Luận văn i the study on the role of using vietnamese in teaching english vocabulary to th

DECLARATION I, Nguyén Thi Mai Lién, certify that the work presented in this study "A study on the role of using Vietnamese in teaching English vocabulary to the 10” form ethnic minority

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NGUYEN THI MAI LIEN

A STUDY ON TIIE ROLE OF USING VIETNAMESE IN TEACIIING ENGIASH VOCABULARY TO THE 10 FORM ETHNIC MINORITY

STUDENTS AT VUNG CAO VIET BAC HIGH SCHOOL

Nghiên cứu về vai trò của việc sử dụng tiếng Việt trong dạy từ vựng

tiếng Anh cho học sinh dân tộc thiểu số lớp 10 tại trường

PT Vũng Cao Việt Bắc

M.A MINOR PROGRAMME THESIS

FIELD: ENGLISIT TEACTIING METIIODOLOGY CODE: 60140111

Tlanoi, 2014

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NGUYEN THI MAI LIEN

A STUDY ON TIIE ROLE OF USING VIETNAMESE IN TEACHING ENGIASH VOCABULARY TO THE 10 FORM ETHNIC MINORITY

STUDENTS AT VUNG CAO VIET BAC HIGH SCHOOL

Nghiên cứu về vai trò của việc sử dụng tiếng Việt trong dạy từ vựng

tiếng Anh cho học sinh dân tộc thiểu số lớp 10 tại trường

PT Vũng Cao Việt Bắc

M.A MINOR PROGRAMME THESIS

FIELD: ENGLISIT TEACTIING METITODOLOGY CODE: 60140111

SUPERVISOR: DUONG ĐỨC MINH, PhD

Hanoi, 2014

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DECLARATION

I, Nguyén Thi Mai Lién, certify that the work presented in this study "A

study on the role of using Vietnamese in teaching English vocabulary to the 10” form ethnic minority stedents at Vung Cao Viet Bac High Schoo!" is the result of

my own research and the maleral has nol been submitted either in whole or in part

for any degree to any other university or institution

Hanoi, August, 2014 Student's signature

Nguyễn Thị Mai Liên

In my capacity as supervisor of the candidate's thesis, 1 certify that the above statements are true to the best of my knowledge

Supervisor

Duong Duc Minh, Ph.D.

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3.1.1 Findings and Diseussion of Survey Questionnaires

3.1.1.1 Analysis of ‘feacher Questionnaires’ Results:

2 Limitations of the Sindy

3 Suggestions for lurther Study

REFERENCES

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ACKNOWLEDGEMENTS

On the completion of this thesis, I greatfully express my deepest gratitude to

my supervisor Dr Duong Due Minh who gave me his precious comments, expert advice and most of his kind encouragement during my doing research

Also, I would like to acknowledge my gratitude to all of the lecturers and the stall’ of the Department of Post-Graduate Studies al University of Languages and International Studies, Vietnam National University, Ianoi for their valuable

lectures and supports

1 am greatly indebted to my colleagues and students at Vung Cao Viet Bac high school for their enthusiasm, helpfulness, care and patience towards my

interviews which grant great contributions for my thesis

Finally, I would like to express my spevial thanks to my parents, my husband and other members in my family for their love, care, support and encouragement so that

T could accomplish my study

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REFERENCES

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REFERENCES

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PART A: INTRODUCTION

1 Rationale of the Study

Vocabulary forms the biggest part of the meaning of any language, and it is the biggest problem for most leamers, as described by Mo Carthy (“Tnterview", 2001:2, cited in Fan, 2003

) Me Carthy firmly believes thal language is lexis-driven, and therefore, vocabulary learning is the real key to second language leaming He claims that leamers will be more successful if they can develop their own techniques and disciplines for vocabulary leaming Therefore, an effective approach to vocabulary is always one of the great concerns of every language teacher

A recent study by Ramachandran and Rahim (2004) investigaled the oflectiveness of using the L1 translation in recallmg the meaning aud retention of ihe

words with clementary level ESL Their results indicated that the translation method

through using the first language was more effective than the non-translation method in enhancing ESL leamers’ vocabulary leaming ability, and it could improve elementary

