Rationale of the Study
Vocabulary is a crucial component of language meaning and poses significant challenges for learners, as highlighted by McCarthy (2001) He asserts that language is fundamentally lexis-driven, making vocabulary acquisition essential for mastering a second language McCarthy emphasizes that learners will achieve greater success by developing personalized strategies for vocabulary learning Consequently, finding effective methods for vocabulary instruction remains a primary focus for language educators.
A study by Ramachandran and Rahim (2004) found that using L1 translation significantly enhances vocabulary retention and recall for elementary level ESL learners compared to non-translation methods Auer Bach (1993) supports this by stating that incorporating learners' first language in L2 classrooms positively impacts vocabulary acquisition Additionally, researchers like Nation (2001) and Kroll and Curley (1988) highlight that linking new second language words to their first language equivalents improves storage in the brain, further emphasizing the effectiveness of L1 in language learning.
Vung Cao Viet Bac High School, home to over 2,000 ethnic minority students from various groups, recognizes Vietnamese as the national language despite each group having its own language Notably, these students prefer using Vietnamese when learning English vocabulary This observation has inspired a study aimed at exploring the current role of Vietnamese in vocabulary teaching and learning.
Hopefully, findings will reaffirm the use of L1 as a strategic teaching method within the field of vocabulary acquisition
Furthermore, it is to partially help English foreign language teachers have a reflection on their teaching practice.
The Aims of the Study
The research is aimed to investigate the role of using Vietnamese in teaching vocabulary to the 10 th form students at Vung cao Viet Bac High School
The objectives of the study are:
- to investigate how frequently Vietnamese is used in vocabulary teaching and learning of teachers and students
- to explore the teachers and students‟ perceptions of the effectiveness of using Vietnamese in teaching and learning vocabulary
Research Questions
1 How is Vietnamese used in vocabulary teaching to 10 th form students at Vung Cao Viet Bac High School?
2 How effective do teachers and students find the use of Vietnamese to their vocabulary teaching and learning?
The Scope of the Study
This study focuses on the use of Vietnamese in teaching English vocabulary, examining its effectiveness from the perspectives of both students and teachers Conducted at Vung Cao Viet Bac High School in Thai Nguyen, the research specifically involves tenth-grade students and their English instructors.
The Methods of the Study
Both qualitative and quantitative research methods are used in this study, including Questionnaire, classroom observations and interviews
Both open-ended and close-ended questions were administered to 200 students and 6 English teachers to find out their perceived effectiveness of Vietnamese use on vocabulary teaching and learning
Five periods (of about 45 minutes in length) taught by different teachers were observed to find out how was Vietnamese used to teach vocabulary in the class
Teacher interviews were conducted to gain insights into their perceptions of the effectiveness of using Vietnamese in teaching English vocabulary The interviews were fully transcribed and analyzed qualitatively to draw meaningful conclusions.
Design of the Study
The author selected survey research for this study to efficiently gather a wide range of opinions from participants, essential for investigating the use of Vietnamese in teaching English vocabulary A large participant pool was necessary to ensure reliable results, and the author streamlined the process by distributing questionnaires in class and conducting in-person interviews This research utilized a mixed methodology, combining both qualitative and quantitative approaches for data collection and analysis.
The study consisted of 5 chapters which covered the introduction of the research, the literature review, the methodology, findings and discussion and the conclusion chapter
This study utilized three key instruments: questionnaires, interviews, and observations, ensuring reliable findings Questionnaires were distributed to all participants, featuring both closed and open-ended questions to capture diverse opinions The researcher conducted observations independently using a checklist in the classroom Additionally, semi-structured and free interviews were conducted with three teachers who had recently completed the observed teaching periods.
In the initial section, the author outlines her thesis, detailing the motivations behind her research and the specific questions guiding her study She emphasizes that the focus of her investigation is on the role of Vietnamese in vocabulary teaching and learning, noting that not all lessons of the participants received equal attention.
Part B consists of three chapters: literature review; methodology and findings and discussion
This chapter offers an overview of key theoretical concepts related to vocabulary and its significance in second language acquisition It examines recent research on the teaching and learning of second language vocabulary, the role of the first language (L1) and translation in vocabulary instruction, and summarizes previous studies on related topics.
