Aims and objectives of the study
The aim of this study is to investigate the perceptions of explicit vocabulary teaching held by the teachers working at YBMC and how they teach vocabulary explicitly
The objectives of the study are:
- To understand teachers' ideas of explicit vocabulary teaching at YBMC
- To examine how teachers choose vocabulary items to teach and what aspects of vocabulary they focus on in teaching vocabulary
- To find out the explicit vocabulary teaching techniques teachers frequently use
- To draw some conclusions on issues related to teaching vocabulary explicitly at this college.
Research questions
In order to achieve the above-mentioned aims and objectives, the research was carried out to seek answers to the following research questions:
1 What are teachers' perceptions of explicit vocabulary teaching at YBMC?
2 How do they choose vocabulary items to teach at YBMC and what aspects of word knowledge they focus on in teaching the selected words?
3 What are the explicit vocabulary teaching techniques most frequently used in the
Scope of the study
This minor thesis specifically examines the explicit teaching of vocabulary to first-year students at YBMC, focusing on teachers' perspectives, vocabulary selection, and the techniques employed in this mountainous college context It aims to explore the relevance of these explicit vocabulary teaching methods and offers pedagogical implications to enhance the effectiveness of vocabulary instruction at the institution.
Method of the study
To achieve its objectives, this study employed qualitative methods of data collection which include interview, classroom observation and lesson analysis
Interviews with teachers at YBMC were conducted to explore their perspectives on explicit vocabulary instruction in English The study examined their vocabulary selection, the specific aspects of vocabulary they emphasize, and the techniques they employ for explicit teaching.
Classroom observations were carried out alongside teacher interviews to assess the explicit teaching of English vocabulary This approach allows for an evaluation of the effectiveness of explicit vocabulary teaching techniques through detailed lesson analyses.
Design of the study
There are three main parts in my thesis as follows:
Part A is the Introduction presenting the rationale, aims, objectives, research questions, scope, methods and design of the study
Part B, the Development, includes three chapters:
Chapter 1 presents a Literature Review that establishes a foundational theoretical framework for the study by examining key issues related to English vocabulary, as well as the methods of vocabulary teaching and learning, with a particular emphasis on both explicit and implicit approaches.
Chapter 2, titled Methodology, outlines the current state of English teaching and learning at YBMC, detailing the participants involved, the instruments used, and the procedures for data collection and analysis implemented to achieve the research objectives.
Chapter 3 focuses on the Results and Discussions, where the researcher presents and analyzes findings derived from data collected through interviews, class observations, and lesson analyses.
In the conclusion of Part C, the study is summarized, highlighting its limitations and discussing the pedagogical implications of explicit vocabulary instruction Additionally, the section provides recommendations for future research in this area.
LITERATURE REVIEW
An overview of vocabulary
Vocabulary is a fundamental component of language, serving as the foundation for the development of grammar and phonology skills It has garnered significant interest from researchers, linguists, educators, and students alike Despite its importance, providing a precise definition of vocabulary remains challenging According to Hornby (2010), vocabulary encompasses the words and phrases used in a language.
1 All the words that a person knows or uses
2 All the words in a particular language
3 The words that people use when they are talking about a particular subject
4 A list of words with their meanings especially in a book or learning a foreign language
Vocabulary is essential to language, intertwining sound and meaning to facilitate communication (Pyles & Algeo, 1993) Ur (1996) defines vocabulary as not only the words taught in a foreign language but also includes multi-word idioms, emphasizing that vocabulary encompasses a broader range of linguistic elements This highlights that vocabulary serves as a vital medium for expressing ideas and opinions, extending beyond mere word definitions.
In summary, vocabulary encompasses all the words in a language, from single terms that convey ideas to multi-word idioms understood within specific contexts, as defined by Ur (1996) This comprehensive definition highlights the importance of both individual words and phrases in effective communication.
1.1.2 The role of vocabulary in language teaching and learning
Vocabulary, alongside grammar and phonetics, is essential for mastering a foreign language Folse (2004: 3) highlights the critical role that vocabulary plays in both teaching and learning languages, underscoring its significance in achieving language proficiency.
Insufficient grammar knowledge may hinder conversation, but a lack of vocabulary can significantly obstruct communication While learners can manage to express themselves with imperfect grammar, poor vocabulary severely restricts their ability to convey ideas In essence, one can navigate conversations with limited grammar skills, but effective communication is impossible without a robust vocabulary.
Vocabulary is a crucial objective in foreign language teaching, as highlighted by Shafaei and Nejati (2009) and supported by Gower et al (2005), who emphasize its importance for effective communication, often surpassing the role of grammar The ability to understand and be understood in a language relies heavily on the mastery of vocabulary A sufficient vocabulary size not only enhances a learner's confidence in communication but also enables them to express their opinions accurately and fluently in both spoken and written forms.
Vocabulary teaching and learning is a complex and essential process in foreign language education, aimed at both improving and expanding students' vocabulary A robust vocabulary is crucial for effective communication and enhances the ability to comprehend information from various sources, including books and newspapers Consequently, vocabulary holds a significant role in the teaching and learning of foreign languages, as learners strive to achieve a sufficient vocabulary size for successful interaction and understanding.
Principles in teaching and learning vocabulary
1.2.1 Selection of vocabulary items for students
Vocabulary is a crucial component in mastering a foreign language, making it essential for English teachers to aid students in expanding their word bank Educators must carefully select appropriate vocabulary tailored to the varying proficiency levels of their learners, assessing the relevance and significance of each word to ensure effective language acquisition.
According to McCarthy (1990), introducing the most frequent words in a language at the beginning of language teaching is crucial Nation (1994) identified approximately 2,000 word families as high-frequency vocabulary, emphasizing their importance for effective language use He further stated that these 2,000 essential words warrant dedicated teaching efforts (Nation, 1995) Meara (1995) echoed this sentiment, arguing that educators should prioritize these foundational words at the start of language courses Mastery of the first 2,000 words enables students to better comprehend spoken and written language, enhancing their overall learning experience.
