Rationale for the study
According to McCarthy (2001, cited in Fan, 2003), vocabulary is crucial for understanding any language and presents a significant challenge for learners He argues that since language is primarily driven by lexis, effective vocabulary acquisition is essential for mastering a second language McCarthy emphasizes that learners should cultivate their own strategies for vocabulary learning to enhance their success Consequently, vocabulary instruction remains a top priority for language teachers, as it involves complex cognitive processes Educators must ensure that students grasp not only the form of words—such as pronunciation, spelling, and derivations—but also their meanings and appropriate usage.
There are several effective methods for presenting the meaning of a new word, such as definitions in the second language, demonstrations, pictures, diagrams, real objects, context clues, or L1 translations (Nation, 2003) However, research consistently shows that L1 translations are the most effective method for learning new vocabulary (Lado et al., 1967; Laufer and Shmueli, 1997) This effectiveness is likely due to the clarity, brevity, and familiarity of L1 translations, which are essential qualities for effective definitions (McKeown, 1993).
At Vung Cao Viet Bac High School, over 2,000 ethnic minority students speak various languages, with Vietnamese recognized as the national language For these students, English serves as a second foreign language, and they often prefer using Vietnamese translations when learning English vocabulary This observation has inspired a study to evaluate the effectiveness of incorporating Vietnamese translation in vocabulary instruction.
Hopefully, findings will reaffirm the use of mother tongue and translation as a strategic teaching method within the field of vocabulary acquisition
Furthermore, it is to partially help English foreign language teachers have a reflection on their teaching practice.
Objectives of the study
The research is aimed to investigate the effectiveness of using Vietnamese translation in teaching vocabulary to the 10 th form students at Vung cao Viet Bac High School
This study aims to examine the frequency of Vietnamese translation in English vocabulary instruction and the activities employed to reinforce word retention among students Additionally, it seeks to understand both teachers' and students' perceptions regarding the effectiveness of utilizing Vietnamese translation in the teaching and learning process of English vocabulary.
Research Questions
To achieve the aims and objectives of the thesis, the following research questions were proposed:
1 What is the frequency of using Vietnamese translation in teaching English vocabulary to 10 th form students?
2 What are the common vocabulary activities the teachers use to help their students consolidate words after using Vietnamese translation?
3 What is the effectiveness of Vietnamese translation for learning vocabulary as perceived by the students?
4 What is the teachers‟ perceived effectiveness of Vietnamese translation used for presenting new vocabulary?
Scope of the study
This study examines the effectiveness of using Vietnamese translation in teaching English vocabulary, focusing on the perceptions of both students and teachers Conducted exclusively with tenth-grade students and their English teachers at Vung Cao Viet Bac High School in Thai Nguyen, the research aims to evaluate the impact of this technique on vocabulary acquisition.
This study emphasizes the effectiveness of employing Vietnamese translation techniques to convey the meanings of new vocabulary, prioritizing comprehension over form.
Methods of the study
Both qualitative and quantitative research methods are used in this study, including questionnaire, classroom observations and interviews
Both open-ended and close-ended questions were administered to 152 students to find out the students‟ perceived effectiveness of Vietnamese translation technique on vocabulary learning
An observational study was conducted on six classes, each lasting approximately 45 minutes, taught by three different teachers to assess the frequency of Vietnamese translation usage The research also aimed to identify the activities employed to help students reinforce their vocabulary following the use of Vietnamese translation.
Teacher interviews were carried out to gain insights into their perceptions of the effectiveness of using Vietnamese translation in teaching English vocabulary The interviews were fully transcribed and analyzed qualitatively to draw meaningful conclusions.
Design of the study
The research includes three parts namely Part A, Part B, Part C
Part A is the introduction, which presents the rationale, the aims, the research questions, the scope, the methods, and the design of the study
Part B is the development which consists of three chapters
Chapter 1 provides a comprehensive literature review that explores the definitions of vocabulary and its significance in second language acquisition It examines various approaches to vocabulary teaching and highlights recent research on effective methods for teaching and learning vocabulary in a second language Additionally, the chapter discusses techniques for introducing new vocabulary, the role of the first language (L1) and translation in vocabulary instruction, and reviews previous studies focused on L1 translation in the context of language teaching.
