Luận văn sử dụng tranh Ảnh trong dạy từ vựng tiếng anh cho sinh viên năm thứ hai khoa cơ khí trường cao Đẳng nghề công nghiệp hải phòng

NGUYEN THI THU HOA USING PICTURES IN TEACHING YOCABULARY OF ENGLISH TO THE SECOND YEAR STUDENTS OF MECHANICAL DEPARTMENT AT HAT PHONG INDUSTRIAL VOCATIONAL COLLEGE Sử dụng tranh ảnh t

NGUYEN THI THU HOA

USING PICTURES IN TEACHING YOCABULARY OF ENGLISH TO

THE SECOND YEAR STUDENTS OF MECHANICAL DEPARTMENT

AT HAT PHONG INDUSTRIAL VOCATIONAL COLLEGE

(Sử dụng tranh ảnh trong việc day từ vựng Tiếng Anh cho

sinh viên năm thứ hai khoa Cơ Khí trường Cao Đăng nghề

Công Nghiệp Hải Phòng)

M.A MINOR THESIS

Hanoi - 2010

VIETNAM NATIONAL UNIVERSITY, IIA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

NGUYEN THI THU HOA

USLNG PICTURES LN TEACHING VOCABLLARY OF ENGLISH TO

THE SECOND YEAR STUDENTS OF MECHANICAL DEPARTMENT

AT HAT PHONG INDUSTRIAL VOCATIONAL COLLEGE

(Sử dụng tranh ảnh trong việc dạy từ vựng Tiếng Anh cho

sinh viên năm thứ hai khoa Cơ Khí trường Cao Dẳng nghề

Công Nghiệp Hải Phòng)

M.A MINOR THESIS

SUPERVISOR: KHOA ANI VIET, MLA

Hanoi - 2010

2, Aims of the study

3, Scope of the study

4, Methods of the study

5 Design of the study

1.1.3 The roles of vocabulary in language tcaching and lòming

1.1.4, Stages in teaching vocabulary ¬— ¬—

1.1.4.3 Consolidating and revising, ¬— ¬—

1.2, PICTURES IN FOREIGN LANGUAGE TEACHING

CHAPTER 2: ENGLISH TEACHING AND LEARNING CONTEXT AT HAT PIONG INDUSTRIAL VOCATIONAL COLLEGE

2.1 Students and their background

2.2 Material and facilities

3.3.1.3, The studdents’ survey questioumaires sexy s19

3.3.2 Class observation ¬— ¬— ¬— vend 3.3.2.1 Ojeotives 19 3.3.2.2 ‘The criteria for observation ¬— ¬— send

CHAPTER 4: DATA PRESENTATION AND DISCUSSION

4.1, Data presentation

4.1.1.1, Data from the teachers’ survey questionnaire 21 4.1.1.3, Data from the siudenls survoy queslionmteire cece BT

—-vi

>

Limitations of the study ¬— ¬— su BF

REFERENCE

APPENDICES (SURVEY QUESTIONNAIRE)

English teaching involves four language skills Listening, Spaking, Reading and Writing

In teaching and learning a language, there are four elements that support four language skills above: grammar, vocabutary, spelling and pronunciation thal, are also taught in English teaching and learning process,

In fonr elements above, vocabulary plays an important role int learning language as Wilkin (197211) emphasizes: “Withont grammar, very Tilile can be conveyed, without vocabulary nothing can be conveyed”

In Vietnam in general and Haiphong Industrial Vocational College in particular vocabulary teaching has not boon paid attention deservedly, Vocabulary has boon taught within fessom

of reading, writing, speaking and listening, There are many difficulties in teaching such as mixed-level students, largs class, and passive students in order to apply suitable teaching method So skills and techniques of (caching vocabulary are erncial for angnage teachers

Besides, students in Haiphong Industrial Vocational College in particular and Vietnam students in generat lave nol changed their habits of learning vocabulary throngh the teacher's explanations Being a teacher of English at Haiphong Industrial Vocational College, the author realizes a number of problems that the teachers and students encounter

in teaching and learning vocabulary ‘That is the reason why the author would like to carry

out this yescarch ifled: “Using pictures im teaching vocabulary of Engtish to the ceond

‘year students of Mechanical Department at Haiphong Industrial Vocational College” «As

states by Gerlach and Lmily (1980:273) “A pieture may noi only be worth a thousand

words but il tmay also be warth a thousand y

or a thousand tiles, Through picture:

Jearner can see people, place and things trom areas far outside their own experiences

Pictures can represent images from ancient times or portay the future.”

