Luận văn teachers' attitudes towards applying clt in teaching vocabulary for grade 10 students at thai van cu high school

3, Significance of the study This study plays an important role in improving vocabulary teaching methods to grade-10 students al NVCITS.. Tis implicaled suggestions will make the applica

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES & INFERNATIONAL STUDIES

POST GRADUATE DEPARTMENT

NGUYEN THI THANH HANG

TEACHERS’ ATTITUDES TOWARDS APPLYING CLT IN TEACHING VOCABULARY FOR GRADE-10 STUDENTS

AT NGUYEN VAN CU TINGIE SCHOOL

(Nghiên cứu thái độ của giáo viên đối với ac day Lir vung theo dflimg hiéng giao

tiếp cho hoe sinh lớp 10 tại Triờng THPT Nguyễn Văn Cừ)

MLA MINOR THESIS

FIELD: ENGLISH TEACHING METHODOLOGY

Conk:

SITPERVISOR: Dr DO TUAN MINIT

HANOL, 2010

TABLE OF CONTENTS Declaration

Aims of the study

Significance of Ihe study

Scope of the study

Research questions

Mcthods of the study

7 Design of the study

PART B: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

1.1 Vocabulary and its status in language teaching and learning

LL Definition of vocabulary

1.1.2 The status of' vocabulary in lanpuage teaching and learning,

1.2 An overview on tanguage teaching methods in teactung vocabulary

1.2.1 The Grarnmar- Translation Method,

1.2.2 The Direct Method

1.2.3 The Andio-lingual Method

1.3 CLT on teaching vocabulary

1.3.1 Definition of CLT

1.3.2 Charactenstics of vocabulary commmnicative activities

1.33 Vooubulary loaching tachriquos in combination wilh communicative activi

1.4, Factors afftcting teachers’ attitudes

1.4.1 Definitions of teachers” attitudes

1.4.2 Factors affeoting teachers’ attitudes 5

2.1, Current situation of the (aching and learning of Tingtish at Nguyen Van Cu Thigh School

2.2.3.1, Results and discussions from the questionnaires 15 2.2.3.2, Results and discussions trom the observation 26 2.2.3.3 Results and discussion from the interviews 28

3.1.1 Toachors’ altitudes Lowards applying CIT in Icachiy vocabulary for grade-10

3.1.2 ‘The reason causing teachers’ attitudes in teaching vocabulary communicatively and

3.3.1 Suggestions for overcoming the problems in teaching vocabulary communicatively

3.2.1.2, Redefining students’ role and teacher’s role 31 3.2.1.3 Changing students attitudes towards learning English 3ì 3.3.1.4 Enproving students’ motivation in leaning vocabulary 3 3.2.2 Suggestions on vocabulary learning communicative activities for grade-10 students

1.2.1 The Granumar- Translation Mcthod

This one of the oldest method forcign language teaching According to Rivers (1981-29), il

“aims at inculcating an understanding of the grammar of the language and training the

students to write the new language accurately by regular practice in translating from the

native language ” Using this method, leachers teach vocabulary in the form of bilingual lists and the intricacies of grammar are provides by long elaborate explanations to give the rule for putting words together Respecting the teaching of vocabulary, this approach may

bo casy, cheap and uscful but its relovanc is restrictad bocanse i coneonlratos ơn [orm and not meaning ( Krashen, 1984, p.128)

1.2.2 The Direct Mcthod

This useful for teaching vocabulary Tn the classroom, only the target language is used, the words used are very common, active and concetning everyday activities This method focuses on speaking and Listening which snables teachers to drill students more on vocabulary With this method, teachers can introduce concrete vocabulary through demonstration, objects, and pictures, while abstract vocabulary is taught by association of ideas,

1.2.3 The Audio-lingual Meihad

It is very successful in improving students’ comprehension and fluency in speaking the target language In this method, the vocabulary content of pupils is strictly lamited and only learnt in context, new Leaching material is presented in dialogues Thus, students only have chance to focus on taking firm control of words and structures When the dialogue has

been learnt its adaptation with a more personal application to the students’ own situation,

provide more consolidation of leaming and provide chances for more flexible use of the material

1.3 CLT on teaching vocabulary

1.3.1 Definition of CLT

There is a variety of definitions about CLT The most gcncral ons is that CLT views language as a system for the expression of meaning Activities involve oral communication, carrying oul meaning task and using lam

ge, which is meaningful to the learners Objectives reflect the needs of the learners, they include integrator The eacher’s role is as facilitator of the communication process, Materials promote communicative language use; they are task-based and authentic ( Numan (1989:194))

PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Vocabulary and its status in language teaching and learning

more than a single word, a compound of two or three words or multi-word idoms” "The above quolation indicates thal vocabulary is © the total member of words in a language”

(Homby, 1995:1331) In short, vocabulary deals not only with a single word but also two

or three word items expressing a single idea and mulii-word idioms whose meaning cannot

be deduced from ihe analysis of the component words A usefil convention is to cover all such cases by talking about vocabulary “item” than “words”

1.1.2 The status of vocabulary in language teaching and Jearning

The slalus of vocabulary in language teaching and learning has changed dramatically in the

last two decades “Since the mid-1980s, there has been a renewed interest wm the role of

vocabulary in second language learning” ( Coady & Huckin, 1997:1X)

According in Me Carthy (1990:VIE), vocabulary is the biggest component of any language course and “Ne matter how well the student learn granmnar, no mailer how successfully

the sounds of L2 are mastered, without words to express a wide range of meaning, communication in an L2 just cannot happen in any meaningful way”

