INTRODUCTION
Rationale
Vocabulary is a crucial element in learning a second language, as emphasized by Saleh (1997), who stated that language mastery is largely determined by vocabulary size Wilkins (1972) further highlighted that while grammar is important, without vocabulary, effective communication is impossible A robust vocabulary enables students to achieve comprehensive proficiency in English, whereas insufficient vocabulary limits their ability to understand and produce language Despite the significance of vocabulary, many students struggle with a limited word bank, hindering their communication skills Common challenges include difficulties in memorizing new words, their spelling, meanings, and pronunciations, along with a lack of motivation to engage with vocabulary learning To address these issues, it is essential to teach vocabulary in an engaging and interesting manner.
Recent studies reveal that many educators lack confidence in effective vocabulary teaching methods, often struggling to establish a clear instructional focus on word learning (Berne & Blachowicz, 2008) Consequently, the vocabulary teaching strategies employed by teachers frequently fall short of achieving desired outcomes To enhance students' understanding and practical application of words, it is essential to implement effective vocabulary instruction.
Since the 1990s, English language teaching in Vietnam has garnered significant attention from both researchers and educators Vocabulary instruction is integrated into reading, speaking, listening, and writing lessons Many students recognize the crucial role of English in their academic pursuits and future opportunities.
Many students recognize the importance of English for their future careers but exhibit varying levels of motivation and competence While some are proactive learners, others remain passive and struggle with a limited vocabulary despite having an acceptable grasp of grammar A survey reveals that many students are at a beginner level, often feeling bored during vocabulary lessons due to outdated learning habits, such as rote memorization and passive listening This lack of effective learning strategies and a positive attitude hampers their ability to retain vocabulary, ultimately affecting their speaking and writing skills Consequently, they frequently forget words and lack the vocabulary needed to express their ideas clearly.
At Yen Phong 1 High School, the author, an English teacher with over ten years of experience, observes that while most teachers are dedicated and enthusiastic, their vocabulary teaching methods vary significantly Some educators embrace a communicative and student-centered approach, actively seeking new methodologies and adapting their strategies to meet diverse student needs In contrast, others rely on traditional methods, introducing new words by writing them on the board, translating them into Vietnamese, and using repetitive reading techniques Additionally, some teachers utilize visual aids like projectors to enhance vocabulary learning However, many students tend to learn vocabulary passively, relying heavily on their teachers' instruction.
Many students struggle with vocabulary acquisition because they often memorize words without applying them in real communication This approach leads to vocabulary learning activities that lack interest and motivation, ultimately hindering the development of their vocabulary skills Consequently, the effectiveness of vocabulary teaching and learning falls short of expectations.
To enhance student motivation in vocabulary lessons, this research aims to identify effective techniques for teaching English vocabulary The focus is on presenting new words in engaging ways to boost students' interest and improve their lexical knowledge The author seeks to contribute to more effective vocabulary instruction, specifically targeting grade 10 students at Yen Phong 1 High School This study will explore innovative methods to elevate motivation and engagement in vocabulary learning.
Aims of the study
The research aims to enhance vocabulary learning for students at Yen Phong 1 High School by improving presentation methods and applying effective techniques to boost student motivation The author assesses the current state of English vocabulary teaching and learning at the school and proposes practical solutions for teachers to adopt more suitable instructional methods Additionally, the study explores engaging activities for presenting vocabulary, with the hope of making lessons more enjoyable and motivating for students.
This study investigates effective techniques for presenting vocabulary to motivate language learners and aims to enhance their language proficiency Based on the findings, the research seeks to provide suggestions for utilizing these techniques The primary objective is to address specific research questions related to vocabulary presentation and learner motivation.
1 What types of vocabulary presenting technique are used in vocabulary lessons at Yen Phong 1 High School?
2 What factors affect students’ motivation in learning vocabulary lessons at Yen Phong 1 High School?
3 What techniques should be applied to increase students’ motivation in vocabulary lessons at Yen Phong 1 High School?
Scope of the study
There are numerous effective strategies for designing vocabulary learning activities aimed at helping students enhance their English vocabulary However, due to the author's limited knowledge and time constraints, the focus is specifically on teaching and learning vocabulary for grade 10 students at Yen Phong.
At Yen Phong 1 High School, the focus is on enhancing vocabulary presentation techniques to boost motivation among Grade 10 students Rather than covering all techniques, the emphasis is placed on key methods that effectively engage students in their learning process.