Schmitt (2000) emphasizes that teaching vocabulary beyond the 2,000-word level can provide significant benefits, suggesting a focus on lower-frequency words Similarly, Nation (1994) advises that once high-frequency words are mastered, educators should dedicate time to low-frequency vocabulary To aid students in this process, language teachers must equip them with strategies for independent learning, such as utilizing dictionaries, inferring meaning from context, understanding word roots and affixes, and employing mnemonic techniques.
English teachers must carefully select the vocabulary words to teach, considering the lesson topic and their students' proficiency levels It's crucial for educators to determine which aspects of vocabulary to focus on during each lesson, ensuring effective learning outcomes This approach will be elaborated on in the subsequent section.
1.2.2 Aspects of word knowledge included in vocabulary teaching
When teaching a new English word, it is essential for teachers to provide learners with its meaning, forms, grammar, and usage in context Without a clear understanding of these elements, students will struggle to use the word correctly.
According to Ur (1996), effective vocabulary instruction requires teachers to cover several key aspects of new words These include the form of the word, which encompasses pronunciation and spelling; grammatical features such as whether the word is regular or irregular and its transitivity; collocations; various aspects of meaning, including denotation, connotation, and appropriateness; relationships between meanings, such as synonyms, antonyms, co-hyponyms, superordinates, and translations; as well as word formation.
As regard to this issue, Nation (2001: 27) gave the following description of truly knowing a word:
- Form: - spoken, written, word parts
- Meaning: form and meaning, concept and referents, associations
- Use: grammatical functions, collocations, constraints on use (register, frequency…)
In summary, vocabulary lessons for language learners should encompass various aspects of word knowledge, as true mastery of a word requires understanding its multiple dimensions The more comprehensive our knowledge of a word, the better we can use it appropriately in different contexts It is essential for teachers to regularly revise vocabulary, as learners are likely to forget words without opportunities for practical use and integration into other skills.
1.2.3 Current approaches to L2 vocabulary teaching and learning
Vocabulary teaching and learning encompass a variety of approaches, techniques, and strategies, including both direct and indirect methods such as the Grammar-Translation Method, Direct Method, Reading Method, Audio-Lingual Method, Silent Way, and Communicative Language Teaching Traditional vocabulary learning methods, as noted by Gairns and Redman (1986), include visual, verbal, and translation techniques Researchers emphasize the importance of diverse vocabulary learning strategies, with Schmitt and McCarthy (1997) categorizing them into five groups: social, memory, cognitive, metacognitive, and determination strategies.
Hunt and Beglar (1998) considered three approaches to vocabulary teaching:
1) Incidental learning 2) Explicit or intentional instruction and 3) Independent strategy development
Incidental learning emphasizes the importance of acquiring vocabulary through extensive reading and listening, making it crucial to motivate learners to engage in these activities According to Hunt and Beglar (1998), incidental vocabulary learning is particularly beneficial for students at all levels, especially advanced learners This method fosters the development of sustained silent reading skills, encouraging students to undertake most of their reading outside the classroom.
Explicit instruction in vocabulary involves diagnosing essential words for learners, introducing them for the first time, enhancing word knowledge, and fostering fluency with familiar terms This method is particularly effective for beginner readers with limited skills Techniques such as word-pair translation, repetition, and review are beneficial Additionally, various activities can deepen students' vocabulary understanding, including sorting word lists, creating semantic maps, generating derivatives and synonyms, making word trees, identifying associated words, and engaging in cloze activities or collocation puzzles like crosswords and bingo.
Developing independent strategies is a crucial approach to promoting language learners' autonomy, enabling them to take control of their vocabulary acquisition Effective vocabulary learning strategies include memorization, repetition, note-taking, guessing from context, and utilizing dictionaries Research by Hunt and Beglar (1998) and Nation (2001) highlights the importance of strategies such as guessing from context, using word cards, word parts, mnemonic techniques, and dictionaries in improving foreign language proficiency By applying these strategies, learners can enhance their vocabulary learning and develop a more autonomous approach to language acquisition, ultimately leading to improved language proficiency.
1.2.4 Explicit and implicit approaches to vocabulary teaching
According to Schmitt (2000), there is no universally "right" way to teach vocabulary, as effective methods depend on various factors, including the students, target words, and the educational context He emphasizes the importance of combining explicit teaching with activities that foster incidental learning in well-structured vocabulary programs Similarly, Graves (2006) supports the idea that students gain vocabulary knowledge both indirectly through diverse reading and writing activities and directly through explicit instruction of specific words This dual approach allows students to learn vocabulary incidentally through language-rich experiences while also developing targeted word-learning strategies through direct teaching.
According to a survey by Sửkmen (1997 cited in Schmitt, 2000: 146), explicit vocabulary teaching should be attached to the following principles:
• Integrate new words with old
• Provide a number of encounters with a word
• Promote a deep level of processing
• Make new words “real” by connecting them to the student’s world in some way
In addition to the core principles, Schmitt (2000) highlighted the significance of addressing the issue of cross-association among learners, particularly when dealing with similar words like "left" and others This challenge can hinder vocabulary acquisition and comprehension.
Teaching words with similar meanings, such as antonyms and synonyms, can be challenging for students, as they often struggle to choose the correct word form To aid comprehension, educators should emphasize the underlying meanings of polysemous words, which have multiple senses that often share a common trait By focusing on these core meanings, teachers can enhance students' understanding across various contexts, maximizing the effectiveness of their instruction Additionally, incorporating word families into vocabulary lessons is essential; when introducing a new word, teachers should also present its related forms to foster deeper learning and retention.
The National Reading Panel's 2000 report underscores the effectiveness of direct instruction for vocabulary acquisition, emphasizing the need for explicit teaching of individual words and word-learning strategies Beck et al (2002) and Graves (2006) identified four key strategies for this explicit teaching: providing student-friendly definitions, using words in context, offering multiple exposures, and encouraging active involvement (Hanson & Padua, 2011) These strategies serve as essential tools for students to decode unfamiliar words and enhance their vocabulary Furthermore, Baumann et al (2003) and Graves (2006) highlight that direct instruction in word-learning strategies empowers students to become independent learners, utilizing techniques such as analyzing word parts, employing context clues, and consulting dictionaries to grasp the meanings of unknown words (Hanson & Padua, 2011).