In facl, vocabulary is am cssentiat component of Tamguags A gond knowledge of

vocabulary will help leamers develop the four skills: speaking, listening, reading, and

writing Nowadays, vocabulary is considered an important aspect of teaching and learning

a forcign language Thus, sccond language vocabulary acquisition has becn paid the

attention of researchers, teachers, and leamers of concern

1.2 An overview on language teaching methods in teaching vocabulary

There arc mmany influontial method widoly used by language tcachers in the world in

general and in Vietnam in particular, but the following is a brief discussion of some major

foreign language teaching approaches and their role in teaching vocabulary,

1.2.1 The Granumar- Translation Mcthod

This one of the oldest method forcign language teaching According to Rivers (1981-29), il

“aims at inculcating an understanding of the grammar of the language and training the

students to write the new language accurately by regular practice in translating from the

native language ” Using this method, leachers teach vocabulary in the form of bilingual lists and the intricacies of grammar are provides by long elaborate explanations to give the rule for putting words together Respecting the teaching of vocabulary, this approach may

bo casy, cheap and uscful but its relovanc is restrictad bocanse i coneonlratos ơn [orm and not meaning ( Krashen, 1984, p.128)

1.2.2 The Direct Mcthod

This useful for teaching vocabulary Tn the classroom, only the target language is used, the words used are very common, active and concetning everyday activities This method focuses on speaking and Listening which snables teachers to drill students more on vocabulary With this method, teachers can introduce concrete vocabulary through demonstration, objects, and pictures, while abstract vocabulary is taught by association of ideas,

1.2.3 The Audio-lingual Meihad

It is very successful in improving students’ comprehension and fluency in speaking the target language In this method, the vocabulary content of pupils is strictly lamited and only learnt in context, new Leaching material is presented in dialogues Thus, students only have chance to focus on taking firm control of words and structures When the dialogue has

been learnt its adaptation with a more personal application to the students’ own situation,

provide more consolidation of leaming and provide chances for more flexible use of the material

1.3 CLT on teaching vocabulary

1.3.1 Definition of CLT

There is a variety of definitions about CLT The most gcncral ons is that CLT views language as a system for the expression of meaning Activities involve oral communication, carrying oul meaning task and using lam

ge, which is meaningful to the learners Objectives reflect the needs of the learners, they include integrator The eacher’s role is as facilitator of the communication process, Materials promote communicative language use; they are task-based and authentic ( Numan (1989:194))

Part A is the introduction, which present the rationale, aims significance, scope, research

questions methods and design of the study

Part B consist of three chapters

Chapter deals with a Hterature review It starts with vocabulary and its status in language leaching and learning, then an overview om language leaching methods in teaching vocabulary The next is about CLT on teaching vocabulary which includes the definition of CLY, characteristics of vocabulary communicative activities, vocabulary teaching

in combinalion wilh commuticalive activili The final is sume factors

ochnign

affecting teachers’ attitudes

Chapter? presents the survey First, there is a description about the present situation of

Part € is aboul the conclusion, and suggestions for a further study,

References and Appendixes come in the end of the study.

PART C: CONCLUSION AND SUGGESTIONS FOR FURTHER STUDY 38

REFERENCES

APPENDIXES:

1.2.1 The Granumar- Translation Mcthod

This one of the oldest method forcign language teaching According to Rivers (1981-29), il

“aims at inculcating an understanding of the grammar of the language and training the

students to write the new language accurately by regular practice in translating from the

native language ” Using this method, leachers teach vocabulary in the form of bilingual lists and the intricacies of grammar are provides by long elaborate explanations to give the rule for putting words together Respecting the teaching of vocabulary, this approach may

bo casy, cheap and uscful but its relovanc is restrictad bocanse i coneonlratos ơn [orm and not meaning ( Krashen, 1984, p.128)

1.2.2 The Direct Mcthod

This useful for teaching vocabulary Tn the classroom, only the target language is used, the words used are very common, active and concetning everyday activities This method focuses on speaking and Listening which snables teachers to drill students more on vocabulary With this method, teachers can introduce concrete vocabulary through demonstration, objects, and pictures, while abstract vocabulary is taught by association of ideas,

1.2.3 The Audio-lingual Meihad

It is very successful in improving students’ comprehension and fluency in speaking the target language In this method, the vocabulary content of pupils is strictly lamited and only learnt in context, new Leaching material is presented in dialogues Thus, students only have chance to focus on taking firm control of words and structures When the dialogue has

been learnt its adaptation with a more personal application to the students’ own situation,

provide more consolidation of leaming and provide chances for more flexible use of the material

1.3 CLT on teaching vocabulary

1.3.1 Definition of CLT

There is a variety of definitions about CLT The most gcncral ons is that CLT views language as a system for the expression of meaning Activities involve oral communication, carrying oul meaning task and using lam

ge, which is meaningful to the learners Objectives reflect the needs of the learners, they include integrator The eacher’s role is as facilitator of the communication process, Materials promote communicative language use; they are task-based and authentic ( Numan (1989:194))

1.3.2 Characteristics of vocabulary communicative activities

According ta Nation , P and Newlon, J (2000:224) communicative activities thal encourage vocabulary learning have the following features:

- help speakers to set their speech to a suitable level for the particular listeners and to adjust il when Tistsners indicate a lack of understanding,

- provide meaningful context or an illustrated setting within which to encounter new vocabulary;

