Aims of the study
This study investigates the challenges faced by ethnic minority grade 10 students at Muong Bi High School in learning English vocabulary in the Hoa Binh mountainous province It aims to identify specific difficulties and propose effective solutions to help these students overcome their language learning obstacles.
To investigate the areas of challenges that ethnic minority grade 10 students have encountered when learning English vocabulary
This article aims to provide solutions for English language teachers at Muong Bi High School to address challenges in vocabulary instruction By enhancing teaching quality, these strategies seek to improve the language learning outcomes for ethnic minority students.
Significance of the study
This study aims to support both teachers and ethnic minority students in mountainous high schools by identifying the challenges faced by grade 10 students at Muong Bi High School in learning English vocabulary The findings will be shared among English teachers to enhance the quality of teaching and learning in the future Additionally, the study underscores the need for professional development programs for high school English teachers in Vietnam's mountainous regions Ultimately, the results will serve as a valuable database for future research.
Scope of the study
The study only concentrates on problems in learning vocabulary from the textbook
“Tiếng Anh 10” (by Hoang Van Van et al) of ethnic minority grade 10 students in Muong
Bi high school in Hoa Binh province and some possible solutions for teaching vocabulary
The study combined qualitative and quantitive approaches Data were collected via questionnaires and classroom observations:
- A Survey questionnaire for 100 grade 10 students was used to clarify the difficulties of ethnic minority grade 10 students in learning English vocabulary
- Classroom observations were also carried out to get information about both teachers‟ ways of teaching and students‟ ways of learning in class
This study consists of three parts :
Part One: Introduction presents the rationale, aims, significance, scope, method of study, and organization of the study
Part Two: Development consists of three chapters:
- Chapter One - Literature Review provides a theoretical basis for the study
Chapter Two – Methodology outlines the research approach utilized in this study, detailing the data collection methods and the analytical procedures employed to interpret the findings.
- Chapter Three – Findings and Discussion reports the findings of the study and discusses the prominent aspects
Part Three: Conclusion presents the conclusions of major findings, recommendations, limitations for the study, and suggestions for further studies
PART TWO: DEVELOPMENT CHAPTER 1: Literature review
Research in English teaching and learning in ethnic regions
Over the past three decades, numerous scholars have conducted successful research on learning strategies and vocabulary acquisition (Naimen et al., 1978; WEN, 1996, 2003, 2004; CHENG & ZHENG, 2002; CHEN, 2005; ZHOU, 2007) However, the majority of these studies have primarily focused on undergraduate students, with limited attention given to the English vocabulary learning challenges faced by ethnic minority students Specifically, there is a notable lack of research addressing the vocabulary learning difficulties of senior high school ethnic minority students in Vietnam.
1.1 The importance of vocabulary in language teaching and learning
Vocabulary is widely regarded as the most crucial component of language, surpassing pronunciation and grammar Wilkins (1972) famously stated, "without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed" (p.11), highlighting the essential role of vocabulary in communication Supporting this view, Pyles and Algeo noted that our initial thoughts about language revolve around words, as they are the building blocks for sentences, conversations, and discourse These insights collectively affirm that vocabulary is the key element in effective language communication.
A broad vocabulary is essential for effective communication in a foreign language, enabling learners to express themselves clearly and comprehend others with ease Conversely, a limited vocabulary can hinder understanding and impede the learning process Thus, expanding vocabulary is crucial for all language learners.
Vocabulary is a crucial component in learning a foreign language, making it essential for teachers to carefully select appropriate vocabulary based on specific criteria According to Gairns and Redman (1986), key factors include word frequency, the students' needs and proficiency levels, cultural considerations, and the practicality of vocabulary in the classroom Teachers should prioritize teaching commonly used words that align with students' levels and requirements, recognizing that the vocabulary needed for general English may differ from that for specific purposes Cultural background also plays a significant role, as learners from diverse countries may require different vocabulary to convey their ideas effectively Additionally, expediency is vital, as classrooms necessitate particular vocabulary such as grammatical terms and activity instructions Harnler (1991) further emphasizes the importance of teaching concrete words at lower levels and abstract terms at higher levels, ensuring adequate coverage of vocabulary, and fostering rapport, as student engagement with words is a significant motivator for vocabulary acquisition.
When teaching a new English word, it is essential for the teacher to convey its meaning, forms, and usage simultaneously While understanding how to use the word is the most crucial aspect, this comprehension is only possible if learners have a solid grasp of both the word's forms and its meaning.
Every English word has its unique spelling and pronunciation, which learners must understand, including any irregularities It is essential for educators to ensure that these components are effectively taught and comprehended.
Teaching the grammar of new vocabulary is essential for learners to understand its grammatical function and the variations that may occur in different contexts This includes recognizing regular and irregular forms, as well as singular and plural variations, to ensure correct usage For instance, when introducing the verb "think," it is important to highlight its irregular past form "thought" to illustrate these grammatical principles effectively.
The meaning of a word primarily refers to its definition found in a dictionary, such as how "dog" denotes a common domestic carnivorous mammal However, a crucial aspect of meaning is its connotation, which encompasses the positive or negative associations a word evokes in different contexts For example, the term "dog" carries positive connotations of friendship and loyalty in British culture, while its equivalent in Arabic may evoke negative associations of dirtiness and inferiority Thus, the connotative meaning of a word can vary significantly across different cultures and contexts.
Understanding the denotative meaning of words is crucial in teaching, as it helps educators make informed choices about which meanings to convey Teachers must carefully select the number of words to teach within a limited class time to avoid overwhelming students If too many meanings are introduced at once, learners may experience confusion or difficulty retaining the information.
To effectively learn new vocabulary, it is crucial for learners to understand how to use words appropriately in various oral and written contexts; otherwise, these words risk becoming forgettable Mastery of new words requires knowledge of their correct collocations with other terms Consequently, educators should emphasize collocation when teaching vocabulary For instance, when introducing the verbs "to make" and "to do," teachers can explain that while both mean "to perform," they are differentiated by the specific words they commonly pair with.
We often say "to do the homework" but never say "to make the homework"
Students should learn the form, meaning, and usage of words during vocabulary lessons It is essential for teachers to regularly recycle and revise vocabulary, as consistent practice helps students retain and apply new words effectively Without opportunities to use the vocabulary, students are likely to forget it quickly.
Research indicates that significant vocabulary acquisition can happen even when students are not consciously focusing on learning new words Rubin and Thompson (1994) propose three effective strategies for this implicit vocabulary learning: reading multiple texts on a related subject, inferring the meanings of unfamiliar words from their context, and analyzing words by breaking them down into their components Similarly, Decanico (in Celce-Murcia 2000) emphasizes that implicit vocabulary learning occurs when learners' attention
Factors influencing language learning also impact vocabulary acquisition According to Lightbown and Spada (1999), key elements include intelligence, aptitude, personality, motivation, attitudes, learner preferences, beliefs, age, and specific activities Rubin and Thompson (1994) further emphasize the significance of these factors in the learning process.
Several factors influence learning, including age, aptitude, attitude, personality traits such as extroversion and tolerance of ambiguity, and individual learning styles According to Ellis (1997), successful learners employ a greater variety of strategies throughout their development compared to unsuccessful ones Identifying and teaching crucial learning strategies can significantly enhance vocabulary acquisition Many scholars, including Nation (1982, 1990, 2001), Lacey, Trench, Vanderpump (1990), and Taylor (1990), have focused on developing various vocabulary learning strategies to assist English learners in improving their vocabulary skills Other notable contributors to this field include Oxford, Ruhin et Thompson, Nunan, Cook, Wenclen, and Rubin, and Wenden.