Significance of the study
The research provides insights into the current state of English vocabulary teaching and learning at Yen Phong 1 High School It also explores the vocabulary teaching and learning methods employed by teachers and students, aiming to identify effective techniques that enhance student engagement in vocabulary acquisition.
Research indicates that English teachers are focusing on developing effective strategies for introducing new vocabulary to students They have recognized the importance of understanding students' attitudes toward vocabulary learning, which has led them to create tailored activities aimed at boosting motivation among Grade 10 students at Yen Phong 1 High School.
Introduction, rationale for the study, aims of the study, the research questions, the significance of the study, and the scope of the study
LITERATURE REVIEW
Concepts of vocabulary
There are many definitions of vocabulary which were proposed by the scholars and the linguists Here are some definitions of vocabulary:
According to Nation (2000:5), vocabulary encompasses various types of knowledge essential for understanding a word This includes its meaning, written and spoken forms, grammatical behavior, collocations, associations, and frequency of use.
In her book "A Course in Language Teaching," Penny Ur (1996:60) defines vocabulary as the words taught in a foreign language, emphasizing that vocabulary can encompass not just individual words but also phrases, two- or three-word combinations, and multi-word idioms.
Vocabulary encompasses all the words that constitute a language (Hornby, 1994) While Brown (2001) considered vocabulary lists as tedious and focused on the need for definition and memorization, he emphasized that lexical forms play a crucial role in creating contextualized and meaningful communication.
Vocabulary serves as the foundation of communication, making it essential to explore diverse teaching methods that encourage students to learn vocabulary effectively and positively.
Vocabulary encompasses all words and includes aspects such as meaning, formation, grammar, and usage It is a fundamental component of language, essential for effective communication and the expression of ideas.
In conclusion, vocabulary plays a crucial role in language and serves as the foundation of linguistic skills Simplifying Wilkin's (1972) perspective, it can be stated that while grammar is essential for conveying meaning, vocabulary is indispensable; without it, communication is impossible Vocabulary encompasses the entire set of words, along with their meanings and contextual information.
There have been different ways of vocabulary classification according to different criteria, features or functions The following ways are the most common ones to classify vocabulary
2.1.2.1 According to the concept of morpheme
Words can be divided into three kinds: simple word, derived word and compound word
Simple words consist of a root morpheme such as pen, book, cup, etc
Derived words consist of a root and one or more derivational morphemes such as happiness, beautiful, computer, etc
Compound words are formed by combining at least two roots, with or without derivational morphemes, such as "blackboard" and "swimming pool." These words consist of two or more components, where each part functions as an independent word.
Words possess two primary types of meaning: lexical meaning and grammatical meaning Consequently, vocabulary can be categorized into notional and functional words Notional words, which have distinct lexical meanings, constitute a significant portion of an individual's vocabulary.
Functional words play a crucial role in sentence structure by expressing grammatical relationships and indicating the speaker's attitude or mood These words, which include particles, prepositions, articles, and conjunctions, serve as the connective tissue that binds sentences together Their meaning is derived from their interaction with other words, making them essential components for coherent communication.
2.1.2.3 According to the function of vocabulary items in a sentence
English vocabulary is categorized into various parts of speech, including verbs, nouns, adjectives, adverbs, prepositions, and pronouns, each serving distinct functions within a sentence Understanding the grammatical rules governing the position and relationship of these parts of speech is essential for learners Therefore, it is crucial for students to recognize the different roles that vocabulary items play throughout their studies.
2.1.2.4 According to the frequency of use
According to Nation and Waring (2004), vocabulary can be categorized into high frequency and low frequency words High frequency words, which include common verbs, nouns, articles, pronouns, prepositions, and forms of the verb 'to be,' are essential for everyday communication In contrast, low frequency words, such as "tisane," are rarely used and may not be necessary for students to learn Teachers should prioritize teaching high frequency words to ensure students focus on the vocabulary that is most relevant and useful in daily interactions.
Vocabulary can be categorized based on context, conditions, communicative purposes, and lesson objectives (Nu, D., 1992) From a language methodology perspective, vocabulary is divided into active (productive) and passive (receptive) forms Active vocabulary consists of words that learners can understand, pronounce accurately, and use effectively in both speaking and writing.
