Nghiên cứu phương thức giảng dạy từ vựng trong giáo trình lets talk 1 cho sinh viên hệ không chuyên tại tru

Problems in the vocabulary learning of non-major students in the course book “Let’s talk 1” at UK FLC .... However, up to now there has not been any research on vocabulary teaching metho

Rationale

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Objectives of the study

Firstly, the research concentrates on studying the current situations of the teaching and learning vocabulary at UK FLC

Secondly, this paper will make attempt to identify the main problems and reasons for less effective vocabulary teaching and learning methods

Finally, my study hopes to suggest some recommendations so as to help teachers and learners have effective vocabulary teaching and learning methods

With the objectives above, the research is carried out with an attempt to find out the answers to the following questions:

1 What are the learners’ vocabulary learning methods and strategies at UK FLC?

2 What are the teachers’ vocabulary teaching methods and strategies at UK FLC?

3 What are tasks and activities should be used to help learners learn vocabulary effectively?

Methodology

After the data is analyzed and discussed, the findings will be shown, some conclusions will be drawn, and some suggestions will be raised in the thesis.

Scope of the study

Design of the study

The study is organized into introduction, the main part and conclusion

- The introduction includes the rationale, aims of the study, scope of the study, methodology and design of the study as well

- The main part consists of four chapters

 Chapter 1 provides a thorough literature review relevant to the study

“Let’s talk 1‖ is also described

 Chapter 3 focuses on analyzing research questions and research methodology Findings and discussions on the study are also presented

 Chapter 4 presents some problems after analyzing data in chapter 3 and suggests some feasible solutions for the effective application of vocabulary teaching and learning methods are proposed

- The last part of the study, “conclusion”, includes review, limitations and implications of the study.

LITERATURE REVIEW

Vocabulary description in Language Teaching and Learning

(1993, p.89), vocabulary “ may be individual words, or full sentences–institutionalized utterance–that convey for social of pragmatic meaning within a given community”

1.2.1 According to the concept of morpheme:

Based on this criterion, words are divided into three kinds:

A simple word is a word that consists of only one morpheme Example: boy, man, radio, book, paper, magnet, house, compute …

A derived word is one that that consists of a root and one or more derivational morphemes

Example: careful, impossible, student mangles…

A compound word has at least two roots with or without derivational morphemes

Example: rainbow, living room, guesthouse, two-tone, pancakes …

There are two main kinds of meanings in a word, lexical meaning and grammatical meaning

Semantically, vocabulary is divided into notional words and functional words

The functional words, whose meaning is grammatical, only have their meanings in relation to other words with which they are used They are particles, articles, prepositions, auxiliaries, conjunctions …

Grammatically, vocabulary is categorized into different parts of speech such as nouns, verbs, adverbs…

1.2.3 According to the function of vocabulary items in a sentence

1.2.4 According to the sequence of use

Methodologically, a foreign language leaner‟s vocabulary is classified as active and passive vocabulary

Vocabulary in teaching and learning English

2.1 The importance of vocabulary in language teaching and learning

To sum up, vocabulary plays a crucial role in language learning In order to succeed in learning a language, it is very essential for learner to master its vocabulary

2.2 The complexity of learning vocabulary

- Understand the word when it was spoken or written

- Remember to be used when needed

- Use the correct word in terms of semantics

- Mastering the words may or may not be used with it

2.3 The complexity of teaching vocabulary

To teach vocabulary effectively, the teacher needs to solve four problems related:

1 How to select the vocabulary to teach?

2 What needs to be taught?

3 When is the right time to teach vocabulary?

4 Which method should be chosen to teach vocabulary effectively and appropriately?

According to Gains and Redman (1986) there are four main sources of vocabulary

Through the course book : vocabulary can be found in the written and spoken texts, activities for presentation and practice of grammatical structures, testing exercises… in the course book