L2 vocabulary, the role of L1 translation in vocabulary acquisition as well as advantages and disadvantages of using L1 translation in teaching vocabulary
Chapter 2 outlines the study's methodology, detailing both quantitative and qualitative approaches, participant selection, data collection tools, and research procedures Chapter 3 provides an analysis and discussion of the findings derived from questionnaires, classroom observations, and interviews Part C concludes the study by summarizing key findings that address the research questions, discussing implications for using Vietnamese translation in teaching English vocabulary, acknowledging the study's limitations, and offering suggestions for future research.
THEORETICAL BACKGROUND
Introduction
This chapter provides a comprehensive overview of theoretical knowledge pertinent to second language acquisition, emphasizing the significance of vocabulary It explores various approaches to vocabulary teaching, highlights recent research on second language vocabulary learning, and discusses effective techniques for presenting new vocabulary Additionally, the chapter examines the role of first language (L1) and translation in vocabulary instruction, reviews previous studies on L1 translation's impact on teaching L2 vocabulary, and evaluates the advantages and disadvantages of using L1 translation in vocabulary acquisition.
Vocabulary and Its Roles in Second Language Acquisition
Vocabulary has long been a focus for linguists and language educators, with various scholars offering distinct definitions This article presents several key definitions of vocabulary that are pertinent to the current study.
In The American Heritage Dictionary, “vocabulary” is defined as:
2 The sum of words used by, understood by, or at the command of a particular person or a group
3 A list of words and often phrases, usually arranged alphabetically and defined or translated; a lexicon or glossary
Vocabulary is fundamentally defined as the collection of words, highlighting the intrinsic relationship between vocabulary and language Clear and concise definitions are essential for understanding this concept.
Vocabulary encompasses the words taught in a foreign language, but it can also include multi-word expressions, such as "post office" and "mother-in-law."
6 two or three words but express a single idea A useful conversation is to cover all such cases by talking about vocabulary “items” rather than
“word” which is made up of two or three words but express a single idea.’‟(p.60)
According to Penny Ur, vocabulary should be recognized as words we teach in a foreign language Ur argues a vocabulary item can be either a single word or a multi-word phrase
Similarly, Lewis, an advocate of the lexical approach to second language teaching views vocabulary either as individual words or as full sentences, which he terms as
“institutionalized utterances, that convey fixed social or pragmatic meaning within a given community” (Lewis, 1993:89)
1.2.2 Roles of Vocabulary in Second Language Acquisition
It is known that, in learning a foreign language in general, and English in particular, the knowledge and mastery of vocabulary play an extremely important role Mc Carthy (1990) stated that:
Effective communication in a second language (L2) relies heavily on vocabulary; even with strong grammar skills and sound pronunciation, without a rich array of words to convey diverse meanings, meaningful interaction is impossible.
Pyles and Algeo (1970) noted that:
When considering language, our initial focus often centers on words, as vocabulary plays a crucial role in communication Words serve as the foundation where sounds and meanings intertwine, enabling effective interaction among individuals Through the arrangement of words, we create sentences, engage in conversations, and develop various forms of discourse.
In fact, vocabulary is the element that links the four skills of speaking, listening, reading and writing all together In order to communicate well in a foreign
7 language, students should acquire an adequate number of words and should know how to use them accurately David Wilkin emphasized the importance of vocabulary learning:
"Without grammar very little can be conveyed; without vocabulary nothing can be conveyed."
Cook (1991) aligns with Wilkins, stating that grammar establishes the structure while vocabulary provides the content In contrast, Lewis (1993) emphasizes that vocabulary should be the focal point of language teaching, arguing that "language consists of grammaticalised lexis, not lexicalised grammar." Meare (1995) supports this view, asserting that vocabulary and lexical units are essential for effective communication in the target language, as no grammatical knowledge can facilitate discourse without the support of vocabulary Folse (2004) further underscores the importance of vocabulary in language learning.
“The lack of grammar knowledge can limit conversation; lack of vocabulary knowledge can stop conversation”
Learners often struggle to communicate effectively in a foreign language due to poor grammar and limited vocabulary This challenge makes it difficult for them to convey their messages clearly, as highlighted by Wallace (1982).
