LIST OF CHARTS AND TABLES Chart 1: Students’ attitude towards leaning vocabulary with the use of chants, songs ‘Table 1; Students’ improvement after they had been taught with the use of
Trang 1VIETNAM NATIONAL UNIVERSITY, ITANOT UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST —- GRADUATE STUDIES
—— (987K)
NGUYEN THI THOAN
ASTUDY ON USING CHANTS, SONGS AND GAMES TO
DEVELOP LANGUAGE IN TEACIDING EXGLISII TO
STLDENTS AT DOAN XA PRIMARY SCHOOL
NGHIEN CUU VE PHAT TRIEN NGÔN NGỮ CHO HỌC SINH
TRUONG TIRU Hoc ROAN KA THONG QUA
DIỆU CA, BÀI HÁT VÀ TRÒ CHƠI
LA MINOR PROGRAMME THESIS
Field : English caching Mcthodclogy Code : 60 14 0111
Tlanoi — 2014
Trang 2VIETNAM NATIONAL UNIVERSITY, ITANOT UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST —- GRADUATE STUDIES
—— (987K)
NGUYEN THI THOAN
ASTUDY ON USING CHANTS, SONGS AND GAMES TO
DEVELOP LANGUAGE IN TEACIDING EXGLISII TO
STUDENTS AT DOAN XA PRIMARY SCHOOL,
NGHIEN CUU VE PHAT TRIEN NGÔN NGỮ CHO HỌC SINH
TRUONG TIRU Hoc ROAN KA THONG QUA
DIỆU CA, BÀI HÁT VÀ TRÒ CHƠI
M.A, MINOR PROGRAMME THESIS
Kield : English Teaching Mcthodology
Code : 60 14H11 Supervisor : Dr Mai Thi Loan
Hanoi — 2014
Trang 3DECLARATION
| certify that the thesis entitled “A study on using chants, songs and games to develop Tanguage in (caching English to students at Doan Xa Primary school” which is submitted in partial fulfillment of the requirement for the Degree of Master
of Arts, is the result of my study It has not been presented anywhere
Tlanoi 2014
Nguyen Thi Thoan
Trang 43 Research questions 2
5 Significance of the study .c.ccccccseccsssssseesesssssssnieeessevseeeeeee 2
1.3 Revicw of methods and approaches for teaching language 7
1.3.1 Methods of teaching language - - - 7
1.4, Chants, songs and games as motivations for students to improve language 9
1.5 Aspects of language that can be improved through chants, songs and games 1
1.5.2 Vocabulary 4 " HL 1.5.3 Listening sce sessnssesnensseesousiasensmsstataseunineeneenaeiatustneeneenenen 12
1.6 Choosing chants, songs ad gai§ c con 5
Trang 5LIST OF CHARTS AND TABLES
Chart 1: Students’ attitude towards leaning vocabulary with the use of chants, songs
‘Table 1; Students’ improvement after they had been taught with the use of chants,
Table 2: Students’ favorite tasks m the lesson with the use of charils, songs and
h .d‹dd.HHHHH Ô 3⁄4
‘Table 5 Mean and standard deviatIon (pre-test) ¬
Table 7 Mean and standard deviation (post-test) 133
iv
Trang 6
3.2.2 ParfieipaHfG chư nHnn201101nnzerree "——-
3.2.3.1 Toachers’ frequeney of using chants, songs and games - 26
3.2.3.2 Teachers’ attitudes towards the effectiveness of chants, songs and games.27 3.2.3.3, The difficulties the teachers had while designing a lesson with the use of
3.2.3.4 The sources of chants, songs and gaes 222 c2 28
3.2.3.5 The tasks teachers design to teach students with the use of chants, songs
3.3.3 Test deseription ccccccsssssssesssssssassessntisessvuseeneessseeeseeenssseesinss 30
3.3.4.1 Pre-test (aL the begmmimng of the term) - 30
3.3.4.1.1 Frequency distribuiion sccctencceerrree "ã
3.3.4.2 Post- test (at the end of the term)