2 Aims of the study

‘The study is aimed at

a beller understanding the notions, types and roles of vacabulary and pietu

b offering English teaching and Ieaming context at Haiphong Industzial Vocational

College

c determining the effectiveness of using pictures in teaching vocatuiary of inglish to the sceond year students of Mechanicat Departmen! al Haiphong Tndustriat Vocational college

1lopeftlly, based on the results of the study, the research aims to offer Linglish teachers

somne suggestions for the better usc of pictures in their classes

3 Scope of the study

4, Methods of the study

‘The study applied both qualitative and quantitative approaches with two methods of data collection: survey and observation The quantilative data were collected from questionnaires and were analyzed statistically, while the qualitative data were collected from the class observation Survey questionnaires were used to collect information and

5, Design of the study

‘This study is divided into three parts:

Part A presents a general introduction of study including the rationale the aims, the

scope, the mnathod and the design of Th

Part B presents the development consisting of four chapters:

Chapter 1 deals with the theoretical background of the research, Tl is concerned with the issues relevant to the topic of the research; Vocabulary theory consists of definitions of vocabulary, the classification of vocabulary, the roles of vocabulary, the stages in teacting vocabulary and picture theory includes concept of pictures, the principles of sclcoting ø pictures, the types of pictures, Ihe rates of pictures

Chapter 2 presents English teaching and learning vocabulary context at Haiphong Industrial Vocational College

Chapter 3 presents the methodology including the rescarch, the information of instruments, participants, and the procedures of data collection,

Chapter 4 deals with the data presentation and discussion consisting of the data collected from the susvey questionnaires and class observation and discussion of thase

data

Part C is the conclusion of the study consisting of the implication and review of the study nding wilh suggestions for further rescareh, Finally, the appendix, presents the

survey questionnaires

PART B: DEVELOPMENT

CHAPTER 1: THEORETICAL BACKGROUND

This chapter is concerned with some of the important issues in the theories of Vocabulary which consists of the definition of vocabulary, the classification of vocabulary, ths roles of voewbulary in langusgc Icaching and learning, the stages in teaching vocaholary, then the pictures which consist of the concept of pictures, principles of selecting a picture, the types

of pictures and the roles of pictures

1.1 VOCABULARY TEACHING

1.1.1 Definition of vocabulary

There arc different definitions of vocabulary as il is an imporlant factor in Icarning a foreign language Each linguist gives his own definition of vocabulary depending on the criteria that he considers the most important in terms of linguistics, semantics, lexicology,

cle,

Penny Ur (1996-60) defined vocabulary “as the words we teach in the foreign language

Tlowev

4 new item of vocabulary may be more than a single word, a compound of twa

or three words and multi word idioms”

Hatch and Brown define vocabulary as a list or set of words for a particular language or a list or set of word that individual speakers of language might use

Pyles and Alge (1970:96) also indicates that “When most of us think about language we think first about words It is true that the vocabulary is the focus of language It is words that sounds and meanings interlock to allow us to comemicats with one another, and it is word that we arrange together to make sentences, conversation and discourse of all kinds”

‘That is reason why vocabulary is essential for leamting a language

The American Heritage Dictionary detines vocabulary as “the sum of words used by, understood by, or at the command of a particular of group”

From the definitions above, the anthor comes o the conolusion that vocabnlary is a gronp

of words arranged from a single word, two or three words items expressing an idea to multi

- word idioms and briefly explained and should be understood in the sentences, ot in the

In terms of grammar, vocabulary is classified basing on different parts of speech such as nouns, verbs, adjectives, adverbs, prepositions, ets

However, some methodologists of the Cormumicativ: Language Teaching approach

classify the learner's vocabulary into productive and receptive vocabulary The productive

vocabulary is the words which the learners can use effectively to produce information in speaking and writing The receptive vocabulary is the words for the learner to receive and understand information in listening and reading