The significance of vocabulary in language learning is undeniable, as it plays a crucial role in the process of acquiring a second language Mastering words is often regarded as the most vital component of successful language acquisition.
Approaches to Vocabulary Teaching
Various methods and strategies for vocabulary teaching have emerged over the years In the early 20th century, this area gained significant attention from applied linguists and language researchers, highlighting its importance in language acquisition.
Historically, bilingual teaching was prevalent, with students primarily learning vocabulary through translation According to Howatt (1984), the use of the first language (L1) in second language (L2) classrooms was a widely accepted practice during the era of The Grammar Translation Method, which dominated language instruction in the late 19th and early 20th centuries This method aimed to equip students with a comprehensive literary vocabulary, relying on extensive lists of translated terms and bilingual dictionaries, while emphasizing sentence translation However, it offered limited opportunities for practicing pronunciation (Rivers, 1981: 28-30).
The Direct Method is a prominent approach in foreign language teaching that emphasizes practical language use over analysis Its primary objective is to enable students to communicate effectively in the target language while achieving proper pronunciation This method incorporates vocabulary learning through interactive techniques such as classroom objects, mime, drawing, and verbal explanations (Rivers, 1981: 32-33).
The Reading approach prioritizes vocabulary acquisition over grammatical skills, emphasizing the importance of controlled vocabulary in beginner-level reading passages This vocabulary is selected based on its frequency and usefulness, allowing for rapid expansion through both intensive and extensive reading Additionally, the translation of vocabulary items and sentences is permitted to aid understanding (Murcia and Prator, 1979: 3).
The Audio-lingual Approach, prevalent in the United States during the 1940s to 1960s, marked a significant shift in foreign language teaching (Larsen-Freeman, 2000) This method emphasized a limited vocabulary selection, focusing on simplicity (Thornbury, 2002:14; Schmitt, 2000:13) It was believed that grammatical fluency would facilitate vocabulary growth through direct exposure to the foreign language (Coady, 1993: 4).
The Communicative Language Teaching Approach, a prominent British method established in the mid-1960s, emphasizes the importance of context, effective communication, and comprehensible pronunciation in language learning According to Senel (2002: 243), vocabulary is introduced within complete sentences and meaningful situations, allowing words to gain significance through contextual definition Additionally, Thornbury (2002:14) notes that course books have evolved to include communicative activities aimed at vocabulary acquisition, recognizing the critical role of lexis in conveying meaning.
Recent Research about Teaching and Learning Second Language Vocabulary
Recent research has increasingly focused on vocabulary teaching and learning According to Hunt and Beglar, there are three primary approaches to vocabulary instruction: incidental learning, explicit instruction, and independent strategy development.
Incidental vocabulary learning is a crucial strategy for vocabulary acquisition, as highlighted by Nation (2001) This approach involves learning through various activities such as engaging in conversations, listening to radio programs, stories, and music, as well as watching movies and television Extensive reading is particularly significant in this process, as it provides valuable exposure to language input and output both inside and outside the classroom Overall, incidental vocabulary learning is recognized for its effectiveness in helping learners acquire words in context.
1990) Therefore, Krashen (1989) suggests that incidental or uninstructed vocabulary learning takes place in both native and nonnative languages as well
Explicit instruction focuses on identifying essential vocabulary for learners, introducing new words, expanding their understanding, and enhancing fluency with known terms This intentional approach to learning through structured instruction plays a crucial role in vocabulary acquisition.
Research indicates that translation plays a crucial role in vocabulary development, facilitating faster learning of word pairs (Nation, 1990; Paribakht and Wesche, 1996) While vocabulary lists can aid in quick acquisition (Nation, 1982), vocabulary cards are more effective as they allow learners to control their study sequence (Atkinson, 1972) However, knowing the translation of L2 words does not guarantee their effective use in context (Prince, 1996) Therefore, teachers should create opportunities for learners to encounter new words in varied contexts, fostering new collocations and associations (Nation, 1994) Additionally, fluency-building activities are essential, as they recycle familiar vocabulary within recognizable grammatical patterns, enabling students to use words confidently (Hunt and Beglar, 2001) Ultimately, developing fluency is closely linked to enhancing listening, speaking, reading, and writing skills, making practice in these areas vital for learners (Nation, 1994).