- learners with be exposad lo repeal use of the

ew items during the course of the activities;

- _ leamers are likely to be required to use new items productively in the activity

Those foaluras include the choice af vocabulary and its placement wilhin the loxlual inpul for the activities, the teachers’ and leamers’ strategies for arriving at the meaning of unfamiliar items, and the processing demands of the activity By being aware of these features and the way they affect leamers’ responses to unfimiliar vocabulary, teachers can improve the quality of vocabulary lcarning that is likely to occur during performance of

communicative activities in addition, communicative activities encouraging vocabulary

learning are nol limited Lo oral productive language A communicalive activily can be a written format such as vocabulary exercises including word-building, matching word with

‘various types of definitions, studying vocabulary in context, semantic mapping, and split information aetivilies focusing on vousbulary Thus, choosing a relevant communicative activity tor teaching require thought and planning on the part of the teacher

1.3.3, Vocabulary teaching techniques in combination with coomunicative activities Based on communicative activities, students can acquire vocabulary through more elective teclmiques such as visual teclmiques, verbal techniques, games or role -play

1.3.3.1 Visual techniques

According to Zebrowska ( cited in Grain and Redman (1986)), visual techniques pertain visual memory, It is clcar that learmers can remember better the matcrial that has boon presented by many means of visual aids ‘Therefore, communicative using visual aids such

as flashcards, photographs, blackboard draving, wall charls and relia can slitmutate students lo speak the language Rogarding visual aids, sludenls can benefit fom communicative activities sitee they “ help to provide the situation which light up the

meaning of the utterances used” ( Lee, W.R and Coppen, H.1970:1) In addition, mine

- To make some suggestions on overcoming the teachers’ problems in the application of CLT in teaching vocabulary

3, Significance of the study

This study plays an important role in improving vocabulary teaching methods to grade-10 students al NVCITS Tis implicaled suggestions will make the application of CLT at my school successful and effective

4, Scope of the study

vocabulary teaching through communicative approach for grade-10 students Then, based

on the teachers’ reasons ieading different attitudes some feasible solutions will be inlrođueod

5, Research questions

‘To achieve the aims of the study, the following research questions were proposed:

L Inwhat- ways da teachers at Nguyen Van Cu High School teach vocabulary to students?

2 Are teachers aware of the need to teach vocabulary conmnmicatively?

3 What have teachers done ta teach vocabulary communicatively?

4 What shoud teachers da to teach vocabulary communicatively?

6 Methods of the study

‘The research is done by both quantitative and qualitative methods; it is carried ont on the

dasic of situation analysis, walerial collection, survey questionnaires, class observations and follow-up interviews

In the first place, for the theoretical basis, a lot of reference material on vocabulary, its

relevance in teaching and learning methodology, and factors affecting teachers” attitudes have been gathered, analyzed and synthesized thoroughly Sccondly, situalion analysis has

a lock at the background to the study including the description of the current context at

‘Nauyen Van Cu High School

Eventually, for the practical basis, questionnaires, classroom obscrvation, follow-up interviews were carried out with the teachers to gather the most reliable data for analysis to

find answer lo the research questions mentioned above

7 Design of the study

This thesis consists of three parts,

PART C: CONCLUSION AND SUGGESTIONS FOR FURTHER STUDY 38

REFERENCES

APPENDIXES:

1.3.2 Characteristics of vocabulary communicative activities

According ta Nation , P and Newlon, J (2000:224) communicative activities thal encourage vocabulary learning have the following features:

- help speakers to set their speech to a suitable level for the particular listeners and to adjust il when Tistsners indicate a lack of understanding,

- provide meaningful context or an illustrated setting within which to encounter new vocabulary;

- learners with be exposad lo repeal use of the

ew items during the course of the activities;

- _ leamers are likely to be required to use new items productively in the activity

Those foaluras include the choice af vocabulary and its placement wilhin the loxlual inpul for the activities, the teachers’ and leamers’ strategies for arriving at the meaning of unfamiliar items, and the processing demands of the activity By being aware of these features and the way they affect leamers’ responses to unfimiliar vocabulary, teachers can improve the quality of vocabulary lcarning that is likely to occur during performance of

communicative activities in addition, communicative activities encouraging vocabulary

learning are nol limited Lo oral productive language A communicalive activily can be a written format such as vocabulary exercises including word-building, matching word with

‘various types of definitions, studying vocabulary in context, semantic mapping, and split information aetivilies focusing on vousbulary Thus, choosing a relevant communicative activity tor teaching require thought and planning on the part of the teacher

1.3.3, Vocabulary teaching techniques in combination with coomunicative activities Based on communicative activities, students can acquire vocabulary through more elective teclmiques such as visual teclmiques, verbal techniques, games or role -play

1.3.3.1 Visual techniques

According to Zebrowska ( cited in Grain and Redman (1986)), visual techniques pertain visual memory, It is clcar that learmers can remember better the matcrial that has boon presented by many means of visual aids ‘Therefore, communicative using visual aids such

as flashcards, photographs, blackboard draving, wall charls and relia can slitmutate students lo speak the language Rogarding visual aids, sludenls can benefit fom communicative activities sitee they “ help to provide the situation which light up the

meaning of the utterances used” ( Lee, W.R and Coppen, H.1970:1) In addition, mine

Part A is the introduction, which present the rationale, aims significance, scope, research

questions methods and design of the study

Part B consist of three chapters

Chapter deals with a Hterature review It starts with vocabulary and its status in language leaching and learning, then an overview om language leaching methods in teaching vocabulary The next is about CLT on teaching vocabulary which includes the definition of CLY, characteristics of vocabulary communicative activities, vocabulary teaching

in combinalion wilh commuticalive activili The final is sume factors

ochnign

affecting teachers’ attitudes

Chapter? presents the survey First, there is a description about the present situation of

Part € is aboul the conclusion, and suggestions for a further study,

References and Appendixes come in the end of the study.