Through supplementary materials (not designed specifically for vocabulary development) provided by the educational institution or selected by teachers This may include texts, drills, role plays, video …

Through the students : A wide range of unanticipated and unpredictable items will certainly occur from the students enquires, queries, and errors…

Through specific vocabulary activities designed by language teachers for their particular group of students

2.3.2 What needs to be taught?

2.3.3 When necessary to teach vocabulary?

2.3.4 How to teach vocabulary effectively and appropriately?

Recent research in second language vocabulary teaching and learning

Many linguists have made the definition of incidental learning Nation (2001, p.232) defines the incidental vocabulary learning as an important strategy in vocabulary learning

It refers to the learning, which occur without specific intention to focus on vocabulary One can develop vocabulary knowledge subconsciously while being engaged in any language activities especially reading

Nation and Coady (1988, p.104-150) introduced a five - step procedure that students could follow:

 Determine the part of speech of unknown word

 Look at the wider context

 Guess the meaning of unknown word

 Look at the intermediate context

 Check that the guess is correct

Liu and Nation (1985) also suggest that this method should be practiced in class rather than just their own individual practice to help learners can learn and share more experiences

3.4 Using games in vocabulary teaching and learning

Summary

PRESENT SITUATION OF VOCABULARY TEACHING AND

Learner’s language proficiency and vocabulary learning methods

Teachers and their teaching vocabulary methods

30 students and the duration for each English communicative course is 2 months only

The material “Let’s talk 1” and material assessment

Learning Vocabulary (Gains, R & Redman, S 1999), the authors suggest the checklist which should help the teachers to select the suitable material and supplement the lexical items and material items as well

 How are vocabulary items grouped?

 How many items are introduced at once?

 To what extent does the course book assist both cleaner and teacher in clarifying meaning, dealing with style and connotation, or contrasting items which cause difficulty?

 Does it provide phonemic transcriptions and indicate the part of speech of new items?

 How thoroughly does it deal with the use of items?

 What learning approaches are selected?

 Does the teachers‟ book suggest teaching procedures?

 Are practice and testing activities provided?

 How are learners encouraged to consolidate and widen their vocabulary outside the classroom?

 Does the course book contain useful visual material?

 Does the course book anticipate vocabulary needed for skills activities?

The table below shows nine types of vocabulary exercises in the material

1.Put the words given in the correct group 6.Search words in square

2.Fill in the blanks with the words given 7 Put the scrambled letters in the correct orders

3.Find synonyms /antonyms 8 Look at a picture and choose the words that describe the picture

4.Do a crossword 9 Complete a vocabulary network with the words given

5.Match words to make collocation

UK FLC face in teaching and learning vocabulary based on the data collected through survey questionnaires.

DATA COLLECTION, FINDINGS AND DISCUSSION

Research methodology

The questionnaires for both teachers and students were administered to get information concerning:

- The students‟ attitude towards the importance of teaching and learning vocabulary

- Students‟ attitude towards vocabulary exercises and activities in the course book

- Students‟ comments and suggestions on vocabulary teaching and learning at UK FLC

- The teachers‟ attitude towards the importance of teaching and learning vocabulary

- The teachers‟ vocabulary teaching methods

- The teachers‟ attitude towards vocabulary exercises and activities in the course book ―Let’s talk 1‖

- Teachers‟ comments and suggestions on vocabulary teaching and learning at UK FLC

Findings and discussion

3.2.1 Findings and discussions about students

3.2.1.1 Students’ attitude towards vocabulary and their difficulties in vocabulary learning

Q1: What do you think about the role of vocabulary in learning English, in your opinion?

Options Students (%) a Very important 72% b Rather important 28% c Not important 0% d Not important at all 0%

Q2: What do you think of learning of new vocabulary in your English lesson?

Options Students (%) a Very interesting 5% b Interesting 20% c Rather interesting 65% d Boring 10%

Q3: What do you think is the most difficult in learning new word items?