3.3.4.2.1 Irequeney distribulion cà ven "¬
CHLIAPTER 4: PEDAGOGICAL SUGGESTIONG eines: BD
4.1 The use of chants, songs and games in the lesson - - 35
4.1.1 The use of chants ¬ 35
4.1.2 The use of songs - - 35
4.2 Suggestions for lask designing nh Hee sec SỐ
vii
Trang 7
3.2.2 ParfieipaHfG chư nHnn201101nnzerree "——-
3.2.3.1 Toachers’ frequeney of using chants, songs and games - 26
3.2.3.2 Teachers’ attitudes towards the effectiveness of chants, songs and games.27 3.2.3.3, The difficulties the teachers had while designing a lesson with the use of
3.2.3.4 The sources of chants, songs and gaes 222 c2 28
3.2.3.5 The tasks teachers design to teach students with the use of chants, songs
3.3.3 Test deseription ccccccsssssssesssssssassessntisessvuseeneessseeeseeenssseesinss 30
3.3.4.1 Pre-test (aL the begmmimng of the term) - 30
3.3.4.1.1 Frequency distribuiion sccctencceerrree "ã
3.3.4.2 Post- test (at the end of the term)
3.3.4.2.1 Irequeney distribulion cà ven "¬
CHLIAPTER 4: PEDAGOGICAL SUGGESTIONG eines: BD
4.1 The use of chants, songs and games in the lesson - - 35
4.1.1 The use of chants ¬ 35
4.1.2 The use of songs - - 35
4.2 Suggestions for lask designing nh Hee sec SỐ
vii
Trang 81 Reoapitulation
2 Conelusion
3 Limitations of the study
4, Suggestions for further study- cccssssesses esses setsieenente sansa
REPERENCDS tớ tre
AAPPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS (ENGLISH
AND VIETNAMESE VERSIONS)
APPENDIX 2: INTERVIEW FOR TEACHERS
APPLNDIX 3: PRL-TLST
APPENDIX 4: POST-TEST
APPENDIX 5: SAMPI.E TASKS
ATPPIEZNDLX 6: SAMPLB LISSON PUAN co
-ò 39
2 39
40 40
Trang 9
3.2.2 ParfieipaHfG chư nHnn201101nnzerree "——-
3.2.3.1 Toachers’ frequeney of using chants, songs and games - 26
3.2.3.2 Teachers’ attitudes towards the effectiveness of chants, songs and games.27 3.2.3.3, The difficulties the teachers had while designing a lesson with the use of
3.2.3.4 The sources of chants, songs and gaes 222 c2 28
3.2.3.5 The tasks teachers design to teach students with the use of chants, songs
3.3.3 Test deseription ccccccsssssssesssssssassessntisessvuseeneessseeeseeenssseesinss 30
3.3.4.1 Pre-test (aL the begmmimng of the term) - 30
3.3.4.1.1 Frequency distribuiion sccctencceerrree "ã
3.3.4.2 Post- test (at the end of the term)
3.3.4.2.1 Irequeney distribulion cà ven "¬
CHLIAPTER 4: PEDAGOGICAL SUGGESTIONG eines: BD
4.1 The use of chants, songs and games in the lesson - - 35
4.1.1 The use of chants ¬ 35
4.1.2 The use of songs - - 35
4.2 Suggestions for lask designing nh Hee sec SỐ
vii
Trang 10ACKNOWLEDGEMENTS
Virstly, | would like to express my deepest gratitude to my supervisor - Dr
‘Mai Thi Loan for uselul instructions, comments and support during Ihe process of
fulfilling the thesis
Secondly, | would like to give my sincere thanks to all the teachers of Tìnglish at the department of post graduate who gave me useful lectures
My pratitude also sends to all English teachers at Doan Xa Primary school for their interesting and important ideas which helped me so much for my
questionnaire
Finally, I am thankful to my family and friends for their valuable care and
encouragement.