Passive vocabulary is words that students can recognize and understand when they meet in a context, but in teaching a language, the active words tend to be concentrated on more
Linguists categorize vocabulary into two types: productive words and receptive words Productive words are those that learners can effectively use in speaking and writing, while receptive words are those that learners can comprehend when listening and reading.
The role of vocabulary in language teaching and learning
Vocabulary is crucial in language learning, influencing various areas such as vocabulary use, course design, evaluation, and learning strategies A limited vocabulary can hinder effective communication, especially for second language learners, making vocabulary knowledge essential for success Schmitt (2000) highlighted that "lexical knowledge is central to communicative competence and to the acquisition of a second language" (p 55), emphasizing the importance of vocabulary acquisition in mastering a new language.
According to Folse (2014), learning a language involves mastering various elements such as pronunciation, writing systems, and syntax, but vocabulary stands out as the most crucial component Vocabulary serves as a vital tool for effective communication and is essential for knowledge acquisition.
Nation (2001) highlighted the complementary relationship between vocabulary knowledge and language use, where vocabulary enhances language application, and language practice fosters vocabulary growth Wilkins (1982), a renowned British linguist, emphasized the critical role of vocabulary by stating, “Without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed” (2002:35).
According to Carmen (2005), vocabulary plays a vital role in comprehending both written and spoken texts, as a lack of essential vocabulary can hinder students' ability to grasp the intended message.
In summary, vocabulary acquisition is a complex and demanding aspect of language learning, crucial for every learner to master foundational language components before enhancing their overall language skills Thus, the importance of vocabulary in the context of language teaching and learning is undeniably significant.
Motivation and its role in language teaching and learning
Motivation in language learning is often defined as the "internal drive" that propels individuals to pursue their goals (Harmer, 1991, p.3) When learners find their objectives valuable and appealing, they are more likely to take action towards achieving them, highlighting the essential role of motivation in the learning process.
Motivation in second language learning is complex, influenced by two key factors: the learner's communicative needs and their attitudes towards the second language community (Lightbown & Spada, 1999).
Motivation is a crucial factor in the learning process, as highlighted by Parsons, Hinson, and Brown (2001) It plays a supportive role alongside learning, enabling learners to acquire new knowledge and skills Gardner's socio-educational model (1982) identifies three key elements of motivation: effort, desire, and affect Effort pertains to the time and drive dedicated to studying a language, desire reflects the learner's aspiration for proficiency, and affect encompasses the emotional responses related to language learning.
A motivated student is characterized by their dedication and persistence in completing tasks, along with a clear set of goals, desires, and aspirations They engage actively in their learning activities, derive enjoyment from them, and reflect on their successes and failures (Dornyei, 2003, p 137).
In summary, motivation plays a crucial role in a learner's approach to acquiring a second language Those who possess a positive attitude and strong motivation are more likely to achieve success in their language-learning journey.
There have been different ways of motivation classification according to different features or functions
According to (Harmer, 1991, p 3) motivation in second language learning can be categorized into two types They are short-term goal and long-term goal
Short-term goals are essential for students aiming to achieve success in their academic pursuits, such as passing exams or obtaining high grades These objectives provide a clear focus and motivation for immediate achievements in their educational journey.
Long-term goals are aspirations that students aim to achieve in the future, necessitating careful planning and dedication For instance, learners may set long-term objectives such as securing a better job or enhancing their ability to communicate effectively in the target language they are studying.
Besides, the motivation is further classified into two main categories: extrinsic motivation and intrinsic motivation
Extrinsic motivation is driven by the desire for rewards and the avoidance of punishment, emphasizing external factors that encourage learners to engage in educational activities, such as passing exams or pleasing teachers While it can prompt participation, this type of motivation may negatively affect students, as they often study not out of genuine interest or intent, but rather due to the pressure of potential rewards or consequences.
Intrinsic motivation is an inner drive that encourages individuals to engage in activities for the sheer enjoyment of the experience rather than for external rewards It arises when learners pursue knowledge because they find it interesting or valuable, leading to a voluntary commitment to their education Students with intrinsic motivation possess an internal desire to learn without relying on external outcomes, as their engagement is fueled by the enjoyment, challenge, or satisfaction derived from the activity itself According to Maslow (1970), intrinsic motivation is superior to extrinsic motivation, as it fosters self-actualization Bruner (1966, cited in Chalak & Kassaian 2010) emphasized that one of the most effective methods to support students is to liberate them from the constraints of reward-based learning.