Effective independent strategy development in language learning hinges on the ability to guess word meanings from context and utilize dictionaries Successfully guessing meanings requires learners to comprehend approximately 95% of a text, which translates to knowing around 3,000 of the most common words (Liu and Nation, 1985; Nation, 1990) However, finding helpful contexts for guessing meanings can be challenging, especially in lengthy and complex texts A robust vocabulary enables students to better understand content and acquire new words, whereas a limited vocabulary hampers their ability to infer meanings effectively.
In the vocabulary learning process, foreign language learners often encounter texts filled with unfamiliar words, making dictionary use essential for vocabulary development According to Nation (2001), utilizing dictionaries enhances comprehension and is especially beneficial for learners who struggle with inferring meaning from context However, it's crucial for learners to understand how and when to effectively use dictionaries to maximize their learning benefits.
In conclusion, effective vocabulary learning involves a blend of incidental, intentional, and independent strategies, necessitating diverse activities and exercises planned by teachers The choice of activities should align with the learners' proficiency levels and the educational objectives set by educators and programs (Hunt and David Beglar, 2001) Key methods such as extensive reading and listening, translation, elaboration, fluency exercises, context guessing, and dictionary use are essential for systematically enhancing students' vocabulary knowledge.
Techniques in Presenting New Vocabulary
There are various techniques for presenting vocabulary, with some being more commonly used than others Ultimately, the choice of techniques rests with the teacher, who must prioritize the effectiveness of their instruction Paul Nation (2005) proposed several strategies that English teachers can incorporate to enhance vocabulary teaching.
Teachers efficiently convey the meaning of a word through various strategies, including (a) providing a translation in the first language (L1), (b) using a familiar synonym or simple definition in the second language (L2), (c) displaying an object or image, (d) offering a quick demonstration, (e) sketching a simple diagram, (f) breaking the word into its components to explain both the parts and the whole (the word part strategy), (g) presenting multiple example sentences to illustrate the word in context, and (h) discussing the deeper meaning of the word and its related concepts.
Teachers can enhance vocabulary learning by highlighting word forms through various methods: by demonstrating similarities in spelling with familiar words, providing the correct stress pattern and pronunciation, and breaking down the word into its prefix, stem, and suffix components.
12 up the word, (d) getting the learners to repeat the pronunciation of the word, (e) writing the word on the board, (f) pointing out any spelling irregularity in the word
The usage of the word can be clarified by outlining its grammatical structure, such as whether it is countable or uncountable, and whether it is transitive or intransitive Additionally, providing examples of similar collocates enhances understanding It is also important to note any restrictions on the word's usage, including whether it is considered formal, colloquial, impolite, or specific to certain regions or contexts, such as being old-fashioned or technical Finally, identifying a well-known antonym or a word that represents its lexical category can further contextualize its meaning.
L1 and Translation in Vocabulary Teaching and Learning
Translation involves replacing a text in one language with an equivalent text in another, as defined by Cartford (1965) Newmark (1995) further emphasizes that translation is the process of rendering a written text into another language while preserving the author's intended meaning.
Translation is a method that explains new vocabulary using the learner's native language, often regarded as the simplest and clearest approach for conveying meaning This technique is favored by many teachers due to its efficiency in saving time However, some experts argue that the first language is not crucial in foreign language instruction (Tang, 2002), leading many educators to view translation with skepticism and, in some cases, to reject it entirely It has become a widely accepted belief among language teachers that relying on translation can impede the acquisition of a second language (L2).
Experts in second language acquisition, such as Nation (2001) and Atkinson (1987), advocate for the use of the mother tongue with students who lack proficiency in the target language Schmitt and McCarthy (1997) emphasize that a learner's first language (L1) plays a crucial role in acquiring L2 vocabulary Additionally, Nation (1982) highlights the significance of understanding the impact of L1 in the language learning process.
Vocabulary learning and teaching play a crucial role in language acquisition, particularly for non-advanced foreign language learners Research indicates that translating new words upon their initial introduction is an effective method for conveying meaning (Nation, 1982; Laufer, 1990) This underscores the significance of the mother tongue in language instruction, especially for low-proficiency learners, such as ethnic minority students at Vung Cao Viet Bac High School.