Trang 11ACKNOWLEDGEMENTS
Virstly, | would like to express my deepest gratitude to my supervisor - Dr
‘Mai Thi Loan for uselul instructions, comments and support during Ihe process of
fulfilling the thesis
Secondly, | would like to give my sincere thanks to all the teachers of Tìnglish at the department of post graduate who gave me useful lectures
My pratitude also sends to all English teachers at Doan Xa Primary school for their interesting and important ideas which helped me so much for my
questionnaire
Finally, I am thankful to my family and friends for their valuable care and
encouragement.
Trang 12LIST OF CHARTS AND TABLES
Chart 1: Students’ attitude towards leaning vocabulary with the use of chants, songs
‘Table 1; Students’ improvement after they had been taught with the use of chants,
Table 2: Students’ favorite tasks m the lesson with the use of charils, songs and
h .d‹dd.HHHHH Ô 3⁄4
‘Table 5 Mean and standard deviatIon (pre-test) ¬
Table 7 Mean and standard deviation (post-test) 133
iv
Trang 13LIST OF CHARTS AND TABLES
Chart 1: Students’ attitude towards leaning vocabulary with the use of chants, songs
‘Table 1; Students’ improvement after they had been taught with the use of chants,
Table 2: Students’ favorite tasks m the lesson with the use of charils, songs and
h .d‹dd.HHHHH Ô 3⁄4
‘Table 5 Mean and standard deviatIon (pre-test) ¬
Table 7 Mean and standard deviation (post-test) 133
iv
Trang 14ACKNOWLEDGEMENTS
Virstly, | would like to express my deepest gratitude to my supervisor - Dr
‘Mai Thi Loan for uselul instructions, comments and support during Ihe process of
fulfilling the thesis
Secondly, | would like to give my sincere thanks to all the teachers of Tìnglish at the department of post graduate who gave me useful lectures
My pratitude also sends to all English teachers at Doan Xa Primary school for their interesting and important ideas which helped me so much for my
questionnaire
Finally, I am thankful to my family and friends for their valuable care and
encouragement.
Trang 15ACKNOWLEDGEMENTS
Virstly, | would like to express my deepest gratitude to my supervisor - Dr
‘Mai Thi Loan for uselul instructions, comments and support during Ihe process of
fulfilling the thesis
Secondly, | would like to give my sincere thanks to all the teachers of Tìnglish at the department of post graduate who gave me useful lectures
My pratitude also sends to all English teachers at Doan Xa Primary school for their interesting and important ideas which helped me so much for my
questionnaire
Finally, I am thankful to my family and friends for their valuable care and
encouragement.
Trang 16ABSTRACT
‘The aim of this thesis is to investigate whether using chants, songs and games in teaching language iu general and teaching vocebulary in particular is effective or not ‘The researcher also tries to find out the ways of using chants, songs and games to teach language for the third-grade students at Doan Xa Primary school
Tn order to reach the aims of the thesis, the author used the ToHlowing dala
collection instruments: interview for teachers, survey questionnaire for students and
tests for students
The resuls and findings show thal students’ vocabulary improves
considerably after learning Linglish through chants, songs and games i'urthermore, the findings also point out that in the lessons using chants, songs and games, leachera should design a vanety of tasks such as gap-lilling, multiple choice, ticking
true of false to enhance students’ vocabulary Teachers should also choose chants,
songs and games from various sources such as internet, CD, VCD or television to
altracL sluderils’ conecrtrattor,
ii
Trang 171 Reoapitulation