Motivation can often stem from both internal and external sources simultaneously, leading to an overlap between intrinsic and extrinsic motivation.
In Vietnam, language learners are influenced by both intrinsic and extrinsic motivation, with social and family factors playing a significant role Key motivators include the desire for high academic scores, securing well-paid jobs, and coping with exam pressure.
In conclusion, motivation is crucial for effective learning, as its absence can lead to procrastination It serves as the driving force that encourages individuals to take action and enhances learning behaviors Therefore, educators must understand the different types of motivation and their sources to address the specific needs of their students effectively.
2.3.3 The importance of motivation in language teaching and learning
Motivation plays a crucial role in the effectiveness of language teaching and learning, serving as the driving force behind the initiation of language acquisition It significantly influences the level of personal engagement in the learning process Without adequate motivation, even highly capable individuals struggle to achieve long-term goals, highlighting that effective curricula and quality teaching alone are insufficient for ensuring student success (Dürnyei Z (2001a).
Motivation plays a crucial role in the second language learning process, as highlighted by Reece & Walker (1997, as cited in Gomleksiz 2001), who assert that a motivated student can achieve greater success than a more intelligent but unmotivated peer Teachers are tasked with maintaining student motivation, which significantly influences learning outcomes Spolsky (1990) emphasizes that motivated students tend to learn faster and more effectively, while those lacking motivation may disengage, misbehave, and disrupt the learning environment Conversely, highly motivated students are more likely to engage actively and concentrate on their tasks, underscoring the importance of fostering motivation in language learning.
According to Reece & Walker (1997, as cited in Gomleksiz 2001), a motivated student can achieve greater success in language learning than a more intelligent but unmotivated peer It is challenging to teach a second language in an environment where students lack the desire to learn Therefore, it is crucial for teachers to sustain the motivation of highly motivated students throughout the learning process.
Principles of vocabulary teaching
Vocabulary is essential for learning and teaching a foreign language, as it aids in comprehending assigned texts Before guiding students through a narrative, teachers must identify any new words that convey key concepts necessary for understanding the material in context.
Teaching vocabulary serves the dual purpose of helping students understand the meanings of familiar words and applying them across educational, social, and professional contexts A robust vocabulary enhances language use, which in turn fosters further vocabulary growth To effectively expand students' word knowledge, it is beneficial to introduce words in morphological or semantic clusters.
When teaching English vocabulary, educators must consider the essential question: "What needs to be taught?" According to Richard (1976), it is crucial to select vocabulary based on its frequency and relevance to students' needs, as not every word learned will be necessary for production Learning a word involves more than just grasping its meaning, and students are not expected to master every word presented in textbooks Therefore, teachers should concentrate on key elements of vocabulary instruction to enhance the learning experience.
To effectively learn a word, a student must understand its pronunciation and recognize its spelling These fundamental aspects are essential for accurate comprehension and retention of the word When presented clearly, learners can grasp both the sound and appearance of the word, facilitating a more successful learning experience.
Pronunciation is crucial in learning and teaching English vocabulary and other languages globally, as it significantly impacts listener comprehension When instructing students on the pronunciation of specific English words, educators must emphasize the importance of word stress and the intonation of entire sentences.
Spelling refers to the correct arrangement of letters and diacritics in a word, adhering to established standards It is a fundamental aspect of orthography and plays a crucial role in alphabetic languages.
The grammatical features of a new word or phrase will need to be taught if this is not obviously covered by general grammatical rules A word may have an
When teaching new verbs, it's essential to introduce their base forms alongside any irregular past forms, such as "take" and "took." Additionally, educators should highlight whether these verbs are transitive or intransitive to enhance learners' understanding of their usage in different grammatical contexts.
Teaching vocabulary effectively requires a clear understanding of word meanings, as emphasized by Richard Frost (2001), who highlights the importance of ensuring students grasp these meanings through checking questions Words possess two types of meanings: grammatical and lexical, both of which are essential for comprehensive vocabulary instruction.
The meaning of a word primarily refers to its real-world reference, often defined in dictionaries Additionally, an important aspect of a word's meaning is its connotation, which encompasses the positive or negative associations it evokes.
Understanding the appropriateness of specific items in various contexts is a crucial aspect of meaning that requires instruction Additionally, exploring the relationships between words, such as synonyms, antonyms, and hyponyms, can significantly enhance vocabulary teaching.