Options Students (%) a Difficult to pronounce 68% b Difficult to use words 74% c Difficult to remember words 74% d Easy to forget words 57%

Q4: According to you, which one is the reason for ineffective vocabulary learning?

Q5: If you want to know the meaning of a new word, what do you often do?

Options Students (%) a Look up the word in the dictionary 77% b Guessing the meaning basing on the context 12% c Ask your friends or teachers 64% d Base on synonym/antonym 17% e Other 0%

Q6: What do you do in order to improve the quality of your learning new vocabulary?

Options Students (%) a Use context 6% b Relate new items to acquired one 11.8% c Try to remember words respectively 57% d Learn your favorite items 12% e Your own ways 0%

3.2.1.3 Students’ attitude towards vocabulary exercises and activities in the course book “Let’s talk 1”

Q7: What do you think of vocabulary exercises and tasks in the course book “Let’s talk 1’’ in terms of helping students develop vocabulary learning competence?

Types of vocabulary exercises and tasks in the course book

Greatly effective Effective Not effective

Put the words given in the correct group 80 5 15 0 0

Fill in the gap with the words given 15 25 15 10 30

Look at a picture and choose the words that describe the picture 85 10 5 0 0

Match the words to make collocation 10 40 20 30 0

Use the words in the lesson to do a speaking task 60 20 20 0 0

Put the scrambled letters into the correct orders 30 20 15 35 0

Listen and choose the correct words in italics 25 20 15 15 25

Complete a vocabulary network with the words given 45 25 15 10 5

Q8: What do you think of types of vocabulary exercises and tasks in the course book ―Let’s talk 1‖ in terms of helping you learn vocabulary effectively?

Interview

CHAPTER 4: PROBLEMS AND SOME FEASIBLE SOLUTIONS FOR BETTER TEACHING AND LEARNING VOCABULARY IN THE COURSE BOOK “ LET’S

From the above analysis, we can come to the following conclusions about problems in teaching and learning vocabulary at UK FLC.

Problems in the vocabulary teaching and learning in the course book “Let’s talk 1” at UK

4.1.1 Problems in the vocabulary teaching of non-major students in the course book

“Let’s talk 1” at UK FLC

4.1.2 Problems in the vocabulary learning of non-major students in the course book

Unfavourable vocabulary learning environment and unsuitable class size

Some feasible solutions to improve the teaching of vocabulary in the course book “Let’s

4.2.1 Improving teachers’ classroom techniques for teaching vocabulary

Here are some approaches to teach vocabulary more effectively according to Paul Nation

(1) Approach high and low frequency words differently

(3) Carefully design speaking and writing activities

(4) Use a variety of activities aimed at fluency development

(5) Provide extended training and practice in guessing unknown vocabulary from context

Improving teachers’ professional knowledge by further training

4.2.2 Suggested vocabulary learning methods for students

 Placing new words into a context (Oxford 1990 : 41)

This strategy is considered quite effective for students to learn new words Students can create their own sentences or funny tales that contains the new words to remember

For example: When her boyfriend talked to other girls, she became jealous

Nothing but deep love can make me happy, whenever I feel blue

+ Kinds of boats: power boat, ferry, pilot boat, fishing boat, sailing boat…

+ Kinds of planes: helicopter, airplane, aircraft, passenger plane…

+ Kinds of ships: liner, yatch, cruiser, tanker, submarine…

+ Kinds of cars and trucks: automobile, trolley bus, sport car, sedan, coach…

Research as shown that people can remember words by making association in their mind Following are some examples of associating or elaborating

- Living room: armchair, sofa, bookshelves, curtain…

- Dining room: place mats, table, chair, candles…

- Bedroom: mattress, bedspread, blankets, pillow…

- Aims: This type of exercise help students understand the meaning of words better

( Digby, C & Myers, J (1991); Making Sense of Vocabulary)

- Aims: Testing to see if students know many words of the same root

- Students are asked to write the words that have the same root as the given word has