2 Conelusion
3 Limitations of the study
4, Suggestions for further study- cccssssesses esses setsieenente sansa
REPERENCDS tớ tre
AAPPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS (ENGLISH
AND VIETNAMESE VERSIONS)
APPENDIX 2: INTERVIEW FOR TEACHERS
APPLNDIX 3: PRL-TLST
APPENDIX 4: POST-TEST
APPENDIX 5: SAMPI.E TASKS
ATPPIEZNDLX 6: SAMPLB LISSON PUAN co
-ò 39
2 39
40 40
Trang 181 Reoapitulation
2 Conelusion
3 Limitations of the study
4, Suggestions for further study- cccssssesses esses setsieenente sansa
REPERENCDS tớ tre
AAPPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS (ENGLISH
AND VIETNAMESE VERSIONS)
APPENDIX 2: INTERVIEW FOR TEACHERS
APPLNDIX 3: PRL-TLST
APPENDIX 4: POST-TEST
APPENDIX 5: SAMPI.E TASKS
ATPPIEZNDLX 6: SAMPLB LISSON PUAN co
-ò 39
2 39
40 40
Trang 19ABSTRACT
‘The aim of this thesis is to investigate whether using chants, songs and games in teaching language iu general and teaching vocebulary in particular is effective or not ‘The researcher also tries to find out the ways of using chants, songs and games to teach language for the third-grade students at Doan Xa Primary school
Tn order to reach the aims of the thesis, the author used the ToHlowing dala
collection instruments: interview for teachers, survey questionnaire for students and
tests for students
The resuls and findings show thal students’ vocabulary improves
considerably after learning Linglish through chants, songs and games i'urthermore, the findings also point out that in the lessons using chants, songs and games, leachera should design a vanety of tasks such as gap-lilling, multiple choice, ticking
true of false to enhance students’ vocabulary Teachers should also choose chants,
songs and games from various sources such as internet, CD, VCD or television to
altracL sluderils’ conecrtrattor,
ii
Trang 201.6.1 Choosing chants and songs -2222 2222122022 ee 13
1.6.2 Choosing g@me@8 ác 0n 1111 erer ¬ A
1.8 Summary " 16
CHAPTER 2: RESEARCH METHODOLOGY —-.ˆ11.‹
2.1.1 Conditions which affect students’ participation in a language lesson 17 2.1.2 Teaching and leaming conditions at Doan Xa primary school 1
2.3 Data collection iristrumtenis si se ecnxeevrreereerrree 19
2.3.1 Questionnaire for students - - 19
BBB Tests cece essisssereesssanssaessnssesnssaeesseensaaeearsoanssaees 20
2.4 Data collection and analysis procedure - - 20
CHAPTER 3: DATA ANALYSIS AND FLNDINGS `,
3.1.3.4 ‘The difficulties the learners had while they studied with the use of chants,
Trang 211.6.1 Choosing chants and songs -2222 2222122022 ee 13
1.6.2 Choosing g@me@8 ác 0n 1111 erer ¬ A
1.8 Summary " 16
CHAPTER 2: RESEARCH METHODOLOGY —-.ˆ11.‹
2.1.1 Conditions which affect students’ participation in a language lesson 17 2.1.2 Teaching and leaming conditions at Doan Xa primary school 1
2.3 Data collection iristrumtenis si se ecnxeevrreereerrree 19
2.3.1 Questionnaire for students - - 19
BBB Tests cece essisssereesssanssaessnssesnssaeesseensaaeearsoanssaees 20
2.4 Data collection and analysis procedure - - 20
CHAPTER 3: DATA ANALYSIS AND FLNDINGS `,
3.1.3.4 ‘The difficulties the learners had while they studied with the use of chants,
Trang 22ABSTRACT
‘The aim of this thesis is to investigate whether using chants, songs and games in teaching language iu general and teaching vocebulary in particular is effective or not ‘The researcher also tries to find out the ways of using chants, songs and games to teach language for the third-grade students at Doan Xa Primary school
Tn order to reach the aims of the thesis, the author used the ToHlowing dala
collection instruments: interview for teachers, survey questionnaire for students and
tests for students