Words possess multiple meanings, necessitating that teachers make thoughtful decisions regarding which meanings to teach Additionally, educators must consider the number of meanings and words to cover within the allotted class time.
Understanding typical collocations is essential for determining the appropriateness of word combinations in context This aspect of vocabulary is crucial for teaching, as it helps learners grasp nuances between similar terms For instance, while both “to make” and “to do” imply “to perform,” they differ in their collocations; we commonly say “to do homework” but not “to make homework.” Therefore, educators should focus on teaching collocations, particularly those that students find most challenging.
Language use is highly contextual, influenced by social settings, style, and register The meaning of words can vary based on their usage, with vocabulary knowledge extending beyond individual definitions to include awareness of related words Effective vocabulary teaching aims to provide learners with opportunities to use words in context, rather than merely memorizing lists.
In vocabulary lessons, students should learn the form, meaning, and usage of words, while teachers must regularly revise this vocabulary to prevent forgetfulness Additionally, it is crucial for educators to consider student motivation, ensuring that learners remain engaged and attentive during lessons.
Techniques in presenting vocabulary
Teaching vocabulary involves three key stages: presenting, practicing, and revising This article focuses on the presenting stage, which is crucial for effective vocabulary instruction During this stage, teachers must ensure that students grasp the meaning, spelling, usage, and pronunciation of new words To enhance engagement, it is essential for educators to employ various techniques that motivate and captivate students during lessons.
This section presents research findings on the techniques employed by an English teacher to effectively convey the meaning and structure of vocabulary Various strategies exist for teaching vocabulary, but there are essential considerations that English teachers must keep in mind when introducing new words or lexical items to their students.
It means that the English teachers want students to remember new vocabulary Then, it needs to be learnt, practiced, and revised to prevent students from
Teachers utilize a variety of techniques for vocabulary presentation based on factors like content, time constraints, and learner relevance Instead of relying on a single method, educators often combine multiple techniques to enhance understanding It is recommended that teachers diversify their vocabulary presentation strategies to improve learning outcomes (Pinter, 2006).
The goal of vocabulary presentation is to assist students in understanding the meaning of words and phrases, while also highlighting important aspects such as spelling, pronunciation, and contextual usage Renowned linguists offer various methods for effectively presenting vocabulary to enhance student learning.
Ur (1996) proposed ten effective methods for presenting new vocabulary, including concise definitions, detailed descriptions, examples, illustrations, demonstrations, context, synonyms, antonyms, translations, and associated ideas Similarly, Allen (1983) emphasized the importance of visual aids, real objects, and dictionaries in vocabulary teaching, applicable to learners at all levels Nu (2004) further supported this by outlining eight methods for introducing new words, such as using visual aids, realia, actions, explanations, synonyms/antonyms, examples, translations, and a mix of techniques with guiding questions These strategies are also reflected in the work of Gairns and Redman (1986) on vocabulary presentation.
Visual techniques are essential for conveying the meaning of new words, serving as a primary method for language instruction Various visual aids, such as flashcards, photographs, drawings, wall charts, realia, facial expressions, and gestures, enhance the teaching process, as highlighted by Gains and Redman (1986) These methods engage students, create a comfortable learning environment, and facilitate meaningful associations with the material.
Flashcards and pictures are effective tools for teaching vocabulary, as they enhance context, add vividness, and alleviate boredom (Rijavec, 1991) These resources facilitate brainstorming and idea presentation when introducing new words Educators can source flashcards and images from various materials, including magazines, newspapers, textbooks, and the Internet.
Realia, or real objects used in the classroom, enhances teaching and learning by providing tangible examples Utilizing realia is an effective method for introducing new vocabulary, as it conveys meaning more directly and quickly than verbal explanations alone.
Incorporating gestures and mime into vocabulary lessons enhances students' understanding and retention of new words This engaging technique fosters creativity and observational skills, making learning more memorable through visual support Additionally, visual aids, including pictures and real objects, create a relaxed atmosphere, allowing students to actively participate in the lesson By observing these aids while listening to the teacher's explanations, students can effectively deduce the meanings of new vocabulary, resulting in an enjoyable and interactive classroom experience.
In summary, visual aids play a crucial role in effectively conveying meaning and are particularly beneficial for teaching specific vocabulary related to food, jobs, sports, furniture, and daily activities These engaging techniques help to actively involve students in the lesson.