Previous studies on L1 Translation in Teaching L2 Vocabulary…
The researcher conducted a review of various studies from around the globe, examining the use of L1 translation in vocabulary instruction across different contexts and time periods.
Laufer and Shmueli (1997) conducted a study comparing four methods of vocabulary presentation: words in isolation, words in meaningful sentences, words in a text context, and words in an elaborated text context Each method included half of the target words translated into the students' first language (L1) and the other half explained in English (L2) The findings revealed that vocabulary presented with L1 translations was retained more effectively than those explained in L2.
Ramachandran and Rahim (2004) conducted a study to explore the effectiveness of the translation method in enhancing vocabulary retention among elementary level ESL learners Their findings revealed that using the translation method with the learners' first language (L1) significantly improved vocabulary recall compared to non-translation methods This research highlights the advantages of incorporating translation techniques in ESL education to boost word retention and understanding.
In her research on the translation method for teaching vocabulary, Abdul Rahim highlights its effectiveness among elementary EFL learners in Malaysia The study utilized learners' first language (L1) as the medium of instruction, revealing that the translation method significantly enhances learners' recall and retention of vocabulary meanings.
A case study by Bouangeune (2009) at the National University of Laos highlights the significance of using the first language (L1) in English as a Foreign Language (EFL) teaching, particularly for students with lower proficiency levels The study demonstrates that L1 can enhance vocabulary acquisition through translation exercises and dictation, with the experimental group showing improved performance in both direct translation and contextual vocabulary These findings offer empirical support for incorporating L1 in foreign language classrooms Bouangeune concludes that to avoid misunderstandings of new vocabulary, teachers should provide clear, simple, and brief explanations in the learners' first language (Bouangeune, 2009:189).
The Role of L1 Translation in Vocabulary Acquisition…
In today's language learning landscape, vocabulary acquisition is a crucial focus for students They emphasize the importance of learning vocabulary through diverse methods, including reading, repetition, contextual usage, conversations, and translations.
Utilizing L1 translation significantly speeds up the L2 acquisition process for students, enabling them to learn new vocabulary more rapidly Research by Laufer and Shmueli indicates that L1 translation consistently proves to be the most effective method for language learning (as cited in Nation, 2001) By recognizing the similarities and differences between their first language (L1) and the second language (L2), students can minimize errors that may arise from L1 transfer.
Rana Raddawi (2005:75) emphasizes that the time factor significantly enhances the effectiveness of translation in vocabulary acquisition He suggests that instructors can effectively teach abstract concepts such as happiness, sadness, and success by using translation to convey meanings, rather than relying solely on various contexts or visual aids Providing equivalent words in the learner's first language (L1) has been shown to facilitate understanding and retention of vocabulary.
Research indicates that word learning through translation is more effective than inferring meanings from L2 contexts, leading to improved comprehension for both instructors and students Previous studies (Prince, 1996; Grace, 1998) demonstrate that this method enhances the quantity and recall of vocabulary acquisition.
In their 2006 study, Saggara and Alba assessed the effectiveness of translation for elementary level learners by examining three vocabulary learning methods among 788 second language learners: rote memorization, semantic mapping, and the keyword method The findings revealed that the use of the keyword method and L1 translation significantly enhanced L2 vocabulary acquisition during the initial stages of learning.
Research indicates that using L1 translations can enhance vocabulary learning Grace (as cited in Folse 2004) explored the impact of L1 translations in computer-assisted language learning (CALL) and found that students with access to L1 translations outperformed those without Her study suggests that L1 translations help students confirm correct meanings, leading to improved retention rates.
In a study by Sze (1998), the impact of three vocabulary presentation methods—Chinese (L1) equivalents, contextual learning, and associative techniques—on vocabulary retention among tertiary students was examined The findings revealed that students who utilized L1 translations retained significantly more vocabulary compared to those using the other methods Sze concluded that this preference for L1 translations stems from students' ability to more easily conceptualize meanings and connect them with their existing knowledge of the language.