Principles for explicit approach to vocabulary teaching
Teaching vocabulary explicitly should be meaningful and systematic to help students develop effective learning routines Educators must identify a potential list of words and select the most relevant ones for instruction Initially, it's crucial to teach vocabulary in spoken form to avoid mispronunciation, followed by an explanation of the word's meaning in written form Additionally, placing new vocabulary in context and revisiting these words regularly enhances retention and understanding.
Effective vocabulary teaching involves various techniques and activities designed to introduce and reinforce new words Teachers must carefully choose the most suitable methods for their specific contexts to ensure successful vocabulary acquisition and retention among students.
When teaching English vocabulary, educators must focus on several key aspects, including presenting the form, explaining the meaning, and demonstrating the usage of new words Additionally, it is essential to reinforce the vocabulary learned in class Nation (2005) suggested various effective techniques that can benefit those interested in teaching English vocabulary.
To effectively convey the meaning of a word, teachers can employ various strategies, including providing an L1 translation or a known L2 synonym, offering a simple definition in the L2, or using visual aids like objects, pictures, or diagrams Demonstrations and breaking down words into their constituent parts can also facilitate understanding Additionally, providing example sentences with the word in context and commenting on the underlying word meaning and other referents can further enhance comprehension.
To effectively draw learners' attention to word form, teachers can employ several strategies, including highlighting similarities in spelling to familiar words, providing stress patterns and pronunciation guidance, and breaking down words into prefixes, stems, and suffixes Additionally, encouraging learners to repeat word pronunciations and writing the word on the board can reinforce understanding Furthermore, pointing out any irregularities in spelling can help learners develop a deeper awareness of word structure and improve their overall vocabulary skills.
Teachers can effectively teach the word "by" by demonstrating its grammatical context, such as whether it is countable or uncountable, and transitive or intransitive They should also provide similar collocates and highlight any usage restrictions, including formal or colloquial contexts, regional variations, and technical or infrequent usage Additionally, mentioning a well-known opposite or a term that represents the lexical set can enhance understanding and retention.
In vocabulary teaching, it is essential for educators to adhere to several key principles Firstly, instruction should be kept simple and clear, avoiding complex explanations Secondly, teachers should connect new vocabulary to previously learned material through patterns or analogies Additionally, utilizing both oral and written presentations, such as writing on the blackboard while explaining, enhances understanding Focus should primarily be on words that learners are already somewhat familiar with, and educators should highlight high-frequency words that merit further attention Finally, it is crucial to avoid introducing unfamiliar or poorly understood related words, such as near synonyms or opposites, to prevent confusion.
To effectively retain new vocabulary in long-term memory and transition it from passive to active use, learners should practice these words in a controlled environment While course books offer limited exercises, teachers play a crucial role in providing additional practice opportunities Repetition is key, and practicing new vocabulary in context—rather than isolation—enhances retention Encouraging students to write sentences that illustrate the meaning and usage of new words is essential Popular techniques for vocabulary practice include gap-filling and word matching, which further aid in reinforcing language skills.
Engaging in word games that explore synonyms and antonyms enhances vocabulary skills Activities such as paraphrasing, constructing sentences or dialogues, and role-playing foster language comprehension and creativity Additionally, picture stories can illustrate concepts effectively, while utilizing prefixes and suffixes allows learners to create new words from existing ones, enriching their linguistic abilities.
Challenges in vocabulary teaching
Vocabulary is a crucial component of language, alongside grammar and phonology, significantly influencing listening, speaking, reading, and writing skills Therefore, enhancing students' vocabulary is essential for English teachers The process of acquiring vocabulary is gradual and often recursive, requiring the integration of various types of lexical knowledge and effective teaching techniques However, teaching vocabulary presents challenges that depend on factors such as learners' characteristics, the nature of the learning task, the context, and the strategies employed.
Aganes (2008) identified several challenges in the teaching and learning process, particularly related to student characteristics and teaching methods Students often struggle with vocabulary acquisition due to difficulties in pronunciation, memorization of meanings, and a lack of interest stemming from monotonous teaching techniques Typically, vocabulary is taught through translation at the beginning or end of lessons, neglecting more engaging methods such as self-defining contexts, definitions in the target language, opposites, visuals, dramatization, and real-life applications The literature suggests that many vocabulary teaching issues are rooted in the approaches employed by teachers.
(1) The teacher is not creative to use media as aids of teaching
Limited practice time provided by the teacher for correct word pronunciation is insufficient, particularly for beginners or low-proficiency students, as it hinders their ability to develop accurate pronunciation skills.
The vocabulary teaching techniques employed by the teacher appear to be ineffective, resulting in a lack of motivation among students Consequently, this leads to a passive approach to vocabulary acquisition, hindering their learning experience.
This chapter has reviewed the theoretical aspects pertinent to the research topic The subsequent chapter will outline the methods used in the study, detailing the procedures for data collection and analysis.
Summary
This study presents a brief overview of the relevant literature to establish its theoretical foundation, utilizing a qualitative method to gather insights into teachers' perspectives on explicit vocabulary instruction Semi-structured interviews with three teachers, alongside classroom observations and lesson analyses, were conducted to ensure the reliability of the data and the relevance of teaching methods used at YBMC The chapter further elaborates on the methodology employed in this research, detailing the situational analysis, participant selection, data collection instruments, and the procedures for data collection and analysis.
2.1 The current situation of English teaching and learning at YBMC
YBMC has been re-established for nearly a year, focusing on training future nurses, midwives, and nursing staff to meet healthcare needs in Yen Bai province While specialized knowledge is crucial, English is also a mandatory subject in the curriculum; however, it has not received adequate attention Most language instruction occurs in large classrooms with over 50 students, relying heavily on chalkboards and textbooks, which hinders effective teaching and learning Teachers struggle to implement innovative methods, particularly in vocabulary instruction, due to limited resources—only one cassette player, one overhead projector, and one computer are available for four teachers Furthermore, the lack of emphasis on listening skills, deemed unnecessary for the final exams of non-English majors, exacerbates the challenges in delivering quality English education.