The resuls and findings show thal students’ vocabulary improves
considerably after learning Linglish through chants, songs and games i'urthermore, the findings also point out that in the lessons using chants, songs and games, leachera should design a vanety of tasks such as gap-lilling, multiple choice, ticking
true of false to enhance students’ vocabulary Teachers should also choose chants,
songs and games from various sources such as internet, CD, VCD or television to
altracL sluderils’ conecrtrattor,
ii
Trang 23
3.2.2 ParfieipaHfG chư nHnn201101nnzerree "——-
3.2.3.1 Toachers’ frequeney of using chants, songs and games - 26
3.2.3.2 Teachers’ attitudes towards the effectiveness of chants, songs and games.27 3.2.3.3, The difficulties the teachers had while designing a lesson with the use of
3.2.3.4 The sources of chants, songs and gaes 222 c2 28
3.2.3.5 The tasks teachers design to teach students with the use of chants, songs
3.3.3 Test deseription ccccccsssssssesssssssassessntisessvuseeneessseeeseeenssseesinss 30
3.3.4.1 Pre-test (aL the begmmimng of the term) - 30
3.3.4.1.1 Frequency distribuiion sccctencceerrree "ã
3.3.4.2 Post- test (at the end of the term)
3.3.4.2.1 Irequeney distribulion cà ven "¬
CHLIAPTER 4: PEDAGOGICAL SUGGESTIONG eines: BD
4.1 The use of chants, songs and games in the lesson - - 35
4.1.1 The use of chants ¬ 35
4.1.2 The use of songs - - 35
4.2 Suggestions for lask designing nh Hee sec SỐ
vii
Trang 24ABSTRACT
‘The aim of this thesis is to investigate whether using chants, songs and games in teaching language iu general and teaching vocebulary in particular is effective or not ‘The researcher also tries to find out the ways of using chants, songs and games to teach language for the third-grade students at Doan Xa Primary school
Tn order to reach the aims of the thesis, the author used the ToHlowing dala
collection instruments: interview for teachers, survey questionnaire for students and
tests for students
The resuls and findings show thal students’ vocabulary improves
considerably after learning Linglish through chants, songs and games i'urthermore, the findings also point out that in the lessons using chants, songs and games, leachera should design a vanety of tasks such as gap-lilling, multiple choice, ticking
true of false to enhance students’ vocabulary Teachers should also choose chants,
songs and games from various sources such as internet, CD, VCD or television to
altracL sluderils’ conecrtrattor,
ii
Trang 251.6.1 Choosing chants and songs -2222 2222122022 ee 13
1.6.2 Choosing g@me@8 ác 0n 1111 erer ¬ A
1.8 Summary " 16
CHAPTER 2: RESEARCH METHODOLOGY —-.ˆ11.‹
2.1.1 Conditions which affect students’ participation in a language lesson 17 2.1.2 Teaching and leaming conditions at Doan Xa primary school 1
2.3 Data collection iristrumtenis si se ecnxeevrreereerrree 19
2.3.1 Questionnaire for students - - 19
BBB Tests cece essisssereesssanssaessnssesnssaeesseensaaeearsoanssaees 20
2.4 Data collection and analysis procedure - - 20
CHAPTER 3: DATA ANALYSIS AND FLNDINGS `,
3.1.3.4 ‘The difficulties the learners had while they studied with the use of chants,
Trang 26LIST OF CHARTS AND TABLES
Chart 1: Students’ attitude towards leaning vocabulary with the use of chants, songs
‘Table 1; Students’ improvement after they had been taught with the use of chants,
Table 2: Students’ favorite tasks m the lesson with the use of charils, songs and
h .d‹dd.HHHHH Ô 3⁄4
‘Table 5 Mean and standard deviatIon (pre-test) ¬
Table 7 Mean and standard deviation (post-test) 133
iv
Trang 271 Reoapitulation
2 Conelusion
3 Limitations of the study
4, Suggestions for further study- cccssssesses esses setsieenente sansa