Write down all the words that derive from the given word as many as possible:

Produce – product- productive – productivity – production- productiveness

Analyze- analysis- analyzer- analytic-analyzable

Beauty-beautiful-beautifulness-beautify-beautifiul

- Aims: Testing students‟ English vocabulary about a certain topic

- Students are asked to write any words related to a given topic

Hair salon scissors brush comb curlers

Baber shop curling iron blow

Hairdresser long curly straight (Oxford 1990: 65)

-Aims: Testing students their English vocabulary by asking them to write the antonyms/synonyms of some given words

Find the opposites by following the lines

HAIR fresh tender ripe spicy sweet raw slimming tough mild sour fattening unripe stable cooked

Type 5: Find the odd one out

-Aims: this help students consolidate the words quickly

Choose the odd-one-out Type the answer in the box

1 Coffee pot line spoon machine

2 Hair shine cut dryer spray

3 Sun flower glasses rise table

4 Head ache light brush phones

- Aims: Testing to see whether students can identify English words from their definitions or meanings

- Students are asked to say/ write an English word by reading its definitions or meanings

Choose the answer on the right which best describes the words on the left

1 a gale a) a very light breeze b) a very strong wind

3 a shower a) long period of rain b) short period of rain

4 temperature below a) very cold b) warm freezing

5 sunny periods/spells a) sun and cloud b) sunny all day

( Digby, C & Myers, J (1991); Making Sense of Vocabulary)

Paper review

Limitation of the study and suggestions of further research

In a word, this study has sought to answers to research questions; however, due to the limitation of the study, the study cannot be generalized Therefore, there is still a large amount of research to be further conducted

1 Digby, C & Myers, J (1991); Making Sense of Vocabulary Cassel Publisher

Limitted (Eds.), Second Language Vocabulary Acquisition CUP, pp 273-290

2 Day, R & Lupescu, S (1995), Reading, dictionaries, and vocabulary learning Language Learning., pp 43(2).

3 Ellis, G and Sinclair B (1989) Learning to Learn English —A course in learning training Cambridge: Cambridge University Press.Cambridge: CUP

4 Ellis, R., H Basturkman & Loewen (2002) Doing Focus- on-Form, pp 419-432

5 Ellis, N & Beaton, A (1993) Psycholinguistic determinants of foreign language vocabulary learning Language Learning, 43, pp 559-617

6 Gairns, R & Redman, S (1986) Working with Words: A Guide to Teaching and

7 Lacey, C., Mahood, J.,Trench, J., and Vanderpump, E.(1990), Increase Your

8 Laufer B (1997) What Is in a Word That Makes It Hard to Easy : Some Intralexical

Factors That Affect the Learning of Words, CUP

9 Lewis, M (1993), The Lexical Approach, Language Teaching Publications, pp 89

10 Lewis, M (1997) Pedagogical Implications of the Lexical Approach in Second

Language Vocabulary Acquisition: A Rationale for Pedagogy

11 Lewis, M (1998) Implementing the lexical approach, Language Teaching Publications

12 Liu, N and Nation, P (1985), Assessing Vocabulary, CUP

13 Liu, N and Nation, P (1985), I.S.P (1985), Factors affecting guessing vocabulary in context RELC Journal, 16, pp 33-42

14 Liu, N and Nation, P (1999), Writing and vocabulary in foreign language acquisition, pp.104, CUP

15 Melka, F (2004) Receptive vs productive aspects of vocabulary Cambridge: CUP

16 Nation, P (1990) Teaching and Learning Vocabulary New York: Newbury House

17 Nation, P (1994) New Ways in Teaching Vocabulary Pantagraph Printing, Illinois USA

18 Nation, P (2001) Learning Vocabulary in Another Language Cambridge: CUP

19 Nation, P (2004) Vocabulary learning and intensive reading EA Journal 21, 2 pp 20-

20 Nation P (2005) Ten Best Ideas For Teaching Vocabulary

21 Nation P & Waring, R (2004) Vocabulary Size, Text Coverage and Word

Lists.Vocabulary: Description and Pedagogy http://www.jalt publications.org/tlt/articles /2005/07/index The Language Teacher