Vocabulary has long been a focal point for linguists and language educators, with various scholars offering distinct definitions This article presents several key definitions of vocabulary that are pertinent to the current study.
In The American Heritage Dictionary, “vocabulary” is defined as:
2 The sum of words used by, understood by, or at the command of a particular person or a group
3 A list of words and often phrases, usually arranged alphabetically and defined or translated; a lexicon or glossary
Vocabulary is fundamentally defined as the collection of words used within a language, highlighting the intrinsic relationship between vocabulary and words To fully understand this concept, it is essential to provide clear and concise definitions that elucidate its significance.
Vocabulary encompasses not only individual words but also phrases that convey a single concept, such as "post office" and "mother-in-law." To effectively address this complexity, it is beneficial to refer to these as "vocabulary items" instead of solely focusing on "words." This broader perspective allows for a more comprehensive understanding of language learning and communication.
According to Ur, vocabulary should be recognized as words we teach in a foreign language Ur argues a vocabulary item can be either a single word or a multi-word phrase
In summary, vocabulary encompasses the entire set of words in a language, including both individual words and multi-word expressions whose meanings cannot be inferred from their individual components but must be understood within specific sentences or contexts.
1.1.2 The Roles of Vocabulary in Second Language Acquisison
It is known that, in learning a foreign language in general, and English in particular, the knowledge and mastery of vocabulary play an extremely important role Mc Carthy (1990) stated that:
Effective communication in a second language (L2) relies not only on mastering grammar and pronunciation but also on having a rich vocabulary to convey diverse meanings Without a sufficient range of words, meaningful interaction becomes impossible, highlighting the critical role of vocabulary in language learning.
Pyles and Algeo (1970) highlighted that language primarily revolves around words, which are essential for constructing sentences and engaging in various forms of discourse Vocabulary serves as a crucial link between the four fundamental language skills: listening, speaking, reading, and writing For effective communication in a foreign language, students must not only acquire a sufficient vocabulary but also understand how to use these words accurately Wilkins further underscored the significance of vocabulary learning in mastering a new language.
"Without grammar very little can be conveyed; without vocabulary nothing can be conveyed." (Wilkins, 1972:111)
Cook (1991) aligns with Wilkins by stating that grammar establishes the overall structure of a language, while vocabulary provides the necessary content for those structures In contrast, Lewis (1993) emphasizes that vocabulary should be the focal point of language teaching, asserting that "language consists of grammaticalised lexis, not lexicalised grammar." Meara (1995) further supports this view by highlighting that vocabulary and lexical units are essential for effective communication in a target language, as no grammatical knowledge can facilitate discourse without the support of vocabulary Folse (2004) reinforces this perspective, underscoring the critical role of vocabulary in language acquisition and communication.
“The lack of grammar knowledge can limit conversation; lack of vocabulary knowledge can stop conversation” (Folse, 2004:3)
Learners often struggle to convey their thoughts effectively in a foreign language due to poor grammar and limited vocabulary This challenge significantly hinders communication, as noted by Wallace (1982), making it difficult for individuals to express themselves clearly.
The significance of vocabulary in language learning is undeniable, as it plays a crucial role in second language acquisition (Knight, 1994) Candlin (1988) emphasized that vocabulary study is central to language teaching, influencing syllabus organization, learner performance evaluation, and the development of learning resources.
Vocabulary teaching has evolved through various methods and strategies, especially gaining attention from applied linguists and language educators in the early 20th century Historically, bilingual teaching was prevalent, emphasizing translation as a learning tool According to Howatt (1984), the use of the first language (L1) in the second language (L2) classroom was widely accepted during the era of The Grammar Translation Method, which dominated language instruction in the late 19th and early 20th centuries This method aimed to equip students with a comprehensive literary vocabulary through extensive lists of translated terms and bilingual dictionaries, primarily practicing through translation exercises, often neglecting pronunciation opportunities (Rivers, 1981: 28-30).
The Direct Method is the second prominent approach to foreign language teaching, emphasizing the importance of practical language use over theoretical analysis Its primary objective is to train students to communicate effectively in the target language while achieving acceptable pronunciation.