‘Together with inmovation in English teaching and leaning methods everywhere in Vietnam, the new sories of English textbook for grads 10 was inlroduced alionwide in academic year 2006-2007 The new textbooks are designed to apply the communicative approach with leamer-centered learning ‘This has leaded teachers and leamers to face some difficultiss in English teaching and learning especially in teaching and learning vocabulary The rcason is that it is the first time for them to adapt the new method of teaching and learning instead of the old one, the grammar translation approach, which has existed in our education for along time As a tgacher of English al Nguyen Van Cu [Tigh School ( NVCHS), I found that thanks to the movement of Communicative Language

‘Teaching (CLI) many language teachers are now aware of the need to take vocabulary seriously, bul their students are unable (o use Tinglish effectively There maybe problems in their students’ ways of using vocabulary, but problems in teaching vocabulary are undeniable, In order to better vocabulary teaching and learning, I have conducted a research to find out teachers’ attitudes towards applying CLI in teaching vocabulary for grade 10, pointing out the main problems in teaching vocabulary communicatively, then offering some solutions to these problems

2, Aims of the study

The aims of the study as follows

- To give brief overview about the role of vocabulary, its relevance in teaching and learning methodology, and factors affecting leachers” alliluses

+ To find out teachers? altitudes lowards applying CIT in Iesching vocabulary for gradv-10 students at NCHS, and the reasons causing their attitudes

Part A is the introduction, which present the rationale, aims significance, scope, research

questions methods and design of the study

Part B consist of three chapters

Chapter deals with a Hterature review It starts with vocabulary and its status in language leaching and learning, then an overview om language leaching methods in teaching vocabulary The next is about CLT on teaching vocabulary which includes the definition of CLY, characteristics of vocabulary communicative activities, vocabulary teaching

in combinalion wilh commuticalive activili The final is sume factors

ochnign

affecting teachers’ attitudes

Chapter? presents the survey First, there is a description about the present situation of

Part € is aboul the conclusion, and suggestions for a further study,

References and Appendixes come in the end of the study.

- To make some suggestions on overcoming the teachers’ problems in the application of CLT in teaching vocabulary

3, Significance of the study

This study plays an important role in improving vocabulary teaching methods to grade-10 students al NVCITS Tis implicaled suggestions will make the application of CLT at my school successful and effective

4, Scope of the study

vocabulary teaching through communicative approach for grade-10 students Then, based

on the teachers’ reasons ieading different attitudes some feasible solutions will be inlrođueod

5, Research questions

‘To achieve the aims of the study, the following research questions were proposed:

L Inwhat- ways da teachers at Nguyen Van Cu High School teach vocabulary to students?

2 Are teachers aware of the need to teach vocabulary conmnmicatively?

3 What have teachers done ta teach vocabulary communicatively?

4 What shoud teachers da to teach vocabulary communicatively?

6 Methods of the study

‘The research is done by both quantitative and qualitative methods; it is carried ont on the

dasic of situation analysis, walerial collection, survey questionnaires, class observations and follow-up interviews

In the first place, for the theoretical basis, a lot of reference material on vocabulary, its

relevance in teaching and learning methodology, and factors affecting teachers” attitudes have been gathered, analyzed and synthesized thoroughly Sccondly, situalion analysis has

a lock at the background to the study including the description of the current context at

‘Nauyen Van Cu High School

Eventually, for the practical basis, questionnaires, classroom obscrvation, follow-up interviews were carried out with the teachers to gather the most reliable data for analysis to

find answer lo the research questions mentioned above

7 Design of the study

This thesis consists of three parts,

PART C: CONCLUSION AND SUGGESTIONS FOR FURTHER STUDY 38

REFERENCES

APPENDIXES:

Part A is the introduction, which present the rationale, aims significance, scope, research

questions methods and design of the study

Part B consist of three chapters

Chapter deals with a Hterature review It starts with vocabulary and its status in language leaching and learning, then an overview om language leaching methods in teaching vocabulary The next is about CLT on teaching vocabulary which includes the definition of CLY, characteristics of vocabulary communicative activities, vocabulary teaching

in combinalion wilh commuticalive activili The final is sume factors

ochnign

affecting teachers’ attitudes

Chapter? presents the survey First, there is a description about the present situation of

Part € is aboul the conclusion, and suggestions for a further study,

References and Appendixes come in the end of the study.

- To make some suggestions on overcoming the teachers’ problems in the application of CLT in teaching vocabulary

3, Significance of the study

This study plays an important role in improving vocabulary teaching methods to grade-10 students al NVCITS Tis implicaled suggestions will make the application of CLT at my school successful and effective

4, Scope of the study

vocabulary teaching through communicative approach for grade-10 students Then, based

on the teachers’ reasons ieading different attitudes some feasible solutions will be inlrođueod

5, Research questions

‘To achieve the aims of the study, the following research questions were proposed:

L Inwhat- ways da teachers at Nguyen Van Cu High School teach vocabulary to students?

