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

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 vocab

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

FIELD: ENGLISIL TEACIIING METHODOLOGY CODE: 601410

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

FIELD: ENGLISH TEACHING METHODOLOGY CODE: 601410

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

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”

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

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

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

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

—-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 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 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

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

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

—-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:

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:

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:

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:

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

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:

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

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

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

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

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

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

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:

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 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”

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 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

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

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

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

—-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

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

—-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

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

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