Advantages and Disadvantages of Using L1 Translation in Teaching Vocabulary
“Translating a new word is in itself a useful technique- it is often the simplest and clearest way of showing what a word means’’
Liu (2009:68) highlights the advantages of using L1 in L2 vocabulary learning, noting that providing translation equivalents effectively conveys a word's core meaning This approach instills a sense of certainty in learners about the word's meaning, which is crucial for forming lasting connections and retaining vocabulary in long-term memory Grabe and Stoller (1997:114) emphasize the importance of accurate understanding of words for adults Additionally, linking L2 words to established L1 semantic and linguistic structures enhances retention, as L1 serves as a reliable cognitive anchor for new vocabulary (Fraser, 1999:238).
Translation has also advantage of being the most direct route to a word‟s meaning
Using native language explanations for incidental vocabulary in lessons is a cost-effective strategy that many teachers find highly effective This approach is particularly useful when introducing complex or challenging new words For instance, when explaining the term "patriotism," a teacher might say, "patriotism means: love for one's country."
One significant advantage of using translation in language lessons is that it saves time, allowing educators to focus on other essential aspects of language learning Translating new vocabulary into Vietnamese provides a clear and economical way to convey meanings, reducing the need for lengthy explanations in English This approach enhances efficiency, making it easier for teachers to communicate vocabulary effectively.
This approach is not deemed creative, as it hinders students from developing an independent second language (L2) vocabulary Consequently, they tend to rely on their first language (L1) equivalents to access L2 words, rather than engaging with them directly.
Summary
This chapter provides a theoretical overview of vocabulary and its significance in second language acquisition, including teaching approaches, recent research, and techniques for vocabulary instruction It also summarizes previous studies on the role of L1 (first language) translation in vocabulary teaching and learning, highlighting both its advantages and disadvantages Despite its importance, the use of L1 translation in vocabulary acquisition remains under-researched, particularly in boarding high schools located in mountainous provinces This small study aims to address this gap, with the following chapter presenting the findings.
THE STUDY
A quantitative and qualitative study
Qualitative research, as defined by Strauss and Corbin (1990), refers to methods that yield findings not derived from statistical analysis or quantification This approach is valuable for exploring phenomena that are not well understood, offering fresh insights into well-established topics, and providing in-depth information that may be challenging to express through quantitative measures.
The quantitative approach, as described by Burnes (1999), emphasizes objectivity by uncovering facts and testing established hypotheses through data collection and measurement According to Creswell (2003), this research method utilizes strategies like experiments and surveys, gathering data through predetermined instruments to generate statistical insights The outcomes of quantitative research can serve predictive, explanatory, and confirmatory purposes.
This study employed a mixed-methods approach, integrating both qualitative and quantitative data collection techniques, including classroom observations, interviews, and questionnaires By utilizing both methods, the research aimed to enhance reliability and validity, as suggested by Johnson and Onwuegbuzie (2004) Quantitative data from questionnaires provided measurable findings, while qualitative interviews offered in-depth descriptive insights into the issues at hand Observations were conducted to capture actual behaviors in real-world contexts, allowing for the collection of significant event data The triangulation of these diverse data sources contributed to more accurate and reliable results, reinforcing the validity of the findings, as noted by Wallace (1998).
Participants
The research involved 152 students from grades 10A1, 10A2, and 10A3 at Vung Cao Viet Bac High School in Thai Nguyen, where the researcher serves as an English teacher This boarding school caters to over 2,000 ethnic minority students, primarily from farming families in remote northern mountainous villages These students, who speak their native languages at home and use Vietnamese in school and public settings, face significant challenges in learning English At an average age of 16, the participants include nearly equal numbers of male and female students from various ethnic groups such as Tày, Thái, Mường, Dao, Hmong, Nùng, Sán Dìu, La Hủ, La Chí, Cao Lan, and Hoa Despite having studied English for four years in junior school, their vocabulary knowledge remains at a low level.
The study focused on three English teachers who graduated from universities specializing in foreign language education Their teaching experience ranged from 6 to 17 years, highlighting a diverse background in English language instruction.
