Experience en teaching vocabulary for the students of grade 6 at dong hai secondary school

The reason for choosing the topic The thesis Teaching vocabulary to young learners deals with the need of a teacher to know his or her learners and to understand their needs and problems

A INTRODUCTION

1 The reason for choosing the topic

The thesis Teaching vocabulary to young learners deals with the need of a teacher to know his or her learners and to understand their needs and problems Other issue mentioned in the thesis is the question of motivation and icluding fun and games into the teaching process The last issue the thesis deals with is the usage of different methods and approaches for teaching young learners

“Why? What is it good for ? Is it good for them at all? Do they really need it? Is

it not only a useless worry? Why do we have to make them learn something more than what they really need and have to? How much hope shall we place in it?”

These are the most frequent questions I have been thinking about I have discussed them with many pupils, teachers and parents Reactions and opininons were, of course, different I have been teaching English for many years at a secondary school I have to admit that at the beginning I doubted about any acquisition for young learners and many arguments seemed cogent to me During the time I began to realize chances and occasions that English language can offer to children and I started to be a big fan of teaching English to young learners

I ran against a lot of troubles that I would like to share in my final thesis and also I would like to share some ideas for teaching vocabulary to young learners At the begining during the discussions with my colleagues we found out that some kind of conception was needed, next we pointed out that there were missing good textbooks or materials, also didactic aids and methodology books Frequent complain of many teachers is that it is extremely difficult to teach children that seem to lack the basic talent for learning languages Therefore I would like to refer to the possibilities which teaching a foreign language to young learners brings

The aim of this work is to show several ways that can be used for teaching vocabulary to young learners I would like to show why and how teaching vocabulary to young learners can be more efficient

I divided my thesis into the theoretical and the practical part – the practical part follows the theoretical part In the theoretical part I will introduce the aim of this thesis, then I will try to describe who is a young learner In the next chapter I will focus on what is vocabulary and how it is learned and also the ways how vocabulary can be presented

In the second part of my thesis I would like to present my system of work and also different methods I use while teaching I will enclose some materials and games that I use in 6 my lesssons In conclusion I will briefly summarize

my thesis After that follows the list of sources - books (used literature) which I used for my thesis and the appendices where I included some materials and exercises with the keys

After exploring and accumulating the experiences from colleagues, I have some experiences in teaching reading comprehension and achieved quite effective results The students are more interested in learning English and more confident in doing their reading exercises This improves that my methods are right With the passion and the love for teaching English, I have studied and

developed the research: "Experience in teaching vocabulay for the students of grade 6 at Dong Hai secondary school "

2 The purpose of the research.

- The research applies the methods of teaching vocabulary to involve students in learning English well

- Creating the language circumstance to communicate in English and promote students to actively participate in communicative activities; offering some solutions and methods for teaching vocabulary

- Exchanging and sharing some experiences in teaching vocabulay for secondary students

3 The object and subject of the study.

- The object of the study: Students of grade 6 at Dong Hai Secondary school, Thanh Hoa City

- The subject of the study: Experience in teaching vocabulay for the students of grade 6 at Dong Hai secondary

4 Research methods.

- Method of observation: The implemention of self-explortion theme study, conduccted attend classes of colleagues

- Experimental Methods: Teachers conducted experiments teach each specific purpose required some form applicable lessons

- Exchange Methos, discussion: After the hours of colleagues, colleagues who take time to implement the project, co-workers and the people who implement the project, conduct exchanges and discussions to draw from that experience for lesson

- Investigation Method: Teachers ask question to check understanding the content assessment of student lessons

This is the result table in September in the school year 2015-2016 before applying the method

Class Total Excellent Good Fair Poor Fail

B CONTENT

1 Theoretical basis of the initiative experience.

1.1 Young learner - who is a young learner?

A young learner – who is he or she? This term covers a wide age range, this can be anybody from the age of three to the age of eighteen There is a big difference between what a –three-year-old child can do and what a child of fifteen can do We should consider their development too Some children develop faster, others need more time Teaching young learners requires the knowledge of knowing all the development differences Understanding these differences can help me as a teacher to develop methods and a system of work that I will use in the process of teaching Of course, it is not possible to say that every child of six will know this and that But it is possible to pick out some chracteristics which I as a teacher should know and should be aware of