As forcign language teacher, the tcachrs should know these classifications sơ that (hey căm help students leem voeabnlary belter, especially help students widen their voeabulary with

more active and productive words

1.1.3 The roles of vocabulary in language teaching and learning

It can not be donicd that vocabulary is one of the most important language cloments among pronunciation, grammar and vocabulary Wilkins (1972:11) emphasized that “without grammar, very little can be conveyed without vocabulary nothing can he conveyed” It docs not mean that the author wants to compare between vocabulary’s rolc and grammar’ s but to show a fact which the author has experienced in her English leaming process that Janguage learners need vocabulary first in order to cormmunicale And Tarmer (1993-153) states that “if language structures make up the skeleton of language, then it 1 vocabulary that provides the vital organs and the fiesh”, Moreover, Pyles and Algeo also state that

“when we first think about language, we think first about words H is words that we armange together to make serticnees, conversations and discourse of all kinds”

‘These statements are enough to conclude that vocabulary is the decisive component in language communication Tt helps the students to enjoy their class One who masters enough vocabulary will find fewer difficulties than those who have fewer vocabularies, On the others hand, those who lack of vocabulary will face a lot of problem Mastery of vocibulary will be useful for the process of achieving language-toaching objectives That

is the mastery of language skills (Listening, Speaking, Reading and Writing) In short, vocabulary is an essential element of all uses of language

1.1.4, Stages in teaching vocabulary

Basically as proposed by Thombury (2002) there are three stages in teaching vocabulary namely presenting, practicing and revising, In this research, the researcher is going to list

Proposed hy D2off (1988) and Thornbury (2002) and Nation (2000) a variety of ways can

be used or combined in introducing vocatlary Such as the latter listed a sct of choicos related to presenting the meaning through: Translation, Real things, Pictures, Actions’ Gestures, Definitions, Silualions and presenting the word through: Spoken form, or written form According to Dott the most commen way in the first stage to present vocabulary is that using pictures (mostly for concrete words), using realia (the real object to bing to classroom) or using mine (demonstrate meaning of the word by actions or facial

active usa Tn this case, the usc of planned aclivilies for recycling and renctivating the now vocabulary is necessary, This kind of practice, as implied by Thombury (2002:93) underlines the popular belief that “practice makes perfect” ‘Chombury also emphasized the action of moving words fiom short-term memory inlo permanent memory Thornbury (2002:93) indicated that “new knowledge i.e new words needs to be integrated into existing knowledge — i.e, learner’s existing network of word associations, or what is called the mental lexicon.” This means in order lo ensure the long-term relention and recall, words or lexical items need to be put to work, or into practice as it is often understood in many other contexts Thornbury proposed that vocabulary need to be placed in “working memory” and subjected to different operations which would be mentioned

1.1.4.3, Consolidating and revising

In accordance with presenting and putting words into practice, checking students’ comprehension and revising those words are a final important stage in teaching this specific field Thornbury (2002 100) states that the third stage sounds familiar and may be cquated to the second onc, however; as its name suggests, in this stage, students arc advised to complete high-level tasks namely production tasks So, production tasks are one

of the most important asks in Uris

1.2 PICTURES IN FOREIGN LANGUAGE TEACHING

1.2.1 Concept of pictures

Pictures are also one of medium to teach and learn language and help students become active Gerlach and Rivily (1980:241) staled thal “a medium is any person, material or even that establishes condition which enables learners or students to acquire knowledge, skill and attitude” Additionally, Gerlach and Emily (1980:273) said that “picture is a two- dimensional visual represstation of person, place, and things Pieluro may not only be worth thousand words but it may also be worth a thousand year or a thousand mile A picture is also simple in that it can be drawn, printed, or photographically processed and it can also be mounted for preservation for the use in falurc” Through pictures, learners eam see people, place and things fiom areas for outside their own pictures and can also represent image from ancient times or the fiture According to Cobuild (19871320),

“pictues” can be defined as “a visual representation or image painted, drawn,

photographed, or otherwise render2d on a flat surfacc”

