Using visual aids and games to hepl primary pupils learning english better a case of study at cam SOm 2 primary school in ben tre province

The researcher hopes that the use of visual aids and games can help primary pupils learn English better and teachers can teach English more effectively.. The findings will show the level

TAY DO UNIVERSITY FACULTY OF LINGUISTICS AND LITERATURE

BA RESEARCH PROPOSAL

, Supervisor

TAT THIEN THIJ, M Ed

StudentNAme: NGUYEN THI H{NH THU

My research has been completed with a lot of encouragement and support from

my teachers, friends, and family First, I would like to express my deep gratitude to

my supervisor Tat Thien Thu, M.Ed for her valuable advice, suggestions, andsupport Although she was really busy with her teaching, she usually spent time togive me advice, meeting, and encouraging me to implement Without her, my studywould not have been completed I really thank for her help and advice.

Second, I would like to send my thanks to my friends and my roommates Theyare really good friends When I faced difficulties, my friends were willing to give

me their time and useful opinions to help me overcome those obstacles.

Finally, my thanks is expressed to my family In fact, all family members gave

me the strongest motivations during the process of conducting my research They

are always the most stable mainstay that encourages me to overcome challenges in

my life

It

English is the most common language in the world Therefore not only adultbut also children study English According to Vietnam Project 2020, Primary pupilsstart study this language at grade 3 It is a strange and new subject for them tostudy, so not only primary pupils face many problems when learning, but also

teachers do too To help primary pupils and teachers reduce obstacles, the

researcher conduct this research The researcher hopes that the use of visual aids

and games can help primary pupils learn English better and teachers can teach

English more effectively Two main research tools: questionnaire and interview are

used to collect data The findings will show the level of effectiveness of using

games and visual aids to teach English for primary pupils

TABLE OF CONTENT

ACKNOWLEDGMENTS i

COMMENTS ii

ABSTRACT iii

TABLE OF CONTENT iv

CHAPTER 1: INTRODUCTION 1

1.l.Rationale 1

I.2.Organization 2

CHAPTER 2: LITERATURE REVIEW 4

2.l.Kids'language acquisition 4

2.2.Common methods of teaching English to primary pupils 4

2.z.l.Total Physical Response 5

2.2.2.Audio lingual Method 5

2.2.3.Communicative Language Teaching 6

Z.3.Games and the roles of games in kid class 6

2.3.l.Definition of games 6

2.3.2.Roles of games 7

2.4 Popular games and visual aids used in kid c1ass 7

2.5 Visual aids and the roles of using visual aid in English class 9

2.5.l.Definition of visual aids 9

2.5.2.Roles of visual aids 9

CHAPTER 3: RESEARCH AIMS _ RESEARCH QUESTIONS -HYPOTHESIS 11

3.1 Research aims 11

3 2 Research questions 1 1 3.3 Hypothesis 11

CHAPTER 4: RESEARCH METHODOLOGY 12

IV

4 1 Design

4.2 P articipants

4.3 Research instruments

CHAPTER 5: EXPECTED OUTCOME 16

t2

12

t2

CHAPTER 1

INTRODUCTION

Chapter I presents the rationale of the study related to better learning English

of primary pupils through the use of visual aids and games The organization of the

study is also described in this chapter.

1.1 Rationale

Nowadays, apart from degree and experience, English becomes company's

criterion in recruitment because they are not only business in domestic but also

cooperative with other nations in the world Along this trend, the number of foreignerscoming to Vietnam to do business and travel is increasing Most of them are native

speakers of English Although others come from non-English speaking countries, they

also use English to communicate Therefore, English is the most common internationallanguage in the world For this reason, the number of people who study English grow

up more and more.

In Vietnam, although English is still used as a foreign, a lot of Vietnamese peoplehave been learning English to expect a chance to find out a good job in thisglobalization age More importantly, English is considered as a compulsory subject at

school and university It is one of the most important criteria to assess a student'sacademic competence stipulation of Vietnam the Ministry of Education and Training

According to Project "Teaching and learning a foreign language in the nationaleducation system Period 2008 - 2020" (hereinafter will be referred to as Project 2020)approved by the Prime Minister in September 2008, English has entered in educationprogram at primary schools in nationwide starting from grade 3 to the l2th grade That

help Vietnamese children approach English earlier and more naturally because

learning English needs long - term training, and when learners are young they will

study sounds, intonation, and pronunciation more easily Primary pupils can studyEnglish in parallel with Vietnamese, which can help them develop two languages well

at the same time However, learning and teaching a new language is quite difficult at

the initial of learning English Primary pupils can face some problems and it is veryhard for teachers to find effective ways to help pupils love and learn English better.