REPERENCDS tớ tre
AAPPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS (ENGLISH
AND VIETNAMESE VERSIONS)
APPENDIX 2: INTERVIEW FOR TEACHERS
APPLNDIX 3: PRL-TLST
APPENDIX 4: POST-TEST
APPENDIX 5: SAMPI.E TASKS
ATPPIEZNDLX 6: SAMPLB LISSON PUAN co
-ò 39
2 39
40 40
Trang 281.6.1 Choosing chants and songs -2222 2222122022 ee 13
1.6.2 Choosing g@me@8 ác 0n 1111 erer ¬ A
1.8 Summary " 16
CHAPTER 2: RESEARCH METHODOLOGY —-.ˆ11.‹
2.1.1 Conditions which affect students’ participation in a language lesson 17 2.1.2 Teaching and leaming conditions at Doan Xa primary school 1
2.3 Data collection iristrumtenis si se ecnxeevrreereerrree 19
2.3.1 Questionnaire for students - - 19
BBB Tests cece essisssereesssanssaessnssesnssaeesseensaaeearsoanssaees 20
2.4 Data collection and analysis procedure - - 20
CHAPTER 3: DATA ANALYSIS AND FLNDINGS `,
3.1.3.4 ‘The difficulties the learners had while they studied with the use of chants,
Trang 29LIST OF CHARTS AND TABLES
Chart 1: Students’ attitude towards leaning vocabulary with the use of chants, songs
‘Table 1; Students’ improvement after they had been taught with the use of chants,
Table 2: Students’ favorite tasks m the lesson with the use of charils, songs and
h .d‹dd.HHHHH Ô 3⁄4
‘Table 5 Mean and standard deviatIon (pre-test) ¬
Table 7 Mean and standard deviation (post-test) 133
iv
Trang 30
3.2.2 ParfieipaHfG chư nHnn201101nnzerree "——-
3.2.3.1 Toachers’ frequeney of using chants, songs and games - 26
3.2.3.2 Teachers’ attitudes towards the effectiveness of chants, songs and games.27 3.2.3.3, The difficulties the teachers had while designing a lesson with the use of
3.2.3.4 The sources of chants, songs and gaes 222 c2 28
3.2.3.5 The tasks teachers design to teach students with the use of chants, songs
3.3.3 Test deseription ccccccsssssssesssssssassessntisessvuseeneessseeeseeenssseesinss 30
3.3.4.1 Pre-test (aL the begmmimng of the term) - 30
3.3.4.1.1 Frequency distribuiion sccctencceerrree "ã
3.3.4.2 Post- test (at the end of the term)
3.3.4.2.1 Irequeney distribulion cà ven "¬
CHLIAPTER 4: PEDAGOGICAL SUGGESTIONG eines: BD
4.1 The use of chants, songs and games in the lesson - - 35
4.1.1 The use of chants ¬ 35
4.1.2 The use of songs - - 35
4.2 Suggestions for lask designing nh Hee sec SỐ
vii
Trang 31
3.2.2 ParfieipaHfG chư nHnn201101nnzerree "——-
3.2.3.1 Toachers’ frequeney of using chants, songs and games - 26
3.2.3.2 Teachers’ attitudes towards the effectiveness of chants, songs and games.27 3.2.3.3, The difficulties the teachers had while designing a lesson with the use of
3.2.3.4 The sources of chants, songs and gaes 222 c2 28
3.2.3.5 The tasks teachers design to teach students with the use of chants, songs
3.3.3 Test deseription ccccccsssssssesssssssassessntisessvuseeneessseeeseeenssseesinss 30
3.3.4.1 Pre-test (aL the begmmimng of the term) - 30
3.3.4.1.1 Frequency distribuiion sccctencceerrree "ã
3.3.4.2 Post- test (at the end of the term)
3.3.4.2.1 Irequeney distribulion cà ven "¬
CHLIAPTER 4: PEDAGOGICAL SUGGESTIONG eines: BD
4.1 The use of chants, songs and games in the lesson - - 35
4.1.1 The use of chants ¬ 35
4.1.2 The use of songs - - 35
4.2 Suggestions for lask designing nh Hee sec SỐ
vii
Trang 321 Reoapitulation
2 Conelusion
3 Limitations of the study
4, Suggestions for further study- cccssssesses esses setsieenente sansa
REPERENCDS tớ tre
AAPPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS (ENGLISH
AND VIETNAMESE VERSIONS)
APPENDIX 2: INTERVIEW FOR TEACHERS
APPLNDIX 3: PRL-TLST
APPENDIX 4: POST-TEST
APPENDIX 5: SAMPI.E TASKS
ATPPIEZNDLX 6: SAMPLB LISSON PUAN co
-ò 39
2 39
40 40
Trang 333 Research questions 2
5 Significance of the study .c.ccccccseccsssssseesesssssssnieeessevseeeeeee 2
