gathered through interviews with 10 students selected based on their questionnaire responses The aim was to assess their satisfaction with the new teaching method and to explore the correlation between their satisfaction levels and academic scores Among the participants, 5 students were randomly chosen, while the other 5 were selected due to their negative feedback, allowing for clarification of their concerns.
The interview, adapted from Ali (2012), featured a list of four key questions outlined in Appendix D These questions focused on four main themes: participants' general perceptions of the Four Strands, the skills they acquired, their enjoyment of the course, and their motivation throughout the learning experience.
Validity and Reliability
The vocabulary test items in both the pretest and posttest emphasized the grammatical use and meaning of vocabulary items, as these elements were taught to both groups The primary difference lay in the presentation methods and the practice opportunities provided to the learners.
In the "Matching Words with Their Definitions" exercise, each word's definition included high-frequency vocabulary The words tested were those that both groups of learners had acquired throughout the experiment, adhering to the same criteria as the matching activity.
Learners evaluated each strand of The Four Strands to determine how the teacher's application of these strands contributed to their score improvement The questionnaire specifically targeted the Four Strands and assessed learners' attitudes towards vocabulary learning and their satisfaction with their scores, excluding other factors such as students' perceptions of topic complexity and instructor enthusiasm.
The questionnaire utilized a Likert-scale format, and the author employed SPSS to analyze the reliability of the items through the Alpha ratio The results indicated the reliability of the questionnaires, with the Cronbach alpha values presented in the table below.
Reliability Statistic of Questionnaire Items
Variable Number of items Cronbach’s Alpha participant’s general impression of the Four
5 829 participant’s evaluation of vocabulary learning strategies in the Four-
6 842 participants’ perception of enjoyment in participating in The Four-stand activities
The reliability statistics of the questionnaire indicate strong internal consistency across various variables, with Cronbach’s Alpha values of 0.829 for participants' general impressions of the Four Strands, and 0.842 for both the evaluation of vocabulary learning strategies and participants' perceptions of motivation within the Four Strands These values meet the reliability requirements established by Nunnally (1978).
Material
Lesson plans were developed in accordance with the textbook provided by the Vietnam Ministry of Education and Training, authored by Hoang Van Van These plans incorporate the four strands and cover four key topics: Deserts, Conservation, Women in Society, and Sports.
The article outlines the development of two lesson plans for each topic: one utilizing a conventional teaching method for the control group and the other implementing the Four Strands approach for the experimental group A sample of each lesson plan is included in the appendix.
Activities used in lesson plans using the Four Strands in this research included:
Meaning-focused input - Highlighting the new words in a written text and take notes of their meanings
- Using dictionary applications on mobile phones to check the pronunciation of the new words
- Listening to a recording and fill in the blanks
Meaning-focused output - Writing a short paragraph about the lesson topic or assigned discussions
- Doing speaking activities with written input
- Making presentation based on written input
- Doing exchanges to fill the gap learning
- Using English or bilingual dictionaries Fluency development - Practicing speaking using 4/3/2 technique
Table 3 2 Activities used in lesson plans using the four strands in this research
Procedure and timeline of the course
In the initial meeting, the researcher administered a pretest to both classes From the second to the fifth meeting, the controlled class received instruction using the Grammar-Translation Method (GTM), while the experimental class was taught using The Four Strands approach A posttest was conducted in the sixth week, following four weeks of instruction.