1

Textbooks and lesson plans of teachers are essential parts to contribute to the successful classroom.

To my quick survey in primary schools, textbooks are unlively materials They

are not a means of good knowledge without the active support of teachers In addition,

no visual aids used in English class, discourages primary pupils to study English well.Moreover, games are not often used in teaching English in primary school, teachers teach English by traditional methods instead of using games Whereas, games are also

effective in teaching English for children Playing games in class helps classroom

space more vivid and pupils will feel like learning English There after that, they can

remember new words in the easy and long - term ways For these reasons, I want toconduct a research on "Using visual aids and games to help primary pupils learningEnglish better A case of study at Cam Son 2 Primary School in Ben Tre Province"

with the hope that I can raise the primary school teacher's awareness of using visual

aids and games to teach English for Kids

1.2 Organization

This research includes five chapters The first chapter of the study is

Introduction The next chapter is Literature review Besides that, Research aims

-Research questions - Hypothesis are stated in chapter 3 Research Methodology is the

content of chapter 4 The final chapter is the Expected outcome and Besides,

Appendice and Reference are referred at the end of the research Here is the outline indetail

Chapter I introduces the rationale and organization of the study.

Chapter 2 mentions the literature review It learns about kids' language

acquisition, common methods of teaching English to primary pupils This also presents the roles of games in kid class and the roles of using visual aid in English class.

Chapter 3 stated three main parts; this is research aims, research questions andhypothesis

Chapter 4 focuses on research methodology This chapter shows the participantsand research instruments The instruments consist of interview (for teachers) and

questionnaire

Chapter 5 consists of expected outcome; it makes the research more clearly and

well organized

J

CHAPTER 2

LITERATURE REVIEW

This chopter presents the psycholog,,of primary pupils Besides, it introduces the

common methods of teaching English to primary pupils Furthermore, this chapter

also presents definition and the role of games in kids' class In addition, it mention on

popular games and yisual aids use in kids' class The final part of this chapter is the

definition and the role of using visual aids in English class.

2.1 Kids' language acquisition

One of the earliest scientific explanations of language acquisition was

provided by Skinner (1957) As one of the pioneers of behaviorism, he

accounted for language development by means of environmental influence

Skinner argued that children learn language based on behaviorist reinforcement

principles by associating words with meanings Correct utterances are positivelyreinforced when the child realizes the communicative value of words andphrases For example, when the child says 'milk' and the mother will smile and

give her some as a result, the child will find this outcome rewarding, enhancingthe child's language development (Ambridge & Lieven, 2011)

Cruz-Ferreira (2008) stated that all children acquire language in the same way,

regardless of what language they use or the number of languages they use To

Cruz- Ferreira, acquiring a language is like learning to play a game Therefore,

children must learn the rules of the language game, for example how toarticulate words and how to put them together in ways that are acceptable to thepeople around them

2.2.Common methods of teaching English to primary pupils

Teaching English for primary pupils have a lot of methods, the three followingmethods are the common which teachers are applying in English kids' class:

2.2.1 Total Physical Response

Total Physical Response is a popular way that can be used in teaching English

to primary pupils "Total Physical Response is built around the coordination of speech

and action, focusing on teaching languages through physical activity (Richards &

Rodgers, 2001) Teachers play a role of a parent in the class room, they start by sayingsomething, 'olook at the board" or "rewrite vocabularies in black board" or "repeatafter me" After repeating a few of times it is possible become a habit in learningEnglish which is without explanation or evident in teaching new lesson.

2.2.2 Audio lingual Method

According to Richard and Rodgers (2001), this approach learning a language as

a habit formation "By memorizing dialogues and performing pattern drills the chances

of producing mistakes are minimized" Richards and Rodgers (2001) also note a

numbers of principles of the Audio-lingual Method:

o Language forms occur most naturally within a context

o Native language should be kept apart and used as little as possible.

o Language learning is a process of habit formation: the more often something is repeated, the stronger habit and the greater the learning

o It is important to prevent eror Errors lead to the formation of bad habits The

teachers should correct them immediately

o The purpose of language learning is to learn how to use language

communicatively

o Learners should learn to answer automatically, without stopping to think

o Speech is basic to language The natural order of skill acquisition is: listening,

speaking, reading, writing

olearners are imitators of the teacher's model They follow the teacher'sdirections and response as accurately and as rapidly as possible (p.57)

In this melhod, teacher is active and has the central and leading role in the class;

relationship in class is teacher-learner.