It is generally known that the Czech system officially allows children to start learning a foreign language in the 6th grade In the Czech Republic children have started learning a foreign language in the 6th grade so far However, according to the new school curricula, which is starting to be adopted from September 2006, the children will start a year earlier and in some schools the foreign language will be introduced from the 1st grade In the 7th grade they will have to start learning a second foreign language In my opinion, the sooner they start, the better for them Their brain and memory is ready for learning and most of them can learn quite well There have been many disputes and discussions over this I think these debates will be run over and over because nobody is able to say the exact time for beginning to learn foreign languages From my personal experience, I achieved quite good results with kindergarten children so I do not see any problems for older learners I think if very young learners are able to achieve good results, I think the older ones can do it too

I would like to point out some characteristics about this age group:

- They are happy when they can play

- They love to share their experiences, they love when people pay

attention to them and their talking

- They are able to talk about what they are doing

- They use imagination a lot

- They can think, argue, discuss and they are able to interact with both children and adults They are able to concentrate for certain time

- They understand situations and through situations – they use several senses

- They are able to use language skills not even realizing them

- They do not realize what is fact and what is fiction sometimes

- They want to learn and are happy when they learn something, then they have to share it with somebody and they are proud that they learnt something, they can show off a little bit

- Often they “teach” each other.

- They love to be praised for what they have done and learnt, this is very important fact to keep their motivation

- Very often they pretend they understand everything and they know everything

1.2 Vocabulary

1.2.1 What is vocabulary?

“Vocabulary can be defined, roughly, as the words we teach in the foreign language However, a new item of vocabulary may be more than just a single word: for example, post office, and mother-in-law, which are made up of two or three words but express a single idea A useful convention is to cover all such cases by talking about vocabulary „items“ rather than „words“ (Ur, 2003, p 60)

All languages consist of words Languages emerge first as words, both historically, and in terms of the way each of us learned our first and any subsequent languages Moreover, vocabulary is still widening Even in our native language we are continually learning new words and meanings of old words For example, Czech word pošta This used to mean just the post office or simple letters but nowadays it also means emails Some words can be entirely new to us We come across completely new words that are made up according to new technologies and according to the needs of real life For example, a verb to google is used frequently a lot Learners of a second language experience something similar Thornbury states that they can be confronted by words that are totally unfamiliar, or being used in ways that for them are novel and possibly obscure To find the right word to fit the meaning can be very frustrating, especially if the store of words is limited

To summarize this, the learner while learning the vocabulary of a second language can come across several challenges:

- “Making the correct connections, when understanding the second language, between the form and meaning of words

- When producing language, using the correct form of a word for the meaning intended ( i.e nose not noise)

To meet these challenges the learner needs to:

- Acquire a critical mass of words for use in both understanding and producing the language

- Remember words over time, be able to recall them readily 14

- Develop strategies for coping with gaps in word knowledge, including coping with unknown words, or unfamiliar uses of known words

- Have to take responsibility themselves for vocabulary expansion” (Thornbury, 2002, p 31)

1.2.2 How are words learned?

“Without grammar very little can be conveyed, without vocabulary nothing nothing nothing can be conveyed.”

David Wilkins, linguist

To know a word is one thing but we have to pause on the fact how this knowledge is acquired Thinking about little children who learn to speak, then they always start with words used for labelling, so that the concept, for example,

of a cat has a name cat But of course not every animal is a cat The child needs

to learn how far to extend the concept of a cat “In other words, acquiring a vocabulary requires not only labelling but also categorising skills.” (Thornbury,

2002, p 18) The child has to realise that these common words like cat can be replaced by superordinate terms like animals And to this category also belongs other animals, not just cats Thornbury states that the children have to develop some kind of network building – constructing some complex idea Than during this process they will realise there also exist words like synonyms, homonyms etc

There are many different methods and approaches how to teach a foreign language, including vocabulary I will mention just some of them that can be used for teaching young learners