Procedure and timeline of the course for both controlled group and experimental group were described as in the table below
WEEK 1: Pretest period 1st meeting: Conducted pretest 1 st meeting: Conducted pretest
- Listened, read and discussed the features of deserts and how to struggle to live here
- Spoke and wrote about deserts’ features and how to struggle to live here
- Did the dictation (focus on passive forms)
- Did the reading about features of desert and how to struggle to live here
- Did and correct vocabulary exercises
- Listened, read and discussed different types of book and the reading habit
- Spoke and wrote about different types of book and the reading habit
- Did the reading about different types of book and the reading habit
- Did the dictation (focus on word formation)
Did and correct vocabulary exercises
- Listened, read and discussed different types of sports and the sport competitions
- Spoke and wrote about different types of sports and the sport competitions
- Did the dictation (focus on word formation)
- Did the reading about different types of sports and the sport competitions
Did and correct vocabulary exercises
- Listened, read and discussed pollution and ways to protect the environment
- Spoke and wrote about different types of sports
- Did the reading about features of desert and how to struggle to live here
- Did the dictation (focused on passive forms)
Did and correct vocabulary exercises WEEK 6:
Conducted posttest and marked scores and analyzed the quantitative data
Conducted a questionnaire and conducted interviews
Analyzed quantitative data from the questionnaire and the qualitative data from the in-depth interview
Conducted posttest and marked scores and analyzed the quantitative data
Table 3 3 Procedure and timeline of the course for both controlled group and experimental group
Data analysis
Descriptive analysis was carried out in analyzing process, according to Creswell (2012) There were three rounds of t-test were applied
An independence- samples t-test was employed to check whether there was a clear difference between the experimental group and the controlled group in the pretest
A paired-sample t-test was conducted to determine if there was a significant difference between the pre-test and post-test scores within each group.
Another independence- samples t-test was conducted to compare the post-test scores of the two groups
The questionnaire encompassed four key themes: learners' overall impressions of the Four Strands, their assessments of learning strategies, and their perceptions of enjoyment and motivation.
The Four Strands theme allowed participants to express their satisfaction with the effectiveness of various activities utilized in each strand for enhancing vocabulary learning.
The initial focus was on the first strand of the Four Strands, emphasizing vocabulary acquisition through provided input By utilizing a rating scale from 1 to 5, the researcher could assess learners' perceptions and the benefits they derived from the supplied reading material.
The second aspect of the Four Strands emphasizes the importance of learning vocabulary through productive skills in writing and speaking activities Participants indicated that they often rely on passive vocabulary while attempting to deliver speeches or engage in writing tasks.
The third aspect of the Four Strands emphasizes the significance of grammatical forms in vocabulary This research aimed to assess students' attitudes towards dictation activities, exploring whether such exercises enhance their focus on grammatical features, including word formation and verb forms, which are crucial for test performance.
The fourth and fifth items in the study focused on fluency within the Four Strands framework Students were asked to express their opinions by rating the effectiveness of the 4/3/2 technique and repeated reading By analyzing these ratings, researchers could assess students' satisfaction with their speaking and reading fluency.
In my assessment of vocabulary learning strategies within the Four-Strand Course, learners had the opportunity to express their perspectives on the strategies encountered throughout the program Their feedback indicated a high level of satisfaction with the quality of the vocabulary learning course, which was effectively based on the Four-Strand Principle.
The sixth item focused on a learning strategy linked to the first strand, prompting students to express their satisfaction with using context clues to guess unknown words during reading exercises The responses on the scale provided insights into whether this learning strategy positively influenced learners' attitudes.
The seventh item focused on a learning strategy that encouraged students to share their opinions on how their background knowledge aids in guessing the meanings of unknown words during reading Their scaled responses provided insights into their satisfaction with this learning strategy Additionally, the evaluation included the use of dictionaries to find equivalent phrases for expressing specific ideas Researchers analyzed the ratings from participants to assess their satisfaction with the vocabulary learning strategy that emphasizes the output process.
The ninth item, linked to the second strand, required students to evaluate the effectiveness of their communication strategies during conversations and presentations Researchers could gauge students' attitudes toward these activities through their scale ratings.
The tenth item examined the grammatical functions of words through dictation, allowing the research to gather insights based on participant ratings regarding their perceptions of dictation as a learning strategy.
The eleventh item pertained to fluency in the fourth strand, where participants assessed their perceived improvement after multiple speaking turns, each lasting different durations of 4, 3, and 2 minutes This evaluation provided the researcher with insights into the participants' satisfaction levels regarding their progress.
The objective of this theme was to assess participants' enjoyment levels in engaging with activities that represent each of the Four Strands.
Items 12 to 15 emphasized the importance of enjoyment in learning activities Regardless of their comfort level while performing skills, participants found joy in engaging with tasks when they recognized the benefits to their learning.