Data collection instruments
Both qualitative and quantitative research methods were used, including class observations, interviews and a student questionnaire to collect relevant information for the study
A questionnaire was distributed to students, featuring nine items that include both closed and open-ended questions in Vietnamese to ensure clarity and comprehension (see Appendix 1) This method was chosen over interviews to alleviate potential anxiety among ethnic minority students.
The questionnaire emphasizes on: The students‟ preference and perceived towards the use of Vietnamese translation in teaching English vocabulary and the usefulness
This vocabulary teaching technique significantly impacts students' vocabulary learning One of the key advantages of using a questionnaire is its capacity to gather data from a large participant pool, ensuring a high level of reliability (Mackey and Gass, 2005: 29).
In a study observing six classes taught by three teachers, the use of Vietnamese translation for introducing new vocabulary and activities aimed at reinforcing word retention was examined Although the lessons were not recorded on video, the researcher carefully noted instances where teachers employed specific techniques and activities As highlighted by Mackey and Gass (2005:175), observations are valuable as they allow researchers to gather extensive and detailed data on participant behavior within a specific context Consequently, class observation was effectively integrated with other research methods in this study.
Interviews serve as a vital research tool where researchers pose questions to participants, often recording them for transcription and analysis They can take various forms, including open-ended, focused, structured, or unstructured interviews Open-ended interviews allow informants to share their opinions freely, while focused interviews are brief and based on specific case study protocols Structured interviews are beneficial for formal surveys, especially in neighborhood studies However, unstructured interviews are favored for their ability to provide interviewees with the freedom to express their views and beliefs, making them a preferred choice for researchers seeking in-depth data.
Unstructured interview questions were designed to gather relevant information from three different teachers whose classes were observed The interviews aimed to gain insights into the teachers' perceptions and experiences regarding their teaching practices.
21 benefits of using Vietnamese translation in presenting new vocabulary The interviews were conducted after the lessons.
Data collection procedure
Data collection took place during the second term of the 2011-2012 school year, beginning with a questionnaire distributed to students Subsequently, observations were conducted in six classes taught by three different teachers Finally, each teacher participated in a 15-minute interview immediately after teaching two classes, focusing on key questions related to their instructional practices.
1 Do you use Vietnamese translation technique to present new vocabulary to your students? Why?
2 What activities do you often use to help your students to consolidate and remember the taught words after using Vietnamese translation?
3 What effects does Vietnamese translation have on your vocabulary teaching?
4 How motivated do you think your class is when you use Vietnamese translation to teach vocabulary to them?
5 Do you think that the exclusive use of Vietnamese translation in teaching English vocabulary has problem(s)? If yes, what are they?
Data analysis procedure
The data collection process spanned nearly three months, followed by an additional month dedicated to data analysis The gathered data was categorized into four key areas: i) the frequency of Vietnamese translation usage in teaching English vocabulary to 10th-grade students, ii) common vocabulary activities in the classroom, iii) students' perceptions of the effectiveness of Vietnamese translation for vocabulary learning, and iv) teachers' views on the effectiveness of using Vietnamese translation for introducing new vocabulary.
The data was organized to address the research questions of the study Quantitative data gathered from questionnaires and classroom observations were analyzed and summarized in statistical tables and figures Additionally, qualitative data from interviews were presented through relevant quotes from the respondents.
ANALYSIS AND DISCUSSION
Findings
3.1.1 The frequency of using Vietnamese translation in teaching English vocabulary to 10 th form students
Table 1 shows the number of times that techniques was used in presenting the meaning of words
Table 1: The Frequently used techniques to present new the meaning of new vocabulary
Techniques for presenting the meaning of new vocabulary
2 Explaining the words in English 7 3 14 24
3 Giving examples to illustrate meaning 4 5 5 14
4 Guessing the meaning of words from contexts 2 10 4 16
The analysis of Table 1 reveals significant variation in the frequency of vocabulary teaching techniques among different teachers Notably, the predominant method employed was the use of Vietnamese translation to convey the meanings of new words Additionally, observations indicated a strong tendency among teachers to pronounce words clearly, write them on the board, and then provide explanations of their meanings This approach is essential for helping students recognize new vocabulary in terms of both pronunciation and spelling, with Vietnamese translation being the most frequently utilized method by participants for meaning clarification.