One effective technique for introducing new vocabulary is to use definitions, synonyms, antonyms, and translations, which aids students in grasping abstract concepts By incorporating illustrative sentences alongside definitions, teachers can enhance comprehension and provide context, making it easier for learners to engage with new words.
22 words is used However, it may be difficult for the students to understand definition because they may contain words, which students do not know
Utilizing synonyms and antonyms is an effective strategy for expanding students' vocabulary By teaching new words through their similar and opposite meanings, educators enhance students' understanding and retention This approach allows learners to connect new vocabulary with familiar terms, facilitating easier recall Ultimately, this technique not only aids in vocabulary development but also captures students' interest in learning.
A highly effective technique for vocabulary acquisition involves encouraging students to deduce the meanings of words independently, with context playing a crucial role in their understanding Teachers should provide clear contexts for word usage and can enhance comprehension by describing these contexts or offering example sentences To reinforce retention, it's essential for students to engage with new vocabulary across various contexts.
Using translation to introduce new vocabulary in the classroom is often seen as a traditional approach, yet it proves to be an effective method This technique allows teachers to convey meanings more quickly and easily, enabling them to allocate more time to other engaging classroom activities.
Translation is beneficial for clarifying abstract concepts, as noted by Komarowska (2005), making it an effective tool for explaining complex vocabulary This straightforward approach not only enhances understanding but also saves time in the classroom However, reliance on translation can have drawbacks, as it may hinder the use of the second language in educational settings.
METHODOLOGY
Method of the study
To find answers to the research questions, the study uses a combination of qualitative and quantitative research approaches, which include document analysis and survey questionnaires, interviews.
Subjects of the study
The participants are placed into two groups
The study focuses on a group of 15 experienced English teachers aged between 30 and 45 at Yen Phong 1 High School, each with a minimum of 8 years of teaching experience Among them, 6 hold a Master of Arts in English Teaching Methodology, while the remaining 9 are graduates from the College of Foreign Languages at Vietnam National University Committed to adapting to the evolving curriculum of the New Textbook, these educators employ diverse activities to actively engage students in vocabulary lessons.
A survey was conducted among 95 tenth-grade students, aged 16, in classes 10A1 and 10A2 at Yen Phong 1 High School to explore their attitudes toward vocabulary learning While some students excel in English, many struggle with vocabulary retention and lack effective methods for acquiring new words Although most students possess basic grammatical knowledge, they face challenges due to limited vocabulary and motivational factors that hinder their learning process.
Research procedure
The research was carried out and followed these steps:
Questionnaires serve as the initial step in conducting surveys, as this data collection tool requires significant time investment Researchers developed surveys targeting both teachers and students to gather valuable information for analysis.
The research will proceed with the second data collection method, which involves conducting interviews The researcher will interview four English teachers from Yen Phong 1 High School, asking five targeted questions to explore their perspectives on the significance of vocabulary, the challenges they face, and the strategies they employ to enhance student motivation in their lessons.
Finally, the researcher sums up the results from these two research instruments that are questionnaires and interviews.
Data collection instruments
The study employs a dual approach of questionnaires and interviews to gather reliable data, ensuring comprehensive answers to the research questions This strategic combination of methods supports the findings, aiming to derive valuable suggestions for enhancing 10th-grade students' motivation in vocabulary learning at Yen Phong 1 High School Insights from both teaching staff and students will inform effective techniques for presenting new vocabulary in lessons.
To collect data for the research, two questionnaires were distributed: one targeting teachers and the other aimed at students This approach was selected for its convenience in construction and its exceptional versatility, allowing for the rapid gathering of extensive information (Dornyei).
The author distributed questionnaires to 15 teachers and 95 students, carefully designing them based on an analysis of available instruments and insights into the learners The purpose of these questionnaires is to gather valuable information from the students.
Students’ attitude towards vocabulary learning
Students’ styles in learning vocabulary
Students’ comments on their teachers’ techniques in presenting vocabulary and their expectation
Teachers’ attitude towards the role of vocabulary in language teaching and their difficulties in teaching vocabulary at Yen Phong 1 High School
Teachers’ current techniques in presenting vocabulary
Techniques used by teachers to increase students’ motivation
Interviews are a crucial technique for understanding the experiences of others and are regarded as the primary method in qualitative research (Burnard, 1994; Doody & Noonan, 2013; Myers & Newman, 2007; Ryan, Coughlan & Cronin, 2009) They represent the most direct interaction between researchers and participants (Kazmer & Xie, 2008; Kvale, 1996) This study utilized interviews to explore teachers' current vocabulary teaching methods, the challenges they face, and effective techniques to enhance student motivation.