22 Nation, P and Coady, J (1988) Vocabulary and Language Teaching, London and New York, Longman, pp 104-150

23 Nation P (1990), Paribakht and Wesche (1996), Zimmernan (1997) Methodology in

Language teaching : an anthology of current practice, CUP, pp 260-263

24 Nu, D T (2004) Một vài suy nghĩ về việc dạy từ vựng ngoại ngữ chuyên ngành Kỷ yếu hội nghị Trường Đại học ngoại ngữ - Đại học Quốc gia Hà nội

25 Pyles, T & Algeo, J (1970) An Introduction to Language New York: Harcourt, Brace, pp 96

26 Rodgers, C R (1969) Freedom to learn Columbus, Ohio: Charles E Merrill

27 Resnick, L.B (Ed.) (1989) Knowing, learning and instruction, Hillslade, NJ: Lawrence Eribaum Associates

28 Schmitt, N (2000) Vocabulary in language teaching Cambridge: CUP

29 Thornbury, S (2002) How to teach Vocabulary Pearson ESL

30 Ur, P 1996 A Course in Language Teaching CUP., pp 60

31 Wilkin, D A (1972) Linguistic in Language Teaching London: Edward Arnold

(TLT) Online - July 2005 by The Japan Association for Language Teaching (JALT)

32 W.R.Lee, Richard-Amato (1988), pp 147, Hansen, pp 118 Using games in vocabulary teaching and learning , A journal for teacher of English outside the United Stated

33 Zinmerman, C (1997a) Do Reading and Interactive Vocabulary Instruction Make a Difference ? An Empirical Study TESOL Quarterly, 31(1), pp 121-140

APPENDICES APENDIX 1 BẢNG CÂU HỎI KHẢO SÁT VỀ PHƯƠNG PHÁP DẠY VÀ HỌC TỪ VỰNG

Bảng câu hỏi này được thiết kế để điều tra về phương pháp dạy và học từ vựng trong giáo trình

4 Trình độ tiếng Anh trước khi vào học tại trung tâm ngoại ngữ UK

5 Hiện em đang là sinh viên năm thứ: …

6 Ngoài tiếng Anh em có học thêm ngôn ngữ nào khác không? Có / Không Ý KIẾN PHẢN HỒI VỀ VIỆC HỌC TỪ VỰNG

1 Theo ý kiến của bạn thì việc học từ vựng có vai trò gì trong việc học tiếng Anh?

(Hãy đánh dấu lựa chọn phù hợp nhất) a rất quan trọng c không quan trọng lắm b quan trọng d không hề quan trọng

2 Bạn nghĩ gì về việc học từ mới trong các bài học tiếng Anh của mình?

(Hãy đánh dấu lựa chọn phù hợp nhất) a rất thú vị c không thú vị lắm b thú vị d không hề thú vị

3 Theo bạn việc khó khăn nhất trong việc học từ mới? a Phát âm từ c.Ghi nhớ nghĩa từ b Sử dụng từ d.Ghi nhớ cách viết từ

4 Theo bạn, nguyên nhân của việc học từ vựng không hiệu quả là gì?

5 Nếu em muốn biết nghĩa của từ mới, bạn thường làm gì?

6 Bạn thường làm gì để nâng cao vốn từ vựng?

7 Bạn đánh giá thế nào về các dạng bài tập trong cuốn giáo trình Let’s talk 1 trong việc giúp bạn nâng cao khả năng về từ vựng ? (Đánh dấu √ vào cột thích hợp )