METHODOLOGY
The current situation of English teaching and learning at YBMC… 18 2.2 Participants
YBMC has been re-established for nearly a year, focusing on training future nurses, midwives, and nursing staff to meet the healthcare needs of Yen Bai province While English is a compulsory subject in the curriculum, it has not received adequate attention, with most language learning activities confined to traditional classroom settings using only chalkboards and textbooks The large class sizes, often exceeding 50 students, present significant challenges for effective language instruction, particularly in vocabulary teaching The college possesses limited teaching aids, including one cassette player, an overhead projector, and a computer shared among four teachers, leading to underutilization of these resources Additionally, listening skills are often overlooked due to their perceived lack of importance in final assessments for non-English majors The college library offers few English resources, primarily focusing on medical topics, indicating a lack of materials available for both teachers and students to enhance their English knowledge.
Teachers play a crucial role in the teaching process, requiring both experience and a strong understanding of the syllabus At YBMC, among the four English teachers, one is pursuing an M.A while the others hold B.A degrees from Thai Nguyen University of Training Teacher Generally, they enter the classroom without teaching aids, relying heavily on textbooks and lacking creative activities or pre-teaching support This approach often leads to excessive time spent explaining unfamiliar vocabulary, which can limit their communicative competence and result in passive learning among students Despite these challenges, the teachers are dedicated and enthusiastic about improving their methods, actively researching and discussing effective strategies for teaching English.
Students play a crucial role in the learning process at YBMC, where many come from remote areas of Yen Bai province These male and female students, aged eighteen to thirty, often hail from poor families with parents working as farmers or hired laborers, resulting in challenging living conditions Their English proficiency varies, with some having studied the language for up to seven years, while others have only three years of high school English or none at all Consequently, they struggle with speaking and writing due to limited vocabulary and overall knowledge Additionally, most students perceive English as a non-essential subject, focusing primarily on passing exams to meet graduation requirements rather than recognizing its potential value for their future careers.
As a result, they learn English in a passive, independent and uncreative way They never prepare the lesson at home as well as review the lesson regularly
The teaching material used at YBMC is "Lifelines-Elementary" by Tom Hutchinson, aimed at equipping students with essential English skills for daily communication and social understanding The course consists of fourteen topic-based units that focus on vocabulary, grammar, and the development of the four key language skills Each unit includes five components: grammar, vocabulary, reading and writing, listening and speaking, and pronunciation Additionally, after every two units, there is an extension to assess the knowledge gained The vocabulary is organized by topics, aligning with the fourteen units of the course.
Table 2.1: Vocabulary designed in the course-book Lifeline - Elementary
Unit 1: Numbers (p 7) Unit 8: Giving dates (p 56)
Unit 2: Classroom language – (p 14) Unit 9: Verbs (p 64)
Unit 3: Describing people (p 22) Unit 10: Travel (p 70)
Unit 5: Food and drinks (p 36) Unit 12: Parts of the body (p 84) Unit 6: Daily activities (p 42) Unit 13: Phrasal verbs (p 92) Unit 7: Parts of a house (p 50) Unit 14: The world (p 98)
In addition to the main subjects, vocabulary is seamlessly incorporated throughout various sections of each unit in this course book, highlighting its significance in the overall learning process.
This study focuses on teachers as the primary unit of analysis, highlighting their crucial role in facilitating or hindering student learning Due to her enrollment in a Master's program, one English teacher at YBMC is unable to participate, leaving three teachers as the main subjects of the research To maintain their anonymity, they will be referred to as Teacher 1, Teacher 2, and Teacher 3 General information about these participants is presented in Table 2.
Participants Age Gender Years of teaching experience Qualifications
Data collection instruments
In social science research, interviewing serves as a fundamental tool where researchers engage participants to gather personal and detailed information McDonough (1997) highlights that in-depth interviews allow for individual expression, facilitating deeper insights into participants' opinions on various topics, including advantages, challenges, and recommendations While interviews may require significant time commitments from both the interviewer and interviewee, they are an effective method for data collection Oppenheim (1992) notes that interviews yield higher response rates than questionnaires, as they foster greater respondent involvement and are particularly suited for addressing complex, open-ended questions Therefore, researchers often opt for interviews as their primary data collection instrument.
2.3.2 Classroom observation and lesson analysis
Classroom observation is a valuable technique that enhances collaboration by providing insights for both participants and researchers For participants, it offers constructive feedback that traditional assessment methods may overlook For researchers, observing fellow educators in action fosters creativity and active engagement in the study This method is crucial for understanding how teachers select and explicitly teach vocabulary items In this study, the researcher meticulously recorded key classroom events, including teachers' questions, students' responses, and their participation in various activities.
Lesson analysis serves as a valuable tool to assess the relevance of teachers' explicit vocabulary techniques in relation to lesson content and the teaching context at YBMC This approach enables the researcher to identify both the consistency and discrepancies between teachers' self-reported practices and their actual vocabulary instruction during specific lessons.
2.4 Data collection and data analysis procedures
The process of data collection involved the following steps:
To prepare for the data collection process, I designed interview questions for teachers and created an observation schedule With the invaluable support of my supervisor and friends, I was able to develop well-structured and thoughtful interviews.
Prior to conducting interviews with the English teachers at YBMC, I introduced myself to each of them to clarify the research objectives and seek their support for my study Fortunately, all the teachers responded positively and expressed their willingness to collaborate.
Due to participants' busy schedules, the researcher conducted interviews using chat software, allowing for effective communication from their computers The interviews were divided into two parts: the first focused on the respondents' backgrounds, while the second explored their perceptions and solutions regarding explicit vocabulary teaching based on eight guiding questions (see Appendix A) Each interview lasted approximately 15 to 20 minutes, was conducted in Vietnamese in a relaxed and friendly atmosphere, and was subsequently transcribed and translated into English (see Appendix B).
To identify discrepancies between teachers' interview responses and their actual classroom practices, the researcher conducted observations of three teachers, focusing on vocabulary instruction across randomly selected lessons A total of six lessons—two for each teacher—were observed, as detailed in the classroom observation schedule (Appendix C) Due to large class sizes, the researcher was unable to record the sessions but took detailed notes during the observations This comprehensive note-taking provided valuable insights into the teachers' selection of vocabulary items, the aspects of word knowledge emphasized, and the explicit techniques employed in their instruction.