EST leamer’s abihty Lo recall the meamng of the word learn Aucr Bach (1993) claims thal the use of the leamer’s 1.1 im the 1.2 classroom will have a positive effect on

leamors’ sccond language leamung, especially in the area of vocabulary Personally, the researcher is interested in the findings of many researchers including Nation (2001) and Kroll and Curley (1988) that new second language words are stored more effectively in

the bram when they are Inked to their first language equivalents

AL Vung cao Viel Bac High school, with more than 2,000 ellie minority studenis coming from different minority groups, cach cilhmic group has ils own language, but Vietnamese is nominated the national language As far as 1 can observe, these learners are much in favour of using Vietnamese when leaming

English vocabulary This has motivated me lo carry out this study, which aims al

finding the answer lor the question about [he real situation of using Vielnamese and its role in vocabulary teaching and learning

Llopefully, findings will reaffirm the use of LI as a strategic teaching method within the field of vocabulary acquisition

Furthermore, it is to partially help English foreign language leachers have a reflection

on their leaching practice

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TABLE OF CONTENTS

DECLARATION à nọ ren d ACKNOWLEDGEMENTS - - - - ii ABSTRACT - - - iii LIST OF ABBREVIATIONS, w LIST OF TABLES AND FIGURES non neo TABLE OF CONTENTS tớ nriirrreirorore VỀ PART A: INTRODUCTION - - - - 1

1 Rationale of the Study - - - - 1

2 The Aims of the Study 2

3 Research Questions 2

4, The Scope of the Study a 2

5, The Methods of the Study ssccscssnensnsnentstsieensenssaesnstnsimsineenenen

6 Design of the Study 3

7 The Summary 3 PART B: DEVELOPMENT 4 CHAPTER 1: LITERATURE REVIEW ees sesssssssisensesssnesistnsimnintenteneed 1.1 Voeabulary 4

1.1.2 The roles of Vocabulary in Second I

1.1.3 Approaches to Vocabulary Teaching,

1.1.4 Explicit and Incidental Vocabulary Learning

1.2L] and Translation in Second Vocabulary Language ‘leaching

1.2.3 The Use of ‘lranslation to lacilitate Vocabulary Teaching

1.2.4 Empirical Studies of Translation Method in Vocabulary Teaching and

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REFERENCES

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ABSTRACT

The use of the first language in foreign language teaching and learning has

long been a controversial issue However, as a common phenomenon in English

language learning, the influence of the first language can not be ignored especially

wilh low proficiency learners This paper aims al providing the evidence lo the role

of using the first language (Vietnamese) in vocabulary teaching and learning

process l'or these purposes, nearly 200 students of four classes of grade 10" and 6 teachers of English Department al Vung Cao Viel Bac high school were parlicipants

of the research Three research tools were used to gather the data: questiomnaire,

interview and observation The findings of the research were totally true to the

research hypotheses First, Vietnamese is still widely used to teach and leam

vocabulary by teachers and students of Vung Cao Viet Bac high school Frequent using of Vietnamese for words’ explanation, habit of using bilingual dictionary to

look up mew words and doing translation exercises Lo practice new words are the

evidences for the findings Most of participants found using Vietnamese cffeetive to their teaching and learning vocalulary, therefore they often apply it to improve

vooabulary acquisition

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ABSTRACT

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REFERENCES

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ACKNOWLEDGEMENTS

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ABSTRACT

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TABLE OF CONTENTS

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TABLE OF CONTENTS

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REFERENCES

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ACKNOWLEDGEMENTS

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ABSTRACT

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TABLE OF CONTENTS

Tiêu đề	A Study on the Role of Using Vietnamese in Teaching English Vocabulary to the 10th Form Ethnic Minority Students at Vung Cao Viet Bac High School
Tác giả	Nguyen Thi Mai Lien
Người hướng dẫn	Duong Duc Minh, Ph.D.
Trường học	Vietnam National University, Hanoi
Chuyên ngành	English Teaching Methodology
Thể loại	Thesis
Năm xuất bản	2014
Thành phố	Hanoi

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