FINDINGS AND DISCUSSIONS
Data analysis
* Result and discussion from teachers’ questionnaires
4.1.1.1 Teachers' attitude towards the role of vocabulary teaching in language teaching (Question 1)
Figure 1: Teacher's attitudes towards the role of vocabulary teaching in language teaching
The pie chart illustrates the findings of a survey conducted among teachers regarding the significance of vocabulary instruction in language teaching According to the data, 62% of teachers acknowledged the critical role of teaching vocabulary, emphasizing its importance for learners In contrast, 30% of the respondents downplayed the significance of introducing new words, while 8% believed that vocabulary instruction was not particularly important.
Very importantRather importantNot very importantNot important at all
4.1.1.2 Teachers' purposes of teaching English vocabulary (Question 2)
Figure 2: Teachers' purposes of teaching vocabulary
According to the survey results, 52% of participants emphasized the significance of teaching vocabulary for effective communication, indicating that a diverse vocabulary enables students to use English more proficiently In contrast, 30% prioritized enhancing students' language skills, particularly in reading and writing Only 18% of teachers viewed vocabulary instruction primarily as a means to prepare students for examinations.
4.1.1.3 Teachers' current methods in presenting vocabulary
The findings from questions 3 to 7 aim to offer valuable insights into the first research question: What vocabulary presentation techniques are utilized in vocabulary lessons at Yen Phong 1 High School? Specifically, question 3 explores teachers' perspectives on selecting vocabulary for student instruction.
Figure 3: Teachers' ideas about choosing vocabulary to teach
Improvement of students' language skills
Vocaulary that difficult to pronunce and use
Vocaulary that appears many times in the text
Vocabulary that students askOnly active words
Which new words to be taught by the teachers are revealed through question 3
According to Figure 3, 40% of teachers focus on teaching vocabulary that students find difficult to pronounce and use, while 25% emphasize frequently appearing vocabulary in texts Additionally, 20% of teachers prioritize vocabulary requested by students, and only 15% select active words for instruction This highlights the significant challenge of word selection in vocabulary teaching Therefore, it is crucial for language teachers to carefully consider their word choices for each lesson to enhance students' understanding and effective use of vocabulary.
Figure 4: Aspects of a word teachers use to teach their students
A recent survey revealed that all participating teachers prioritize teaching vocabulary meanings, with a strong emphasis on ensuring students grasp word definitions Additionally, approximately 90% of educators believe it is essential for students to learn the pronunciation of new words, while 60% consistently incorporate pronunciation instruction into their lessons.
In a study on vocabulary teaching methods, it was found that 45% of participants use new items in their lessons, while 37% focus on collocations Only 10% of teachers cover all aspects of a word, emphasizing their importance for student understanding However, educators face challenges due to limited class time of 45 minutes, which restricts their ability to incorporate comprehensive vocabulary instruction alongside other activities.
Figure 5: Teachers' current methods in presenting vocabulary
Question 5 aims at finding out what technique teachers often use to present vocabulary As can be seen from Figure 5, it can be recognized that 40% of surveyed teachers always use translation for the vocabulary teaching They show that translation is a traditional way but it is an effective technique which is used in classroom context It is the simplest and clearest way to show the meaning of the words 31% of the asked teachers always use visual aids for their vocabulary teaching They reveal that using visual aids such as pictures, realia and mimes can convey the meaning clearly and help students understand the meaning better Many teachers points out that using realia is a good way to attract the students' attention
40% visual aids verbal means translation contexts
In a recent survey, it was found that only 20% of participants use verbal methods to present vocabulary, while just 9% of teachers rely on context and explanations This discrepancy may stem from students' challenges in deducing word meanings due to their limited vocabulary To improve vocabulary acquisition, it is recommended that teachers employ a variety of techniques to capture students' attention and enhance their learning experience.