2 Are teachers aware of the need to teach vocabulary conmnmicatively?

3 What have teachers done ta teach vocabulary communicatively?

4 What shoud teachers da to teach vocabulary communicatively?

6 Methods of the study

‘The research is done by both quantitative and qualitative methods; it is carried ont on the

dasic of situation analysis, walerial collection, survey questionnaires, class observations and follow-up interviews

In the first place, for the theoretical basis, a lot of reference material on vocabulary, its

relevance in teaching and learning methodology, and factors affecting teachers” attitudes have been gathered, analyzed and synthesized thoroughly Sccondly, situalion analysis has

a lock at the background to the study including the description of the current context at

‘Nauyen Van Cu High School

Eventually, for the practical basis, questionnaires, classroom obscrvation, follow-up interviews were carried out with the teachers to gather the most reliable data for analysis to

find answer lo the research questions mentioned above

7 Design of the study

This thesis consists of three parts,

1.2.1 The Granumar- Translation Mcthod

This one of the oldest method forcign language teaching According to Rivers (1981-29), il

“aims at inculcating an understanding of the grammar of the language and training the

students to write the new language accurately by regular practice in translating from the

native language ” Using this method, leachers teach vocabulary in the form of bilingual lists and the intricacies of grammar are provides by long elaborate explanations to give the rule for putting words together Respecting the teaching of vocabulary, this approach may

bo casy, cheap and uscful but its relovanc is restrictad bocanse i coneonlratos ơn [orm and not meaning ( Krashen, 1984, p.128)

1.2.2 The Direct Mcthod

This useful for teaching vocabulary Tn the classroom, only the target language is used, the words used are very common, active and concetning everyday activities This method focuses on speaking and Listening which snables teachers to drill students more on vocabulary With this method, teachers can introduce concrete vocabulary through demonstration, objects, and pictures, while abstract vocabulary is taught by association of ideas,

1.2.3 The Audio-lingual Meihad

It is very successful in improving students’ comprehension and fluency in speaking the target language In this method, the vocabulary content of pupils is strictly lamited and only learnt in context, new Leaching material is presented in dialogues Thus, students only have chance to focus on taking firm control of words and structures When the dialogue has

been learnt its adaptation with a more personal application to the students’ own situation,

provide more consolidation of leaming and provide chances for more flexible use of the material

1.3 CLT on teaching vocabulary

1.3.1 Definition of CLT

There is a variety of definitions about CLT The most gcncral ons is that CLT views language as a system for the expression of meaning Activities involve oral communication, carrying oul meaning task and using lam

ge, which is meaningful to the learners Objectives reflect the needs of the learners, they include integrator The eacher’s role is as facilitator of the communication process, Materials promote communicative language use; they are task-based and authentic ( Numan (1989:194))

‘Together with inmovation in English teaching and leaning methods everywhere in Vietnam, the new sories of English textbook for grads 10 was inlroduced alionwide in academic year 2006-2007 The new textbooks are designed to apply the communicative approach with leamer-centered learning ‘This has leaded teachers and leamers to face some difficultiss in English teaching and learning especially in teaching and learning vocabulary The rcason is that it is the first time for them to adapt the new method of teaching and learning instead of the old one, the grammar translation approach, which has existed in our education for along time As a tgacher of English al Nguyen Van Cu [Tigh School ( NVCHS), I found that thanks to the movement of Communicative Language

‘Teaching (CLI) many language teachers are now aware of the need to take vocabulary seriously, bul their students are unable (o use Tinglish effectively There maybe problems in their students’ ways of using vocabulary, but problems in teaching vocabulary are undeniable, In order to better vocabulary teaching and learning, I have conducted a research to find out teachers’ attitudes towards applying CLI in teaching vocabulary for grade 10, pointing out the main problems in teaching vocabulary communicatively, then offering some solutions to these problems

2, Aims of the study

The aims of the study as follows

- To give brief overview about the role of vocabulary, its relevance in teaching and learning methodology, and factors affecting leachers” alliluses

+ To find out teachers? altitudes lowards applying CIT in Iesching vocabulary for gradv-10 students at NCHS, and the reasons causing their attitudes

PART C: CONCLUSION AND SUGGESTIONS FOR FURTHER STUDY 38

REFERENCES

APPENDIXES:

PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Vocabulary and its status in language teaching and learning

more than a single word, a compound of two or three words or multi-word idoms” "The above quolation indicates thal vocabulary is © the total member of words in a language”

(Homby, 1995:1331) In short, vocabulary deals not only with a single word but also two

or three word items expressing a single idea and mulii-word idioms whose meaning cannot

be deduced from ihe analysis of the component words A usefil convention is to cover all such cases by talking about vocabulary “item” than “words”

1.1.2 The status of vocabulary in language teaching and Jearning

The slalus of vocabulary in language teaching and learning has changed dramatically in the

last two decades “Since the mid-1980s, there has been a renewed interest wm the role of

vocabulary in second language learning” ( Coady & Huckin, 1997:1X)

According in Me Carthy (1990:VIE), vocabulary is the biggest component of any language course and “Ne matter how well the student learn granmnar, no mailer how successfully

the sounds of L2 are mastered, without words to express a wide range of meaning, communication in an L2 just cannot happen in any meaningful way”