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2.2.3 Communicative Language Teaching

The goal of Communicative Language Teaching is communicative competence.

Communicative method focuses on language as a medium of communication.Communicative competence is able to use the language approach to a speech incommunity If the learners feel they are learning to do something useful with the

foreign language they study, they will be more motivated to study.

Richards and Rodgers (2001) mention the three factors of communicative activities:

o Information gap - exists when one person in an exchange know something thatthe other person does not

o Choice - what he will say and how he will say it

o Feedback - helps the speaker to evaluate whether or not his purpose has been

achieved based upon the information he receives from the listener (Richards and

Rodgers, 2001, p 161)

In this way, learners should not use their mother tongue All the communicativeactivities as well as teacher's instructions and explaining the activities are done intarget language The target language is the vehicle for communication, not just an

object to be studied.

2.3 Games and the roles of games in kid class.

2.3.1 Definition of games

There are Inany different definitions about game In Oxford dictionary, a game is

defined as a structured or semi-structure contrived activity French sociologist RogerCaillois (1957) was also defined game in his book Les jeux et les homes (Games and

Men), he tool that game as an activity that must have some following characteristics:

r F'ul1: the activit,v is chosen lbr its light - hearted character

o Separate : it is circumscribed in tirne and place

r t.lncertain: the outcome of'the activity is unfbreseeable

*

r Government by rules: it is accclnrpanied by the awareness o1'a dif terent realityGame is also defined by Katie Salcn and Eric Zimmerman (2003) as firllows," A

game is a systetn in which plal,ers engage in arr artificial conflict definecl by rules, that

in a quantifiable outcome According to Cireg Costikyan (1994) game is also tlefined a

form of art in which participants tenned plavers rnake decisions in order to manage recourse through game tokens in the pr:rsuit o{'a goal.

Fr<lm three definitions above we can see games are useful in teaching, especiall,v

fbr teaching linglish in kid class Therefbre this study is trying to apply games irrteaching and learning English at primar-v sclrool.

2.3.2 Roles of games

In general, games involve mental and physical stimulation; especially for primarypupils In this light, children study English nearly by the habit of aping the teachers.

They acquire language quickly through the action activities, and their pronunciation is

very well The vocabulary is taught in the real context which can help childrenremember and how to use this vocabulary thanks to activities like games in Englishclass In addition, games also help primary pupils feel comfortable and interested instudying; they can understand the lesson and apply the words effective when theyidentiSu the words in funny and non - stressful space All in all, games play an

important role in the teaching and learning English at primary school with childrenwho are the first times study foreign language.

2.4 Popular games and visual aids used in kid class.

There are many games used in English kid class, some games as well in used tohelp primary pupils' study can be listed as follow:

o Bingo

Bingo game means that a game in which player has a card with numbers on.

Numbers are called out in no particular order and the first player whose numbers are

all called out, or who has a line of numbers called out, wins aprize

1

o Brainstorming

Brainstorming means that ways of making a group of people all thinks aboutsomething at the same time, often in order to a problem or to create good ideas.

o Guessing game

Guessing game is that a game people have to guess the answers to questions or a

situation in which people do not know what is going to happen or what someone isgoing to do.

o Riddles

Riddles are the game in which have questions that is difficult to understand, and

that has a surprising answer, that may be the teachers ask students or students ask eachother when they learning English

Those are some games were listed according toBridgeTEFL: Teaching EnglishWith Games (2007) that based on the researcher survey

Besides games, visual aids are considered as good tools to teaching English for

primary pupils Some visual aids are listed according to John Haycraft, (1986);Huizenga & Weinstein - Shirr, (1996); Vu & Huynh, (1996) and state in oxford

dictionary:

o Blackboard or Whiteboard

Black or white board can be useful to help teachers explain the sequence of ideas

or routines, particularly in lesson Use them to clariff the title or the key points as the teachers will introduce the content of the lesson to their students.

o Charts, Posters and Flip Charts, Maps

These help teachers easy to explain and give clearly example for teachers' lesson.

In addition, these help students understand the problems more clearly, these objects show the real view for students.

o Overhead projector transparencies/ slides

The overhead projector transparencies/ slides are a piece of equipment that