Dạng bài tập Rất hiệu quả

Sắp xếp từ vào nhóm phù hợp Điền vào ô trống với từ cho sẵn

Tìm từ đồng nghĩa /trái nghĩa

Nhìn tranh và chọn từ thích hợp để mô tả bức tranh đó

Nối các từ thích hợp thành cụm từ

Sử dụng từ trong bài học để thực hành kỹ năng nói

Sắp xếp các chữ cái bị xáo trộn thành từ có nghĩa

Học từ qua trò chơi ô chữ

Nghe và điền từ thích hợp vào chỗ trống

Hoàn thành mục từ với từ cho sẵn

Các loại bài tập khác về từ vựng mà bạn từng làm (Hãy kể tên các dạng bài tập đó nếu có )

8 Bạn đánh giá thế nào về các bài tập từ vựng trong cuốn giáo trình “Let’s talk 1 ”trong việc giúp bạn học từ vựng một cách hiệu quả? (Có thể chọn nhiều phương án)

Thú vị Hiệu quả Dễ Đa dạng Có liên quan Hữu ích

Không thú vị Không hiệu quả Khó Không đa dạng Không liên quan Không hữu ích Ý kiến riêng của bạn :………

9 Trong các phương pháp giảng dạy từ vựng sau đây, bạn thích nhất phương pháp nào?

(Đánh dấu √ vào cột thích hợp)

Các phương pháp dạy từ vựng Rất hiệu quả Hiệu quả Không hiệu quả

Giáo viên sử dụng tranh ảnh hoặc vật thể thực

Giáo viên sử dụng động tác minh hoạ

Giáo viên dịch sang tiếng Việt

Giáo viên khuyến khích đoán nghĩa dựa trên ngữ cảnh

Giáo viên khuyến khích sử dụng từ điển

Giáo viên khuyến khích thảo luận với các bạn khác để tìm ra nghĩa từ

Giáo viên yêu cầu thực hiện một hoạt động giao tiếp

Giáo viên giúp học từ vựng thông qua các trò chơi mới ở mỗi bài

10 Bạn đánh giá thế nào về phương pháo giảng dạy từ vựng của giáo viên bạn? a.Rất hữu ích b.Khá hữu ích c.Không hề hữu ích

11.Bạn có muốn giáo viên thay đổi phương pháp dạy từ vựng ? a.Có b.Không muốn lắm c.Không muốn

12 Theo bạn, giáo viên nên làm gì để việc dạy từ vựng được hiệu quả hơn? a.tăng thêm thời lượng dạy từ vựng c.cung cấp nhiều ví dụ về cách sử dụng từ b.tăng thêm lượng bài tập từ vựng d.đưa thêm các hoạt động và trò chơi về từ e Ý kiến của riêng bạn:

Xin cảm ơn ý kiến đóng góp của các bạn

APPENDIX 2 BẢNG CÂU HỎI KHẢO SÁT VỀ PHƯƠNG PHÁP DẠY VÀ HỌC TỪ VỰNG

Bảng câu hỏi này được thiết kế để điều tra về phương pháp dạy từ vựng trong giáo trình Let’s talk

Xin các thầy cô hãy trả lời những câu hỏi dưới đây

1 Theo ý kiến của thầy (cô) thì việc học từ vựng có vai trò gì trong việc học tiếng Anh?

(Hãy đánh dấu lựa chọn phù hợp nhất) a.rất quan trọng c.không quan trọng lắm b.quan trọng d.không hề quan trọng

2 Theo ý kiến của thầy cô, thời điểm nào trong mỗi bài học là thích hợp để dạy từ vựng a.Lúc bắt đầu bài học c.Lúc cho sinh viên luyện tập b.Sau khi kết thúc bài học d.Bất cứ lúc nào trong bài học khi xuất hiện từ mới e.Ý kiến khác………

3 Loại từ vựng nào thầy cô thường chọn để dạy sinh viên trong mỗi bài học

4 Thầy cô đánh giá thế nào về các phương pháp giảng dạy từ vựng sau đây