- To help the learners understand it is important to visualize the item and get the pupils to repeat or use the item actively One good way of doing this is to let them see or perhaps touch the vocabulary item, for instance a house We need to let them repeat it in different ways and they should be given a chance to listen to the teacher talking about it

- A little bit of shocking method is the direct method or the direct approach The mother tongue is never used, there are no translations Only target language is used in the calssrooms and only complete sentences are used Culture is considered an important aspect

- Suggestopedia is a very successful method in helping learners to memorize words This method stimulates the learner´s brain by music while learning but nowadays teachers seem to be leaving this method

- What really works especially for young learners is the Total Physical Response method - TPR Very many children are nowadays very hyper and physically active 16 and to concentrate for a long time can be very difficult for them Using this method, games, changing topics and using a variety of activities is very appreeciated by them This method is used a lot by teachers

- Communicative Language Approach (Teaching) – CLT – stresses the meaning of a language in context Communicative competence is highly developed here and learners are encouraged to communicate

1.2.3 Which words and what should be taught?

The significant point in teaching vocabulary is the selection of words we

as teachers want to teach It is quite easy to teach concrete words at lower level and then become more abstract Thus, we need to consider the frequency too There is a choice for us, we can decide which words to teach on the basis of frequency, how often the words are used by the speaker of the language Especially with young learners words that they are familiar with and they can stick to them should be taught Very often words are taught according to themes

and topics Nowadays all the course books are organised into themes and they provide vocabulary according to it If there is a theme “Animals”, then we can expect words like naming animals, also where they live, what they eat etc Words that have quite specific meaning should be avoided with young learners

Ur states the learners need to be taught the form of the word, then grammar, collocations, meaning and word formation

In the form pronunciation and spelling should be mentioned “The learner has to know what a word sounds like (its pronunciation) and what it looks like (its spelling).” (Ur, 1996, p 60) The grammar of a new item also needs to be taught Again, depending what level the learners are they should be taught to follow some grammatical rules For example when teaching nouns, we would like to present their plural forms, also regular and irregular ( girl-girls, mouse-mice) When teaching verbs, maybe we would like to present their past forms, especially if the verb is irregular (forget-forgot)

Word formation – using prefixes and suffixes, using hyphenated words etc is too difficult for young learners

To summarize this, firstly I think that knowing the word and understanding its meaning go hand in hand Secondly, it is easier to remember concrete words like a chair or a dog than abstract words Young learners often put words together with what they can see, hear or with whar they can touch But as said above they also need to know other aspects of the words they learn

In my opinion, it is important to teach them all these aspects Of course, we will not teach them, for example the irregular plural form right away, but they need

to know it I think that if we keep repeating the plural form “mice”, after some time most of them will not say “mouses”

2 Actual situation before applying initiative experience

Our school is a secondary school in Thanh Hoa City It is a small school with around 420 students, ranging from 11 to 15 years old There are three classes in most year levels, meaning that collaboration among teachers is

extremely important to ensure consistency in learning programs

For many years, teaching vocabulary was viewed as a mastery of these skills Vocabulary followed what the study called mentioning, practicing, and assessing procedure where teachers mentioned a specific skill that students were

to apply, had students practice the skill by completing workbook pages, then assessed them to find out if they could use the skill correctly Instruction did little to help students learn how or when to use the skills, nor was is ever established that this particular set of skills enabled comprehension

A significant base of research, developed over many years, is available to inform educators about effective approaches to teaching children to read However, research on applying the methods of teaching vocabulary for primary students is in its infancy This reflects the fact that many teachers in Vietnam are faced with the challenge of teaching children to listen and speak in English when the students have a heritage language that is not English and they are not

yet proficient in English Making this a more critical issue, several researches suggest that teachers are not receiving adequate professional development in effective strategies to teach vocabulay for students In order to make best use of the information presented in this research, many teachers might want to consider the following set of questions together in preparation for making decisions about teaching vocabulary for secondary students

Analysis of my school’s performance in teaching and learning vocabulay

in recent years showed that students normaly forget vocabulary after learning them It was a situation that was of concern and motivated a thorough examination of the school’s approach to the teaching of vocabulary