The lessons observed in the study were meticulously analyzed to assess the alignment of the respondents' explicit vocabulary techniques with the content taught and the teaching context at YBMC For detailed lesson plans under observation, refer to Appendix D.
The research process spanned over two months, during which extensive data was collected and analyzed This involved examining interview data alongside classroom observations and lesson analyses The gathered information was then descriptively and interpretively transformed and categorized to address three key research questions: i) Teachers' perceptions of explicit vocabulary teaching at YBMC, ii) Teachers' vocabulary selection for instruction, and iii) Essential aspects of word knowledge to be taught Additionally, the study explored common explicit vocabulary techniques used in the classroom and their relevance The qualitative findings from interviews, observations, and analyses will be detailed in the subsequent chapter.
RESULTS AND DISCUSSIONS
Research question 1: Teachers' perceptions of explicit vocabulary
All interviewed teachers at YBMC agreed that explicit vocabulary teaching is appropriate for their context, given the low English proficiency of most students They recognized that this method involves directly providing word meanings to enhance English learning, along with designing exercises and activities to help students practice and retain vocabulary effectively One teacher emphasized the importance of this approach in supporting student learning.
In my opinion, teaching vocabulary explicitly is as simple as providing students with the meanings of the words directly I often use this approach in my vocabulary teaching (Teacher 2)
Explicit vocabulary teaching is a method I frequently employ in my classroom, involving targeted activities and exercises that focus learners' attention on specific vocabulary items This approach enhances students' understanding and retention of new words, making it an effective strategy for language acquisition.
To enhance students' learning experience and optimize class time, I prioritize introducing new English vocabulary by clearly presenting each word along with its spelling, pronunciation, and meaning This approach is a regular practice in my classroom.
Participants in the study frequently employed explicit vocabulary teaching methods, which they deemed effective for students with low English proficiency and limited vocabulary The interviewed teachers noted that this approach facilitates quick understanding of word meanings without requiring excessive time for instruction While the respondents recognized the difference between explicit and implicit vocabulary teaching, they predominantly favored explicit techniques that involve direct presentation of new words and related practice activities However, their understanding of explicit teaching was somewhat narrow, focusing mainly on delivering word meanings rather than on the selection of vocabulary items or the incorporation of explicit strategies throughout the teaching process.
The researcher concurs with Teacher 1's view that explicit vocabulary instruction requires the design of engaging activities and exercises that capture learners' attention EFL learners often struggle with vocabulary acquisition, facing challenges in remembering pronunciation, spelling, and meanings, as well as in using new words effectively To enhance vocabulary retention, teachers should present new words in impactful ways and provide ample practice opportunities Therefore, it is crucial for educators at YBMC to create additional vocabulary activities, which can significantly motivate students in their English learning journey and gradually expand their vocabulary size.
Research question 2: Teachers' selection of vocabulary to teach and
All three participants agreed on their vocabulary selection for teaching, outlining their criteria for this choice Classroom observations revealed that they frequently opted to teach specific words rather than covering all vocabulary presented in the lesson.
Teachers at YBMC face challenges in vocabulary instruction due to time constraints, students' limited vocabulary, and their struggles with vocabulary learning strategies Observations reveal that many students adopt passive learning methods, such as remaining silent and merely copying notes from the board or adding Vietnamese pronunciations next to unfamiliar words Additionally, students often come unprepared for lessons, complicating the teaching process for English instructors at YBMC.
All interviewed teachers concurred on the importance of selecting specific vocabulary items for each lesson, as it is impractical to address every new word due to various challenges The researcher emphasizes that educators should consider students' limited understanding of vocabulary learning strategies To enhance independent vocabulary acquisition, teachers can encourage students to create vocabulary notebooks and word cards or utilize dictionaries and contextual clues to deduce word meanings.
When selecting vocabulary for teaching, methodologists and linguists such as Nation (1990) and Schmitt (2000) recommend that educators prioritize words based on their frequency of use in the language This approach suggests that the most commonly used words should be taught first Additionally, teachers should consider the semantic utility of words, as those with broader meanings that encompass multiple concepts are generally more beneficial for learners than words with narrow, specific definitions.
In this study, teachers emphasized the importance of selecting high-frequency and practical vocabulary for their students, particularly in the context of daily conversations, exams, and future employment With a focus on ethnic minority learners, they prioritized choosing words that are easy to grasp While their selection process relies on personal judgment rather than established principles, it is recommended that teachers consult resources like the General Service List and the Academic Word List These lists can aid in identifying essential vocabulary, ensuring that their choices align with commonly used and relevant words in both everyday and academic settings.
Observations revealed discrepancies between the teachers' interview responses and their actual classroom practices During classroom observations, the researcher noted that teachers focused on teaching all new vocabulary from the designated sections in each unit, while selectively incorporating active words in other skill areas The following excerpts illustrate the instructional approaches of Teacher 2 and Teacher 3.
T You are going to learn some names of clothes, today Look at the pictures and tell me what they are wearing
T Ok, I'll give you some words of clothes in these pictures (Writes all the names of the clothes and explains their meaning by pointing to the pictures)
+ T-shirt (n) + sweatshirt (n) + trainers (n) + high-heel shoes (n) + baseball cap (n) + dress (n)
T (Reads the new words and asks Ss to repeat in chorus and individually)
Ss (Listen to the T and repeat)
Extract 2: Reading and writing- A model pupil
T Are there any new words in the reading text?
Ss Yes, there are a lot of
Before you proceed with exercises 2 and 3, let's introduce some new vocabulary from this text The words include "to appear," "catwalk" (noun), "different" (adjective), "contract" (noun), "to offer," and "GCSE exam."
T Any new words? (points at a boy raising his hand)
Bao competition? education? prize? (pronounces with some mistake)
T Yes (writes those words on the board and gives their meanings)
Ss (Note down these words, listen to the teacher and repeat)
(Observation 2: Unit 11- Reading and writing)
Aspects of word knowledge to be taught
The three teachers emphasized the importance of incorporating vocabulary instruction in every lesson, particularly during grammar and reading sessions Their approach to teaching vocabulary included a focus on the word's form—covering spelling, pronunciation, and grammar—as well as its meaning and occasional usage.
To effectively teach high-frequency words, educators must carefully consider their instructional approach Introducing a new word encompasses several key elements: understanding its meaning, recognizing its form, and applying it in suitable contexts.