In facl, vocabulary is am cssentiat component of Tamguags A gond knowledge of

vocabulary will help leamers develop the four skills: speaking, listening, reading, and

writing Nowadays, vocabulary is considered an important aspect of teaching and learning

a forcign language Thus, sccond language vocabulary acquisition has becn paid the

attention of researchers, teachers, and leamers of concern

1.2 An overview on language teaching methods in teaching vocabulary

There arc mmany influontial method widoly used by language tcachers in the world in

general and in Vietnam in particular, but the following is a brief discussion of some major

foreign language teaching approaches and their role in teaching vocabulary,

Part A is the introduction, which present the rationale, aims significance, scope, research

questions methods and design of the study

Part B consist of three chapters

Chapter deals with a Hterature review It starts with vocabulary and its status in language leaching and learning, then an overview om language leaching methods in teaching vocabulary The next is about CLT on teaching vocabulary which includes the definition of CLY, characteristics of vocabulary communicative activities, vocabulary teaching

in combinalion wilh commuticalive activili The final is sume factors

ochnign

affecting teachers’ attitudes

Chapter? presents the survey First, there is a description about the present situation of

Part € is aboul the conclusion, and suggestions for a further study,

References and Appendixes come in the end of the study.

1.2.1 The Granumar- Translation Mcthod

This one of the oldest method forcign language teaching According to Rivers (1981-29), il

“aims at inculcating an understanding of the grammar of the language and training the

students to write the new language accurately by regular practice in translating from the

native language ” Using this method, leachers teach vocabulary in the form of bilingual lists and the intricacies of grammar are provides by long elaborate explanations to give the rule for putting words together Respecting the teaching of vocabulary, this approach may

bo casy, cheap and uscful but its relovanc is restrictad bocanse i coneonlratos ơn [orm and not meaning ( Krashen, 1984, p.128)

1.2.2 The Direct Mcthod

This useful for teaching vocabulary Tn the classroom, only the target language is used, the words used are very common, active and concetning everyday activities This method focuses on speaking and Listening which snables teachers to drill students more on vocabulary With this method, teachers can introduce concrete vocabulary through demonstration, objects, and pictures, while abstract vocabulary is taught by association of ideas,

1.2.3 The Audio-lingual Meihad

It is very successful in improving students’ comprehension and fluency in speaking the target language In this method, the vocabulary content of pupils is strictly lamited and only learnt in context, new Leaching material is presented in dialogues Thus, students only have chance to focus on taking firm control of words and structures When the dialogue has

been learnt its adaptation with a more personal application to the students’ own situation,

provide more consolidation of leaming and provide chances for more flexible use of the material

1.3 CLT on teaching vocabulary

1.3.1 Definition of CLT

There is a variety of definitions about CLT The most gcncral ons is that CLT views language as a system for the expression of meaning Activities involve oral communication, carrying oul meaning task and using lam

ge, which is meaningful to the learners Objectives reflect the needs of the learners, they include integrator The eacher’s role is as facilitator of the communication process, Materials promote communicative language use; they are task-based and authentic ( Numan (1989:194))

‘Together with inmovation in English teaching and leaning methods everywhere in Vietnam, the new sories of English textbook for grads 10 was inlroduced alionwide in academic year 2006-2007 The new textbooks are designed to apply the communicative approach with leamer-centered learning ‘This has leaded teachers and leamers to face some difficultiss in English teaching and learning especially in teaching and learning vocabulary The rcason is that it is the first time for them to adapt the new method of teaching and learning instead of the old one, the grammar translation approach, which has existed in our education for along time As a tgacher of English al Nguyen Van Cu [Tigh School ( NVCHS), I found that thanks to the movement of Communicative Language

‘Teaching (CLI) many language teachers are now aware of the need to take vocabulary seriously, bul their students are unable (o use Tinglish effectively There maybe problems in their students’ ways of using vocabulary, but problems in teaching vocabulary are undeniable, In order to better vocabulary teaching and learning, I have conducted a research to find out teachers’ attitudes towards applying CLI in teaching vocabulary for grade 10, pointing out the main problems in teaching vocabulary communicatively, then offering some solutions to these problems

2, Aims of the study

The aims of the study as follows

- To give brief overview about the role of vocabulary, its relevance in teaching and learning methodology, and factors affecting leachers” alliluses

+ To find out teachers? altitudes lowards applying CIT in Iesching vocabulary for gradv-10 students at NCHS, and the reasons causing their attitudes

- To make some suggestions on overcoming the teachers’ problems in the application of CLT in teaching vocabulary

3, Significance of the study

This study plays an important role in improving vocabulary teaching methods to grade-10 students al NVCITS Tis implicaled suggestions will make the application of CLT at my school successful and effective

4, Scope of the study

vocabulary teaching through communicative approach for grade-10 students Then, based

on the teachers’ reasons ieading different attitudes some feasible solutions will be inlrođueod

5, Research questions

‘To achieve the aims of the study, the following research questions were proposed:

L Inwhat- ways da teachers at Nguyen Van Cu High School teach vocabulary to students?