Besides, pictures are kinds of visual instruction materials could be used more effectively to develop and tslain motivation in producing positive altitudes towards learning English and

to teach or strengthen language skills, As stated by Wright (1989.29) that “picture is not just an aspect of method but through its representation of place, object, and people, it is essential part of the overall exporienees” And Mekenclmic (1980:1357) defines pictures in Webster dictionary that “Picture is an image or likeness of an object, person, or scene produce on a flat surface, especially by painting, drawing or photography”

From the definitions above, the author comes fo th: conclusion that picture is a two dimensional visual that is used to clarify or show things, person, and place from areas

outside learners experience And pictures can exchange and represent the real object into a

simple devieo which has displayed series of places, object, parson, or even experionees:

1.2.2 Principles of selecting a picture

Selecting a pichie is one of the most important factors when teachers use pictures im teaching vocabulary Bowen (1982;5) put forward the following principles that teachers should consider before selecting a picture

a Appeal: The content of the picture showdd attract the interest and stimulate imagination

of the whole class

b Relevance: The picture should be used to serve the aim of the lesson

¢ Recognition: The significant features of the pictures should not be beyond students knowledge and culture understanding

4 Size: A picture should be visible for all members of the class in any position (except for cue cards or word cards, they can be smaller)

© Clarity: For a salfmmde picture, ils outline as well as ils details must bs clear crowgh with appropriate colo For picture collected fiom other materials such as; (magazines, newspapers, etc) The teachers mst re-edit them and omit unnecessary parts so that the

pictures wilt not confuse and distract students

1.2.3 Types of pictures

There are many types of pichures thal Ihe learners can ses always lead to the realily of their minds, But the realities which have been presented by pictures depend ou the types of the pictures,

According (o Wright, he slated the following types of pictures in “Pictures for Language Learmng” book:

a, Pictures of single objects:

Wright (1989:193) slates thal “Many of the activities described in this book make use of pictures showing a single object General things to talk about:

Food: appearance; naming; preferences; comparing foods of the same type; countable and

uncountable; cost, origin; containers, weight; how lo cook, good or bad for health

; suitability, cost; fashion Cars: naming the manufacturer, country of manufacture; performance; suitable to different Clothes: appearance; naming; preferenc

« Pictures of placos: Pictures of places might include: hema or abroad; landscapes; townscapes; single buildings, views

4 Pictures from history: Pictures illustrating scenes customs and objects ftom history can

to some activities

Pictures of the news: News pictures invile identificalion of the incident, what happened, where, when, and to whom They are normally linked with captions and articles, and it is usually a good idea to retain in the texts even if they will not be read in detail ‘Text can be readl for gist and then matched up wilh one of similar pichures

g Pichues of fantasies: Fantasy pictures often illustrate everyday activities, for example,

eating, sleeping, rumuing, etc

h Pictures of maps and symbols: Pictures of symbols can be found in road traffic booklets, hotiday brochures, cle

Aooording to Bowen, there are some types of pictures as their shapes:

a Wall pictinss and wall charts

Bowen (1982;13) shows that “a wall chart is a large diagram or picture display card Most wall charts consist of combinations of visual and verbal material Their aim is to give information on a topic A walt piclure, on [he other hand, is simply a large illustration of a seene oF event, or a sclof'scenes or events” For example, the following wall picture can be

used to teach vocabulary about leisure activities

the students from their seats Therefore, Bowen (1982:15) states that “wall charts are ideal,

however, for pair or group work intermediate and advanced classes Word cards can be

prepared to accompany the charts so that students may work together to prepare a presentation before the whole class and/or to prepare a wall display”

b Sequence pictures is a series of pictures of a single subject its function that told a story

or a sequence of events

c Flash cards

- Word Flash cards: According to Bowen (1982), word flash cards are cards on which

words have been printed and they can be held up rapidly or “flashed” by the teacher before

class Bowen (1982:25) put it “a good width is 10 cm (4 inches) but the length varies

according to the number of the letters in the word to be printed on the card” Generally,

word flash cards are inexpensive, easy to make, store and carry to classes, and they can be

held, propped, or stuck to any objects in the classroom

12

- Pieture Flash cards: As for classroom use, Bowen (1982:28) states that “pictures flash cards are more suitable for the presentation of a singe concept, such as an object or an action It is best to use picture flash cards for revision and practice of previously taught language, rather than for the presentation of new items” The following pictures flash cards would be ideal for teaching vocabulary on sports,

well as text Magazine pictures, drawings, maps and diagrams can be important part work

cards at all levels used for vanity of purposes”