Research indicates a discrepancy between teachers' verbalized teaching methods and their actual classroom practices, with a focus on word meaning and form while neglecting word use Although memorization can aid in test preparation, it is not effective for long-term language acquisition To foster independent vocabulary learning, teachers should introduce strategies such as using dictionaries, understanding context, employing word cards, maintaining vocabulary notebooks, and breaking down word parts All interviewed teachers acknowledged the importance of equipping students with these strategies, emphasizing the benefits of extensive reading and listening to enhance vocabulary learning However, these methods may not be effective for students with low English proficiency who often rely on passive learning approaches It is crucial for teachers to diversify their vocabulary instruction to expand students' vocabulary size, as many still struggle to apply learned words in both oral and written communication.
To promote independent vocabulary learning, I encourage my students to maintain vocabulary notebooks and utilize dictionaries or word cards Despite these efforts, I observe that their vocabulary remains limited, largely due to a lack of motivation Many students view learning English primarily as a means to pass final exams and meet graduation requirements, which hinders their commitment to expanding their vocabulary.
Research question 3: The explicit vocabulary teaching techniques
When discussing explicit vocabulary teaching techniques, the participants emphasized the importance of integrating vocabulary with language skills and grammar rather than teaching it in isolation They highlighted that effective vocabulary instruction involves incorporating new words into the practice of other language skills, ensuring a more holistic learning experience Teacher 2 specifically noted that vocabulary should be woven into lessons to enhance understanding and retention.
In addition to dedicating specific sections for vocabulary instruction in each unit, I frequently incorporate vocabulary teaching within language skills and grammar lessons The introduction of new vocabulary can take place during the pre-teaching phase or throughout the teaching process To effectively present vocabulary, I utilize various methods such as L1 translation, images, drawings, and realia.
Before teaching a new section, I often provide students with some new words as followings: write the word on the board, read it aloud, use some techniques to explain its meaning
Some extracts of teaching vocabulary by different teachers are as followings:
Extract 3: Listening and speaking- What's the matter?
Today, we will focus on identifying problems and offering practical advice To effectively state these issues, I will introduce some new vocabulary Please pay attention to my gestures and articulate the meanings of the words Do you understand?
T (Making gestures accompanied with saying the sentences including the new vocabulary items, write the words on the board, read them and ask Ss to repeat)
I'm hungry; I'm thirsty; I'm tired; I've got a headache; I've got a stomach ache; I've got a toothache; I've got a sore throat; I've got a cough; My back hurts
Ss (Listen and repeat, take notes)………
T Now, look at the following advice at the page of 86 You have to choose some advice for each above problem Do you find any new words?
T (points at a girl) Mien, can you?
Mien (read the words with some pronunciation mistakes) painkiller optician's stay up late put on
T (write the new words on the board while Mien is talking Then provide their meanings to the students) Listen and repeat in chorus
(Observation 3: Unit 12- Listening and speaking)
Extract 4: Unit 11: Grammar- The present continuous tense
T Among these verbs, which words you don't know? Who can?
Luc (reads the new words with some wrong pronunciation) grab? hold? smile? park? take off?
T Thanks (writes the words on the board and gives their meaning)
T Listen and read after me
Effective vocabulary teaching techniques should be tailored to the specific needs and motivations of learners In the context of YBMC, where many ethnic minority students have low English proficiency, teachers often rely on clear verbal instruction, board writing, and explicit explanations of word meanings Various methods such as L1 translation, visuals, realia, gestures, and synonyms/antonyms are commonly employed to enhance understanding Teachers emphasize the importance of vocabulary consolidation activities, including memory games, sentence construction, word networks, exercises, and crossword puzzles, to reinforce learning and retention However, classroom observations revealed discrepancies between teachers' self-reported techniques and their actual practices, highlighting the need for lesson analyses to align explicit vocabulary instruction with the teaching context at YBMC.
From the observations, the researcher realized that the most frequent explicit vocabulary teaching techniques used by the participants were using L1 translation and using visual aids
The study revealed that teachers frequently utilized L1, or mother tongue, to explain new word meanings, despite ongoing debates among English language professionals regarding its use in modern communicative lessons Critics argue that reliance on translation can lead to excessive use of the first language, limiting opportunities to practice the second language However, many experts in second language acquisition support the use of L1 for learners with lower proficiency levels Nation (1990) highlighted the negative psychological impact of diminishing the mother tongue, while also noting the benefits of translation for its efficiency and clarity (Nation, 2001: 86) Furthermore, research by Ramachandran and Rahim (2004) demonstrated that employing L1 through translation can enhance elementary ESL learners' vocabulary recall Consequently, L1 is essential in language teaching, particularly for low proficiency learners, such as ethnic minority students at YBMC.
In Unit 11 of the Fashion reading and writing lesson, Teacher 2 effectively utilized L1 translation to clarify new vocabulary before students engaged with the text and related tasks This approach ensured that by the lesson's end, students could comprehend the text and answer comprehension questions The researcher highlights the relevance of L1 translation as a vocabulary teaching technique, especially for abstract terms that could pose challenges if alternative methods were used While it is important for teachers to explain new words clearly, this can often lead to misunderstandings and confusion among students, making L1 translation a more suitable option To further enhance students' vocabulary, the teacher should also introduce additional forms of the taught words, such as 'appearance', 'disappear', and 'difference', alongside their base forms.
Using visual aids: pictures from textbook, realia, actions or gestures
Visual aids, as defined by Gairns and Redman (1986), encompass various tools such as flashcards, photographs, blackboard drawings, wall charts, realia, gestures, and mime, which are essential in language teaching These aids are particularly effective for teaching concrete vocabulary related to food, furniture, clothing, body parts, places, professions, and actions Their primary advantage lies in providing learners with a visual representation of word meanings, enhancing retention Participants in a recent study reported that visual aids were beneficial for both teachers and students, as they reduced teacher dominance in the classroom and encouraged students to express their opinions freely Consequently, visual aids facilitated a more interactive language learning environment, allowing for increased discussion among students and between students and teachers Observations revealed that participants effectively utilized textbook images and gestures to introduce new English vocabulary.