After several years of teaching English, I found that most of the students

do not like learning vocabulary They often forget vocabulay after the lesson Therefore, I have classified the students and immediately applied the methods and experiences which I accumulated over the years to improve the teaching and learning quality

3 Solutions and implementations used to solve the problem

According to the present situation in English classes at my school Learning vocabulay is so difficult for all grades from 6 to 9 To improve this situation, I would like to present some techniques for teaching vocabulay and

elicit the strategies of teaching vocabulay for primary students which I have

researched and applied quite successfully at my school

3.1 Vocabulary presentation

“By presentation we mean those pre-planned lesson stages in which learners are taught pre-selected vocabulary items.” (Thornbury, 2002, p 75)

Firstly, we should consider how many words should be presented during the lesson This is closely connected with several factors:

- The level of the pupils – beginners, intermediate etc

- Their familiarity with the words – have they come across these words or are they completely new?

- Words difficulty – are the words abstract, are they easily pronounced, can we find similar words in the learner´s native language etc.?

- Can the words be easily demonstrated ?

- Shall we use realia or anything that the pupils can become familiar with?

- Can pictures be used to elicit vocabulary?

After the teacher chooses what items to teach, he or she should follow certain guidelines In my opinion, this includes teaching the vocabulary "in spoken form first" to prevent students from pronouncing the words in the form they are written, placing the new items in context, and revising them

A number of techniques can be adopted to present new vocabulary items Some techniques are more popular and more often used than others Also it is up

to the teacher which techniques he or she decides to use but always the effectiveness of teaching should be considered I think every teacher tends to use and prefers some technique that he or she finds interesting And of course there

are techniques that we as teachers try to avoid There are techniques that are particularly appropriate for certain types of words – for example actions can be explained through pantomime Another factor that is worth considering is the age of the learners Younger ones react quite well when we show them concrete illustrations, the older ones can manage pretty well abstract explanations or even definitions

The presentation of new vocabulary can be classified for example according to verbal and visual techniques Among visual techniques we can find pictures - flashcards, photographs and magazine pictures, wall charts, posters, blackboard drawings, word pictures, several realia 20 that teachers can hold up

or point to Mime, action and gestures can be used especially for explaining actions and times Learners can label pictures or objects or perform an action Verbal techniques consist of using illustrative situations, descriptions, synonyms and antonyms, collocations, scales, and using various forms of definition: for example, definition by demonstration (visual definition), definition by abstraction, contextual definitions, and definition by translation Explanation can become extremely difficult especially with beginner levels

Another way that can be used is translation This technique is not used much recently, even though it is quick and easy but can be very discouraging for learners They cannot interact with the words Words can be organised into sets, subclasses and subcategories often aided by visual presentation Translation is one of the traditional ways of explaining the meaning of words It could be done

by the teacher or with using a dictionary It has its advantages but also disadvantages Using this technique, learners can learn how to use dictionaries Most of the young learners have never used a dictionary before so it is a need to teach them to use dicitonaries first They have to be told there are two parts – English-Czech and CzechEnglish Then they have to be told about the alphabetical order and about other things they can find there In my opinion it is good to use both picture dictionaries and classical dictionaries where they find the meaning with young learners Teachers can prepare quite interesting lesson where the learners learn how to use dictionaries

3.2 Be realistic

Nowadays, teachers can come across many language teaching ideas and techinques There are many of them in circulation that it is quite easy to get carried away We draw pictures, cut paper into small pieces, draw flashcards, make crosswords etc and we do it even at midnight We want to be flexible, creative, sensible, we want to praise the children as much as possible but on the other hand we want to be realistic and, very honestly, our expectations are sometimes very high And we hope it will be worthwile But sometimes something goes wrong Language classrooms are noisy, there are at least fifteen pupils – usually even more The classes with high number of students put exceptional demands on teacher`s preparation for the lesson and there is obviously a requirement of larger classrooms too Quite often the children are

not “angels” We encourage them to interact, be active, creative, independent This

of course leads to the fact the children will become silly and they will really enjoy

it There are teachers who would never do such activities again And their lessons then turn to be boring “We need to be realistic in our expectations of ourselves and the learners It does not mean, for example, we should reject the idea of pairwork because our clasess are big, or not very able, or poorly motivated On the contrary, being realistic should mean taking realities into account in such a way that good things can still happen.” (Halliwell, 1992, p