Meanwhile, Wright & Haleem (1991) points out the following pictures in their book

a Wall pictures and wall posters

Wall pictures and wall posters illustrate scene, people or objects and are large enough to be

seen by all the students.

13

‘The picture can be displayed quickly and its complexity can provide a rich source of vocabulary praotice

», Picture flash cards

‘Wright & Ialeem (1991-50) state that “picture flash cards are pictures mounted or drawn

on cards approximately 1 cm by 20 em”

Wright & Haleem (1991-50) also pointed out the following characteristics of picture flash cards: “Like word flash cards, picture flash cards are inexpensive, easy for teachers to use

in the conduel of the lesson The cards must be small arough lo hands casily but large enough for every student to see, One or more cards can be displayed at any one time by teachers or students, One or both sides of picture cards can be used”,

In summary, there aic various types of pictures to be used for language teaching, learning, practicing and organizing, which help students understand and remember new words better and they help the teachers to make the lesson more effactive, interesting and beneficial

1.2.4 The roles of pictures

Pictures play an important role in teaching vocabulary to encourage and motivate the Jearnor to learn language As staled by Coppen (1969:88): “The purpose of picture is to provide a stimulus which will elicit a particular response fiom the learner The picture represents some action and in order to lear the appropriate words to describe the action itself must not be in question”,

In one study by Sakar (1999) who investigated the importance of pictures used in an Arabic language class, Sakar concluded that pictures of the costumes used by people at a particular time history had groally enhanced leamers’ onderslanding, han any amount of painstaking explanation,

There are many reasons for using pictures in language teaching As Wright (1989:2)

pointed out, they ar2 motivating and draw learners’ attention Furthermore, Wright (1989:

2) refers to the fact they provide a sense of the context of the language and give a specific

Teference or stimulus

The use of pictures will offer a number of benefits in teaching a second language One of such is to promote interest in the learner toward leaming a foreign language Bowen (1980:

14

20) points to the importanee of vision or the eye of the leamer as “the primary channel of

learning” The key fimetion of these pictures is to make concepts more conerste oF visible

to the learner In the foreign language classroom, the learners can speak and memorize vocabulary better and more automatically from the images than by listening to a long

15

CHAPTER 2: ENGLISH TEACHING AND LEARNING CONTEXT AT HAI PHONG INDUSTRIAL VOCATIONAL

COLLEGE

Teacher's role, learner's background, their needs, leaning environment and material play

an important role in learner's success or failure in learning a foreign language In this

chapler, T want to pr | an overview on learners and their background at Tlaiphong Industrial College Further, the materials and facilities for language teaching are also

assessed

2.1 Students and their background

‘his is a Vocational College belonging to Haiphong city It is a big and prestigious college

in our city Training vocation for sludents is the most essential factor in my College and the main and compulsory subjects in the training program are wheeling, metal work and industrial electrical skills Our English subject is only a subsidiary and basic one, so there

is not an own Department of English It belongs to Department of Basic 'echnology which covers different subjects ng mathcmalics, computer praclivo, literature, physical cdueation, polities, etc The whole curriculum of English are divided into two parts as follows:

Part 1: General Linglish with 70 periods

Parl 2: English for Specific Purposes with 30 periods

With such a time frame, the students can not learn nmich, especially for English for specific purposes they can not come to know a number of technical terms or concepls in Dnglish

Most of the students who enter Haiphong Industrial Vocational College arz aged tom sixteen to twenty and male students and they come from different provinces in the North snch as Thaibinh, Quangninh and Taiduong The majorities of the students are from tural arcas, It is the fact that teaching and Icarning conditions at different schools across the areas differ greatly so students entering this College are mixed up in their levels of English, Most of them have leaned English in high school for three years Some have six years of English: three years in primary school and three years in high school But their English knowledge especially vocabulary is still limited ‘Thair attitudes towards learning English is