The observation from Unit 11 on Fashion Vocabulary highlights the effectiveness of using textbook pictures to teach clothing terms By the end of the lesson, students will enhance their vocabulary and categorize clothing by body parts The reading text introduces many unfamiliar clothing names, and Teacher 2 effectively employs visuals to teach these terms explicitly The researcher notes that students are more engaged and enthusiastic, grasping new vocabulary easily This teaching technique is deemed suitable for the YBMC context, although the lesson could be improved with better use of PowerPoint and projectors, as well as additional teaching aids For reference, see Appendix E for recommended clothing images.
Using gestures to convey the meaning of new vocabulary is an effective teaching technique, as demonstrated in Unit 12 of the Health curriculum, which enhances classroom engagement Listening skills are often overlooked at YBMC due to a focus on grammar, vocabulary, reading, and writing in final assessments, alongside inadequate teaching resources The lesson aims to help students ask and answer questions about health issues Teacher 3 introduces vocabulary related to common ailments using gestures, making the learning process enjoyable, though sometimes confusing This approach allows students to grasp meanings quickly To further support vocabulary retention, the teacher employs L1 translations for terms like "painkiller" and "optician's," suggesting that breaking words into parts may enhance understanding The researcher believes that students will likely retain these health-related terms longer, as they are relevant to their future careers.
Interviews with teachers revealed a consensus on the necessity of consolidation activities to aid learners in using and retaining new vocabulary Teachers frequently assigned workbook exercises, sentence creation, dialogue practice, word games, and repetitive writing to help students memorize words However, classroom observations indicated that teachers allocated minimal time to review vocabulary during lessons, often focusing instead on completing lesson tasks Typically, only two or three minutes were spent at the end of each lesson for students to read new words and prepare for home study Notably, in two out of six class observations, teachers implemented vocabulary consolidation activities, such as gap-filling exercises and brainstorming word networks related to the lesson topic.
Fill in the gaps with the correct forms of the words given in the box fit healthy relaxed slim good long difficult expensive excellent popular bad heavy
1 Last year I was very fat I lose 3 kilos, now and look………
2 Football is one of the ………sports in the world
3 She often goes to aerobic club because she feels……….and
4 Walking along the street in the morning makes you………
5 I hope my next result will be……… than last term
6 Among these shirts, which is the………?
7 Who is the……… soccer player in Vietnam?
8 English is …………than any other subjects in the curriculum at my college
9 This film is very long and boring It is the……….film I've ever seen
10 In reality, women live………than men
The lesson aims at teaching students how to use the comparative and superlative of the adjectives After teaching some vocabulary explicitly, the Teacher
Implementing a gap-filling exercise in the classroom is a practical and helpful method for students to revise taught vocabulary, allowing them to use the words in their appropriate forms and context without requiring extensive homework This activity enables students to retain the words in their minds, making it an effective tool for English teachers at YBMC to incorporate into their lesson plans By supplementing this exercise with sentence creation activities, teachers can foster a more engaging and effective learning environment, where students can not only remember word meanings, spellings, and usage but also improve their speaking skills.
In the realm of fashion, various clothing items can be categorized based on their placement on the body Headwear includes items like hats and caps, while garments worn above the waist consist of tops, blouses, and jackets Below the waist, one can find trousers, skirts, and shorts, and footwear encompasses shoes, boots, and trainers Organizing these fashion elements helps in understanding the diverse components of clothing.
This lesson focuses on fashion, a topic that resonates with the youth, aiming to teach students the names of clothing items to describe their own and their classmates' outfits To reinforce vocabulary acquisition, the teacher utilizes word networks, categorizing clothing terms by body parts to enhance memory retention By presenting these concrete nouns visually, the lesson becomes more engaging and effective Incorporating a labeling activity with pictures of clothing, despite the preparation time required, significantly aids students in consolidating their vocabulary knowledge.
This chapter consolidates and analyzes data from interviews, classroom observations, and lesson analyses to address the three key research questions regarding explicit vocabulary teaching presented at the start of the paper It is essential for educators at YBMC to consider these factors beforehand when developing their lesson plans.
This section summarizes the research findings, highlighting the key insights gained The conclusion addresses the pedagogical implications of explicitly teaching vocabulary, discusses the study's limitations, and offers recommendations for future research endeavors.
Pedagogical implications
A study conducted at YBMC reveals that while teachers have implemented explicit vocabulary teaching for first-year students, this approach has not effectively expanded students' vocabulary size or improved long-term retention of vocabulary items The researcher suggests several pedagogical implications for enhancing explicit vocabulary instruction that should be carefully considered.
Explicit vocabulary teaching is essential for students at YBMC with low English proficiency and limited vocabulary Teachers must carefully select high-frequency and useful words for each lesson, utilizing resources like The General Service List and the Academic Word List Additionally, it's important for educators to explore various aspects of a word beyond its definition, including stress, collocations, and grammatical patterns Providing meaningful learning opportunities through context-rich written and oral texts can significantly enhance students' understanding and retention of vocabulary.
To enhance explicit vocabulary teaching, it is essential to employ a variety of techniques to keep students engaged and prevent boredom from repetitive activities Traditional methods such as clearly articulating words, writing them on the blackboard, and providing Vietnamese translations should be supplemented with innovative approaches Teachers at YBMC are encouraged to incorporate strategies like using synonyms and antonyms, offering simple definitions in the target language, applying the word part strategy, and providing multiple example sentences that illustrate the word in context These methods are crucial for effective vocabulary instruction.
Teachers are encouraged to enhance vocabulary lessons by incorporating engaging tools such as TV sets, projectors, songs, and word games, alongside techniques like mind-mapping and role-playing to facilitate student practice Additionally, equipping students with self-directed vocabulary learning strategies is essential Although preparing effective lesson plans and motivating activities can be time-consuming, creating a supportive teaching and learning environment is crucial for fostering student engagement in English lessons.
Teachers need increased opportunities to enhance their knowledge of English language teaching methodologies and improve their language competence in communicative activities Regular workshops and training courses focused on innovative vocabulary teaching methods are essential for helping educators refresh their approaches and achieve more effective outcomes Additionally, colleges should encourage teacher participation in these programs and further education courses while also investing in upgrading English language teaching facilities, such as providing more computers, projectors, radios, and reference books for both teachers and students.