2 Are teachers aware of the need to teach vocabulary conmnmicatively?

3 What have teachers done ta teach vocabulary communicatively?

4 What shoud teachers da to teach vocabulary communicatively?

6 Methods of the study

‘The research is done by both quantitative and qualitative methods; it is carried ont on the

dasic of situation analysis, walerial collection, survey questionnaires, class observations and follow-up interviews

In the first place, for the theoretical basis, a lot of reference material on vocabulary, its

relevance in teaching and learning methodology, and factors affecting teachers” attitudes have been gathered, analyzed and synthesized thoroughly Sccondly, situalion analysis has

a lock at the background to the study including the description of the current context at

‘Nauyen Van Cu High School

Eventually, for the practical basis, questionnaires, classroom obscrvation, follow-up interviews were carried out with the teachers to gather the most reliable data for analysis to

find answer lo the research questions mentioned above

7 Design of the study

This thesis consists of three parts,

1.2.1 The Granumar- Translation Mcthod

This one of the oldest method forcign language teaching According to Rivers (1981-29), il

“aims at inculcating an understanding of the grammar of the language and training the

students to write the new language accurately by regular practice in translating from the

native language ” Using this method, leachers teach vocabulary in the form of bilingual lists and the intricacies of grammar are provides by long elaborate explanations to give the rule for putting words together Respecting the teaching of vocabulary, this approach may

bo casy, cheap and uscful but its relovanc is restrictad bocanse i coneonlratos ơn [orm and not meaning ( Krashen, 1984, p.128)

1.2.2 The Direct Mcthod

This useful for teaching vocabulary Tn the classroom, only the target language is used, the words used are very common, active and concetning everyday activities This method focuses on speaking and Listening which snables teachers to drill students more on vocabulary With this method, teachers can introduce concrete vocabulary through demonstration, objects, and pictures, while abstract vocabulary is taught by association of ideas,

1.2.3 The Audio-lingual Meihad

It is very successful in improving students’ comprehension and fluency in speaking the target language In this method, the vocabulary content of pupils is strictly lamited and only learnt in context, new Leaching material is presented in dialogues Thus, students only have chance to focus on taking firm control of words and structures When the dialogue has

been learnt its adaptation with a more personal application to the students’ own situation,

provide more consolidation of leaming and provide chances for more flexible use of the material

1.3 CLT on teaching vocabulary

1.3.1 Definition of CLT

There is a variety of definitions about CLT The most gcncral ons is that CLT views language as a system for the expression of meaning Activities involve oral communication, carrying oul meaning task and using lam

ge, which is meaningful to the learners Objectives reflect the needs of the learners, they include integrator The eacher’s role is as facilitator of the communication process, Materials promote communicative language use; they are task-based and authentic ( Numan (1989:194))

PART C: CONCLUSION AND SUGGESTIONS FOR FURTHER STUDY 38

REFERENCES

APPENDIXES:

PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Vocabulary and its status in language teaching and learning

more than a single word, a compound of two or three words or multi-word idoms” "The above quolation indicates thal vocabulary is © the total member of words in a language”

(Homby, 1995:1331) In short, vocabulary deals not only with a single word but also two

or three word items expressing a single idea and mulii-word idioms whose meaning cannot

be deduced from ihe analysis of the component words A usefil convention is to cover all such cases by talking about vocabulary “item” than “words”

1.1.2 The status of vocabulary in language teaching and Jearning

The slalus of vocabulary in language teaching and learning has changed dramatically in the

last two decades “Since the mid-1980s, there has been a renewed interest wm the role of

vocabulary in second language learning” ( Coady & Huckin, 1997:1X)

According in Me Carthy (1990:VIE), vocabulary is the biggest component of any language course and “Ne matter how well the student learn granmnar, no mailer how successfully

the sounds of L2 are mastered, without words to express a wide range of meaning, communication in an L2 just cannot happen in any meaningful way”

In facl, vocabulary is am cssentiat component of Tamguags A gond knowledge of

vocabulary will help leamers develop the four skills: speaking, listening, reading, and

writing Nowadays, vocabulary is considered an important aspect of teaching and learning

a forcign language Thus, sccond language vocabulary acquisition has becn paid the

attention of researchers, teachers, and leamers of concern

1.2 An overview on language teaching methods in teaching vocabulary

There arc mmany influontial method widoly used by language tcachers in the world in

general and in Vietnam in particular, but the following is a brief discussion of some major

foreign language teaching approaches and their role in teaching vocabulary,

- To make some suggestions on overcoming the teachers’ problems in the application of CLT in teaching vocabulary

3, Significance of the study

This study plays an important role in improving vocabulary teaching methods to grade-10 students al NVCITS Tis implicaled suggestions will make the application of CLT at my school successful and effective

4, Scope of the study

vocabulary teaching through communicative approach for grade-10 students Then, based

on the teachers’ reasons ieading different attitudes some feasible solutions will be inlrođueod

5, Research questions

‘To achieve the aims of the study, the following research questions were proposed:

L Inwhat- ways da teachers at Nguyen Van Cu High School teach vocabulary to students?

2 Are teachers aware of the need to teach vocabulary conmnmicatively?

3 What have teachers done ta teach vocabulary communicatively?

4 What shoud teachers da to teach vocabulary communicatively?

6 Methods of the study

‘The research is done by both quantitative and qualitative methods; it is carried ont on the

dasic of situation analysis, walerial collection, survey questionnaires, class observations and follow-up interviews

In the first place, for the theoretical basis, a lot of reference material on vocabulary, its

relevance in teaching and learning methodology, and factors affecting teachers” attitudes have been gathered, analyzed and synthesized thoroughly Sccondly, situalion analysis has

a lock at the background to the study including the description of the current context at

‘Nauyen Van Cu High School

Eventually, for the practical basis, questionnaires, classroom obscrvation, follow-up interviews were carried out with the teachers to gather the most reliable data for analysis to

find answer lo the research questions mentioned above

7 Design of the study

This thesis consists of three parts,

1.3.2 Characteristics of vocabulary communicative activities

According ta Nation , P and Newlon, J (2000:224) communicative activities thal encourage vocabulary learning have the following features:

- help speakers to set their speech to a suitable level for the particular listeners and to adjust il when Tistsners indicate a lack of understanding,

- provide meaningful context or an illustrated setting within which to encounter new vocabulary;

- learners with be exposad lo repeal use of the

ew items during the course of the activities;

- _ leamers are likely to be required to use new items productively in the activity

Those foaluras include the choice af vocabulary and its placement wilhin the loxlual inpul for the activities, the teachers’ and leamers’ strategies for arriving at the meaning of unfamiliar items, and the processing demands of the activity By being aware of these features and the way they affect leamers’ responses to unfimiliar vocabulary, teachers can improve the quality of vocabulary lcarning that is likely to occur during performance of

communicative activities in addition, communicative activities encouraging vocabulary

learning are nol limited Lo oral productive language A communicalive activily can be a written format such as vocabulary exercises including word-building, matching word with

‘various types of definitions, studying vocabulary in context, semantic mapping, and split information aetivilies focusing on vousbulary Thus, choosing a relevant communicative activity tor teaching require thought and planning on the part of the teacher

1.3.3, Vocabulary teaching techniques in combination with coomunicative activities Based on communicative activities, students can acquire vocabulary through more elective teclmiques such as visual teclmiques, verbal techniques, games or role -play

1.3.3.1 Visual techniques

According to Zebrowska ( cited in Grain and Redman (1986)), visual techniques pertain visual memory, It is clcar that learmers can remember better the matcrial that has boon presented by many means of visual aids ‘Therefore, communicative using visual aids such

as flashcards, photographs, blackboard draving, wall charls and relia can slitmutate students lo speak the language Rogarding visual aids, sludenls can benefit fom communicative activities sitee they “ help to provide the situation which light up the

meaning of the utterances used” ( Lee, W.R and Coppen, H.1970:1) In addition, mine

- To make some suggestions on overcoming the teachers’ problems in the application of CLT in teaching vocabulary

3, Significance of the study

This study plays an important role in improving vocabulary teaching methods to grade-10 students al NVCITS Tis implicaled suggestions will make the application of CLT at my school successful and effective

4, Scope of the study

vocabulary teaching through communicative approach for grade-10 students Then, based

on the teachers’ reasons ieading different attitudes some feasible solutions will be inlrođueod

5, Research questions

‘To achieve the aims of the study, the following research questions were proposed:

L Inwhat- ways da teachers at Nguyen Van Cu High School teach vocabulary to students?

2 Are teachers aware of the need to teach vocabulary conmnmicatively?

3 What have teachers done ta teach vocabulary communicatively?

4 What shoud teachers da to teach vocabulary communicatively?

6 Methods of the study

‘The research is done by both quantitative and qualitative methods; it is carried ont on the

dasic of situation analysis, walerial collection, survey questionnaires, class observations and follow-up interviews

In the first place, for the theoretical basis, a lot of reference material on vocabulary, its

relevance in teaching and learning methodology, and factors affecting teachers” attitudes have been gathered, analyzed and synthesized thoroughly Sccondly, situalion analysis has

a lock at the background to the study including the description of the current context at

‘Nauyen Van Cu High School

Eventually, for the practical basis, questionnaires, classroom obscrvation, follow-up interviews were carried out with the teachers to gather the most reliable data for analysis to

find answer lo the research questions mentioned above

7 Design of the study

This thesis consists of three parts,

‘Together with inmovation in English teaching and leaning methods everywhere in Vietnam, the new sories of English textbook for grads 10 was inlroduced alionwide in academic year 2006-2007 The new textbooks are designed to apply the communicative approach with leamer-centered learning ‘This has leaded teachers and leamers to face some difficultiss in English teaching and learning especially in teaching and learning vocabulary The rcason is that it is the first time for them to adapt the new method of teaching and learning instead of the old one, the grammar translation approach, which has existed in our education for along time As a tgacher of English al Nguyen Van Cu [Tigh School ( NVCHS), I found that thanks to the movement of Communicative Language

‘Teaching (CLI) many language teachers are now aware of the need to take vocabulary seriously, bul their students are unable (o use Tinglish effectively There maybe problems in their students’ ways of using vocabulary, but problems in teaching vocabulary are undeniable, In order to better vocabulary teaching and learning, I have conducted a research to find out teachers’ attitudes towards applying CLI in teaching vocabulary for grade 10, pointing out the main problems in teaching vocabulary communicatively, then offering some solutions to these problems

2, Aims of the study

The aims of the study as follows

- To give brief overview about the role of vocabulary, its relevance in teaching and learning methodology, and factors affecting leachers” alliluses

+ To find out teachers? altitudes lowards applying CIT in Iesching vocabulary for gradv-10 students at NCHS, and the reasons causing their attitudes

PART C: CONCLUSION AND SUGGESTIONS FOR FURTHER STUDY 38

REFERENCES

APPENDIXES:

Part A is the introduction, which present the rationale, aims significance, scope, research

questions methods and design of the study

Part B consist of three chapters

Chapter deals with a Hterature review It starts with vocabulary and its status in language leaching and learning, then an overview om language leaching methods in teaching vocabulary The next is about CLT on teaching vocabulary which includes the definition of CLY, characteristics of vocabulary communicative activities, vocabulary teaching

in combinalion wilh commuticalive activili The final is sume factors

ochnign

affecting teachers’ attitudes

Chapter? presents the survey First, there is a description about the present situation of

Part € is aboul the conclusion, and suggestions for a further study,

References and Appendixes come in the end of the study.