Figure 6: The frequency of teachers' using techniques of presenting vocabulary
Figure 6 illustrates the frequency with which teachers employ vocabulary presentation techniques, revealing that translating and visual aids are the most commonly used methods A significant 71% of teachers prefer translating due to its time-saving benefits, while 65% utilize visual aids, as resources like pictures, real objects, mimes, posters, and facial expressions are readily accessible online or within the classroom However, there is a notable lack of emphasis on using real or created situations to present new words, indicating an area for potential improvement in teaching practices.
32 e Students' reflections about teachers' current techniques of presenting new words (Question 7)
Figure 7: Students' reflections about teachers' current techniques of presenting new words
According to Figure 7, 75% of students are motivated and engaged by visual aids used by teachers to present new vocabulary Additionally, verbal strategies such as definitions, synonyms, and antonyms also capture students' interest Conversely, 25% of students express boredom when teachers translate all new words into Vietnamese Therefore, educators should consider students' preferences to enhance their motivation in vocabulary learning and select appropriate teaching techniques.
4.1.1.4 Factors affecting students' motivation in learning vocabulary
The findings from questions 8 to 11 aim to offer valuable insights into research question 2, which explores the factors influencing students' motivation in vocabulary lessons Specifically, question 8 examines the impact of teachers' attitudes towards teaching vocabulary through communicative activities.
Not interested Not very interested Neutral
Figure 8 Teachers' attitudes towards teaching vocabulary through communicative activities
According to the survey results, 65% of teachers strongly agree that teaching vocabulary through communicative activities enhances students' learning motivation and aids in vocabulary retention, while 30% also agree, highlighting that such activities promote interaction among learners Only 5% of the teachers expressed disagreement with this perspective.
Figure 9: Students' motivation in the vocabulary lessons
Students' motivation in the vocabulary lessons to pass the examination to get a reward and avoid punishment to find a good job to use English vocabulary everyday
A recent survey indicates that 35% of participants believe their students are motivated in vocabulary lessons primarily to pass exams, while an equal percentage seeks rewards and aims to avoid punishment, reflecting a focus on short-term, extrinsic goals In contrast, only 15% of students express intrinsic motivation, wishing to learn English for long-term benefits such as securing a good job and enhancing everyday communication These findings highlight the factors influencing students' motivation in vocabulary lessons.
Figure 10: Factors affecting students' motivation in the vocabulary lessons
Table 10 reveals a strong consensus among teachers regarding the significant impact of teaching methods on students' motivation to learn English vocabulary An impressive 90% of educators believe that utilizing engaging and suitable methods can enhance students' enthusiasm for vocabulary lessons Furthermore, the findings indicate that teachers play a crucial role in influencing both the motivation and success of their students Those who maintain a friendly demeanor and are eager to assist with learning challenges positively affect student motivation.
According to a survey, 65% of teachers believe that the physical conditions of the classroom, including its atmosphere, significantly influence student motivation Classrooms equipped with modern technology such as projectors, laptops, and internet access, along with audio tools like speakers and cassette players, can greatly enhance vocabulary learning Conversely, poor lighting and overcrowded classrooms can diminish students' motivation to learn.
Discussion
This section aimed to discuss the results in the study The collected data will be discussed to illustrate for research questions
Through the analysis of survey questionnaires and interviews, alongside a comparison with theoretical methodologies, this study identifies the vocabulary teaching techniques employed at Yen Phong 1 High School It also captures the perspectives of both teachers and students regarding these activities, as well as the challenges faced in implementing these techniques in each lesson.
Finding of the study showed that all the participants of the study were aware of the importance of vocabulary in teaching and learning English They agreed that
Vocabulary is crucial for acquiring English language skills, yet teaching and learning it effectively presents significant challenges Key obstacles include limited classroom time and students' restricted vocabulary knowledge Additionally, many learners exhibit laziness, passivity, and a lack of motivation, further hindering their vocabulary development.
Teachers also pointed out some main factors affect to students' motivation such as teachers' methods, teachers' attitude, physical condition, and suggested ways to increase students' motivation in learning
A recent analysis of student questionnaires revealed that 10th grade students hold a positive attitude towards the importance of vocabulary acquisition They expressed a keen interest in learning new words, particularly when teachers utilize effective techniques, such as visual aids, to enhance engagement and intrinsic motivation Additionally, students indicated challenges with pronunciation and expressed a desire for increased focus from their teachers on this aspect of language learning.
Interviews revealed that while teachers have attempted to implement effective vocabulary presentation techniques, translation remains the most commonly used method Other strategies, including visual aids and contextual learning, were utilized infrequently in lessons.