Limitations of the study
Despite the writer's efforts, the research has notable shortcomings Firstly, the study's scope is limited to explicit vocabulary teaching, neglecting other vocabulary instruction methods Secondly, the small participant pool from a college in Yen Bai province may not accurately represent the broader student population in Vietnam Lastly, time constraints hindered the researcher from observing additional lessons and interviewing a larger group of respondents.
This research provides valuable insights into the explicit vocabulary teaching practices of teachers at YBMC, highlighting that their methods are often ineffective and monotonous The findings indicate a lack of focus on contextual word usage, with a heavy reliance on textbooks and minimal vocabulary activities To enhance vocabulary teaching and learning, it is crucial for English teachers at YBMC to address these shortcomings Additionally, this study serves as a useful reference for those interested in understanding explicit vocabulary instruction for beginners with limited vocabulary, such as YBMC students.
Suggestions for further studies
Vocabulary teaching is a time-intensive and energy-consuming aspect of English language instruction, making it a significant area for research Employing effective explicit vocabulary teaching techniques can yield valuable insights for educators Future studies should focus on larger participant samples to enhance the validity and reliability of results Additionally, incorporating experimental methods in explicit vocabulary teaching research is essential Implementing trial techniques in classroom settings could lead to unexpected and beneficial outcomes.
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This interview aims to explore the explicit teaching of vocabulary to first-year students at Yen Bai Medical College Your responses will remain confidential, and we appreciate your cooperation in this important research.
Section 1: General and Demographic Information
Total years of teaching vocabulary: …… years
1 Anh/chị hiểu như thế nào về việc dạy từ vựng bằng cách cho nghĩa trực tiếp? Anh/chị có thường dạy từ vựng bằng cách này không?
2 Anh/ chị đánh giá thế nào về vốn từ vựng tiếng Anh của học sinh? Nguyên nhân vì sao họ có vốn từ vựng như vậy?
3 Theo anh/chị học sinh có những khó khăn gì khi học từ vựng? Anh / chị có giúp học sinh phát triển phương pháp học từ vựng để họ có thể tự học không? Cho ví dụ?
4 Khi dạy từ vựng anh/chị thường dạy tất cả các từ mới trong bài hay chỉ chọn ra một số từ để dạy? Tại sao anh / chị làm như vậy?
Nếu lựa chọn một số từ để dạy anh / chị lựa chọn những từ nào và dựa trên nguyên tắc gì để chọn?
5 Khi dạy những từ được chọn đó anh/chị thường dạy những gì?
6 Trên lớp, anh /chị thường dạy từ vựng bằng cách cho nghĩa trực tiếp như thế nào (Thủ thuật dạy từ vựng)? Anh / chị thường sử dụng thủ thuật nào giới thiệu từ vựng?
7 Anh/ Chị có thường xuyên cho học sinh ôn tập lại những từ đã học không? Anh chị thường sử dụng những hình thức ôn tập từ vựng nào?
8 Một trong những cách học từ vựng là học sinh đọc và nghe tiếng Anh nhiều rồi các em sẽ phát triển vốn từ vựng của mình một cách không chủ ý, theo anh / chị cách học này có phù hợp với đối tượng học sinh của trường không? Vì sao?
Nếu không phù hợp thì giáo viên phải làm gì để giúp học sinh học từ vựng tốt hơn?
APPENDIX B INTERVIEW TRANSCRIPT Question 1: In your opinion, what is explicit vocabulary teaching? How often do you teach vocabulary explicitly?
Explicit vocabulary teaching is a key strategy I employ in the classroom, utilizing targeted activities and exercises to focus learners' attention on specific vocabulary items.
T2: In my opinion, teaching vocabulary explicitly is as simple as providing students with the meanings of the words directly I often use this approach in my vocabulary teaching
To enhance English learning and optimize classroom time, I prioritize introducing new vocabulary by clearly presenting each word along with its spelling, pronunciation, and meaning This approach is a regular practice in my teaching.
Question 2: How large is your students' vocabulary from your point of view? Why do they have such an amount of vocabulary?
My students struggle with a limited vocabulary, which hinders their ability to express opinions in class, even with simple sentences This lack of vocabulary stems from their disinterest and laziness in learning English vocabulary, leading to a cycle of boredom that further restricts their language development.
Many of my students exhibit a lack of motivation and engagement in learning English, particularly when it comes to vocabulary acquisition In class, they tend to remain quiet and primarily focus on copying notes from the board, often feeling too shy to pronounce new words aloud This reluctance to participate poses significant challenges in my efforts to effectively teach vocabulary.
Many students at this college struggle with a limited vocabulary despite years of studying English The ability to expand vocabulary often hinges on the teacher's methods of instruction By employing diverse and engaging vocabulary teaching techniques, educators can capture students' attention and make lessons more interesting, ultimately fostering vocabulary growth.
Question 3: What are your students' difficulties in vocabulary learning?
Do you teach them the word learning strategies in order that they can learn new words independently? If yes, for example?
Many of my students struggle with pronouncing new words, remembering their spellings, and using them correctly in sentences To address this, I frequently recommend that they maintain vocabulary notebooks and engage in repetitive reading and writing exercises Additionally, I encourage them to learn new words within context to enhance their understanding and retention.
Learning English vocabulary can be challenging for students due to difficulties in spelling, pronunciation, and word usage To facilitate independent vocabulary acquisition, implementing effective word learning strategies is essential For instance, I encourage my students to compile a list of words taught in class and memorize them at home Additionally, I utilize word cards to assess their retention and prompt them to deduce meanings from context or consult dictionaries for definitions.
Many students face challenges in vocabulary learning, including pronunciation, spelling, and understanding the meanings and usage of new words To promote independent vocabulary acquisition, I encourage my students to maintain vocabulary notebooks and utilize dictionaries or create word cards Despite these efforts, I observe that their vocabulary remains limited, primarily due to a lack of motivation; they often view English learning solely as a means to pass final exams and meet graduation requirements.
Question 4: Do you often teach all the new words in the lesson or choose some words to teach? Why do you do like that? What are the criteria of your selection if you choose some words to teach?