1.3 Revicw of methods and approaches for teaching language 7
1.3.1 Methods of teaching language - - - 7
1.4, Chants, songs and games as motivations for students to improve language 9
1.5 Aspects of language that can be improved through chants, songs and games 1
1.5.2 Vocabulary 4 " HL 1.5.3 Listening sce sessnssesnensseesousiasensmsstataseunineeneenaeiatustneeneenenen 12
1.6 Choosing chants, songs ad gai§ c con 5
Trang 341.6.1 Choosing chants and songs -2222 2222122022 ee 13
1.6.2 Choosing g@me@8 ác 0n 1111 erer ¬ A
1.8 Summary " 16
CHAPTER 2: RESEARCH METHODOLOGY —-.ˆ11.‹
2.1.1 Conditions which affect students’ participation in a language lesson 17 2.1.2 Teaching and leaming conditions at Doan Xa primary school 1
2.3 Data collection iristrumtenis si se ecnxeevrreereerrree 19
2.3.1 Questionnaire for students - - 19
BBB Tests cece essisssereesssanssaessnssesnssaeesseensaaeearsoanssaees 20
2.4 Data collection and analysis procedure - - 20
CHAPTER 3: DATA ANALYSIS AND FLNDINGS `,
3.1.3.4 ‘The difficulties the learners had while they studied with the use of chants,
Trang 35ACKNOWLEDGEMENTS
Virstly, | would like to express my deepest gratitude to my supervisor - Dr
‘Mai Thi Loan for uselul instructions, comments and support during Ihe process of
fulfilling the thesis
Secondly, | would like to give my sincere thanks to all the teachers of Tìnglish at the department of post graduate who gave me useful lectures
My pratitude also sends to all English teachers at Doan Xa Primary school for their interesting and important ideas which helped me so much for my
questionnaire
Finally, I am thankful to my family and friends for their valuable care and
encouragement.
Trang 36ABSTRACT
‘The aim of this thesis is to investigate whether using chants, songs and games in teaching language iu general and teaching vocebulary in particular is effective or not ‘The researcher also tries to find out the ways of using chants, songs and games to teach language for the third-grade students at Doan Xa Primary school
Tn order to reach the aims of the thesis, the author used the ToHlowing dala
collection instruments: interview for teachers, survey questionnaire for students and
tests for students
The resuls and findings show thal students’ vocabulary improves
considerably after learning Linglish through chants, songs and games i'urthermore, the findings also point out that in the lessons using chants, songs and games, leachera should design a vanety of tasks such as gap-lilling, multiple choice, ticking
true of false to enhance students’ vocabulary Teachers should also choose chants,
songs and games from various sources such as internet, CD, VCD or television to
altracL sluderils’ conecrtrattor,
ii
Trang 37
3.2.2 ParfieipaHfG chư nHnn201101nnzerree "——-
3.2.3.1 Toachers’ frequeney of using chants, songs and games - 26
3.2.3.2 Teachers’ attitudes towards the effectiveness of chants, songs and games.27 3.2.3.3, The difficulties the teachers had while designing a lesson with the use of
3.2.3.4 The sources of chants, songs and gaes 222 c2 28
3.2.3.5 The tasks teachers design to teach students with the use of chants, songs
3.3.3 Test deseription ccccccsssssssesssssssassessntisessvuseeneessseeeseeenssseesinss 30
3.3.4.1 Pre-test (aL the begmmimng of the term) - 30
3.3.4.1.1 Frequency distribuiion sccctencceerrree "ã
3.3.4.2 Post- test (at the end of the term)
3.3.4.2.1 Irequeney distribulion cà ven "¬
CHLIAPTER 4: PEDAGOGICAL SUGGESTIONG eines: BD
4.1 The use of chants, songs and games in the lesson - - 35
4.1.1 The use of chants ¬ 35
4.1.2 The use of songs - - 35
4.2 Suggestions for lask designing nh Hee sec SỐ
vii