19) After every lesson we should ask ourselves whether the lesson was productive or unproductive and we should go back to our objectives and aims

We should evaluate the lesson ourselves Or if we have an observer in the lesson, we should discuss it with him/her

3.2.1 Choosing activities

It is up to the teacher mostly to choose the right activity This is not easy and teachers should spend really quality time to think about this It needs to be considered well Some language activities can stir a class Thinking about the positive way of the word “stir”, it means these activities will wake up the class, warm them up Of course, there are activities that have the opposite effect They may seem to settle the pupils Before the lesson is planned, there should be considered what kind of activities should be choosen knowing the effect of them Activities that can stir the class are, for example, oral work, games, competitions Another aspect we should think about are activities which engage children´s minds and which keep them physically occupied

We should not forget context developing activities “If we are to help the learners acquire independent second language lexicons, we need to highlight the importance of the context in which the language naturally occurs Once the idea

of context playing a decisive role in the choice of language is firmly established,

we can begin to introduce varieties of the language used in different contexts Many coursebooks provide learners with plenty of opportunities to develop their own context for the language presented, for example activities like “odd one out, filling-in exercises, dialogues” etc”

Another factor that teachers should bear in their minds is to keep the lessons simple We often try to make our lessons varied This is good but can lead to misunderstanding The lesson can be varied by doing lots of activities on different topics But this can mean we may produce a lesson which is a disaster, too many activities and changing the activities all the time can destroy the lesson well The children´s minds have to jump from one topic to another with not much time to let things sink in effectively We should realise some important things

- “We will not help the children to develop their capacity to concentrate

if we jump inconsequentially from one topic to the next

- There are ways of varying the oral work so that it is making different demands on the children and therefore feels different even when the topic remains the same.” (Halliwell, 1992, p 27)

3.2.2 The role of fun and games in the lessons

“By ´fun and games´ I mean all those activities that we loosely think of as involving play and enjoyment Singing, clapping hands, chanting rhymes, solving puzzles, drawing, colouring, model-making, games.”

It is evident that young learners learn through play much easier and they enjoy it more This is quite a natural way for them to learn They play and love

to play In playing together we can see elements of interaction and during interacting the learners develop language skills Learning can be absorbed really well Quite often the learners do not realize they are learning Fun and games should have an important role in the children´s education The language learnt

by heart can often be a part of the activities For example, commands for the games can be remembered quite easily Many games can be looked at as drill exercises but they have an added fun and competition element For example, a game that works like this is well-known game “Simon says”

What is a game? “A game is played when one or moreplayers compete or co-operate for playoffs according to a set of rules.” (Jones, 1986) (Jones in Teaching English to Children) “A true game is one that frees the spirit It allows

of no cares but those fictitious ones engendered by the game itself ” (Opie, I And J., 1969) (Opie, I and J in Teaching English to Chidren) Games are activities with rules and goals Khan states that the achievement of these goals signals the end of the game Children are very often concerned with controlling whether everybody follows the rules and whether they are not broken Piaget (1967) (Piaget in Teaching English to Children) saw chidlren´s games as, ´the most admirable social institutions´ (Khan, 1995, p 143)

It is obvious that the games need to be motivating “ For young learners, motivation deriving from the factors outside the classroom, such as parental and social attitudes, is likely to be weaker than that created by events in the classroom itself Children need to be involved and even excited in order to learn effectively.” (Khan,1995) Games may focus on oral or written part of the language, they offer a vast selection of activities

Language can also be picked as a result of an enjoyable activity “Telling stories to students can result in natural language acquisition on their part.” (Rixon, 1995, p 37) Teachers can tell stories the learners are familiar with in their own language Then the learners are able to follow it better Again, the stories need to be picked carefully, the level of the learners need to be considered and the teacher has to investigate time into preparation Teachers can come up 25 with a simple version of the story Appreciated story can be The Story of the Big Enormous Turnip

Several activities can allow and involve more creative use of the language New sentences and activities can be produced by the children