Jow and forcign language

it was difficult for therm lo communicate in English as Uy did nol know how to apply English structure in rea! situations outside the classroom, The other problem is that there is

no language environment for students to practise English because their classmates and roommates do not like speaking English and they do not have chance to meet or talk with the native speakers of English During class time activitics, the teachers aro people who have to talk mmch, nevertheless, students are passive in participating in the activities Besides, class is too lage for learning language: each class has about 50 to 60 students with mixed-abilities, different motivation and expectations of learning English It is reason why it is difficult for teachers to apply suitable method for all of these mixed-students

2.2 Material and facilities

The facilities used for teaching and learning foreign language are not interested and invested much Now, my College does not still have a language lab for students to lean English and we only have got two radios to practise listoning for students, so students find

it very difficult to learn, Overhead projector is equipped in each department and it is not suilable to use for greal mumiber of classes As a vesull, il is nol frequently used especially

Ra tonching English excgpl for the spacial occasions, The library can nol provide any other books or magazines for reference except the main course book Therefore, the materials for reference and self-study are not available

17

Vor many years, the English course books have been changed ‘The first textbook used for

part 1 was Streamline by Rernad Harl

using is New Headway-Elementary by John and Liz Soars This book helps the students have ability to communicate in common situations of daily life and have amount of the

ey and Peler Viney, the second one which we are

vocabulary as well as the basic knowledge of grammar aller the course

For part 2, the ESP material at Haiphong Industrial Vocational College is “English for technical students” by David Bonamy According to the author, the ESP materials are little concerned with studsnts specialization and their contort is not snilable for developing current science and technicality

In summary, both teachers and students still have a lot of difficulties in teaching and Icarning English subjcet The author hopes that Icaders at Haiphong Industrial Vocational College should be more interested in teaching and learning English subject

18

In this chapter, the research methods chosen for the achievement of the aims and objectives

of the study will be discussed in detail

3.1 Research questions

For the main purpose of the study, as mentioned in Part A the major research questions are:

1 What are the teachers attitudes toward using pictures in teaching vocabulary?

2 Whal are the students altiludes (oward using pichaes in leaching vocabulary?

3, How is the effectiveness of using pictures in teaching and learning vocabulary?

3.2 Participants

The participants of the survey questionnaires are divided into two groups

‘The first group involves twenty teachers of English ranging fom twenty five to forty two years old All those teachers have been teaching English al Teast two ycars al Haiphong Industrial Vocational College, They all have Diploma Degree in English

‘The second group involves one hundred second year students at Haiphong Industrial Vowational College These students are betwean sixteen and twenly years old, almost of mals, All of them have similar background, that is, they are supposed to be at elementary level English,

gathering a huge amount of information ina short time (Dornyei, 2003)

19

3.3.1.2 The teachers’ survey questionnaires

The teacher questionnaire, comprising nine queslions, was delivered lo bwerty teachars of English The questionnaire completed by the teachers covered two main parts The first

two questions aim at investigating their attitudes toward using pictures in teaching

vocabulary The next questions (questions 3, 4, 5, 6, 7, 8) aim at finding the cffectivencss

of using pictures in teaching vocabulary ‘he last question is an open-ended one that focuses on suggestions made by the teachers far using piclures more effectively in teaching

vocabulary to the students

3.3.1.3 The students’ survey questionnaires

‘The student questionnaire, consisting of six questions, was delivered to a hundred students

Similarly, the questionnaire was divided into two parts Part one consists of the first questions aiming to show the students’ attitudes toward using pictures in learning vocabulary The next questions (questions 3, 4, 5, 6) show (he Lypes of piclures which will

de revealed ftom the eyes of the students and the effzctiveness of using pictures in learning

3.3.2.2 The criteria for observation

Wilh an allempt to check the questionnaire resulls in teal life, the class observation was carnied out basing on the following criteria;

- the types of pictures used in the lesson

20

- how pictures are used

rouetion and knowledge loward learning vocabulary through