Teacher 1 frequently utilized Vietnamese translation as her primary strategy, employing it 17 times throughout her lessons For example, when students struggled to comprehend terms like "horror," "thriller," and "detective" in task 1, she effectively used Vietnamese translation to clarify their meanings.
T: Below is some kind of films You are going to read silently in 1 minute, then underline the new words
T: 1 minute later Reads aloud kind of film, writes new words on the board, and explains their meaning in Vietnamese
T: horror film : phim kinh dị detective film : phim trinh thám cartoon film : phim hoạt hình
T: reads the new words and asks Ss to repeat in chorus and individually
While teacher 1 did the task 2 with students, she gave sentence translation after reading each sentence
T: I find horror films really terrifying
( Mình thấy những bộ phim kinh dị thực sự khiếp sợ)
Teacher 2 used Vietnamese translation in teaching vocabulary She employed it 16 times But she could not give Vietnamese translation immediately right after students saw the word Instead, she often used the word to make sentences for students to guess the word meaning After they got it, she would use Vietnamese to explain it again since there were some students who had really low standard of English
T: What is the meaning of postpone?
T: The football match between Hanoi and Hai phong has been postponed because of the bad weather
T: Ok ( write on the board) to postpone means: trì hoãn
In the observation of Unit 14 for Grade 10, Teacher 3 effectively employed Vietnamese translations after explaining word meanings in English, ensuring that all students comprehended the content This approach was utilized a total of 18 times during the lesson.
T: „jointly‟ means: involving two people or groups
T: What do you say „jointly‟ means in Vietnamese
27.63% 54.61% never rarely sometimes usually always
With the data collection from questions 1 in the questionnaire, figure 1 illustrates the frequency of using Vietnamese translation in presenting the meaning of new words as perceived by students:
Figure 1: Students’ perceptions of the frequency of their teachers’ using Vietnamese translation in presenting the meaning of new vocabulary
Students' perceptions of the frequency of Vietnamese translation usage in vocabulary classes are illustrated in Figure 1 The data reveals that while the "rarely" category received minimal votes, the "always" category reflects a similar trend Notably, no students reported that their teachers never employed Vietnamese translation when introducing new vocabulary This indicates that the "sometimes" category is the most prevalent perception among students.
“usually” are the two categories of frequency that many students have chosen 92.11
A significant percentage of students, specifically 54.61%, reported that their teachers occasionally utilized Vietnamese translation as a method for teaching vocabulary In contrast, a smaller group, comprising only 7.89% of students, felt that Vietnamese translation was rarely employed in their vocabulary lessons.
Three teachers emphasized the importance of engaging and practical activities for vocabulary consolidation to enhance students' word retention Teacher 1 suggested that tests can effectively support vocabulary consolidation Teacher 2 highlighted the need for regular assessments of the words taught, while Teacher 3 recommended providing students with diverse exercises to review and reinforce previously learned vocabulary.
The researcher noted that teachers often neglect to check and reinforce students' understanding of vocabulary after lessons Table 2 illustrates the frequency of activities employed for vocabulary consolidation following the use of Vietnamese translations.
Table 2: The frequently used activities to help students consolidate words
Activities for word consolidation Teacher
1 Studying the spelling and pronunciation of a word with students again and again
To reinforce vocabulary retention among students, Teacher 1 consistently focused on word meaning, spelling, and pronunciation, incorporating these elements six times in her lessons Additionally, she frequently utilized vocabulary exercises from workbooks and textbooks, implementing this strategy three times to enhance learning outcomes.
The words in the box all appear in the passage Use them to fill the blanks in the sentences: ice-free mingle metropolitan attracted ancient conquered
2) Sydney is _in all reasons
4) Viet tri is a place where three rivers join and _their water
5) Visitors are to Ha Long because of its beautiful natural resorts
6) There are many streets in Hanoi
(Unit 15, Grade 10) For consolidation, teacher 2 studied the spelling and pronunciation of words with students repeatedly, she used 5 times She also used word card game: Two sets of
In a vocabulary learning activity, 27 word cards featuring five target English words and their Vietnamese equivalents were organized into two columns on a board Participants took turns flipping the cards, aiming to match pairs of words with their translations Divided into nine groups, each group worked with a set of five English word cards and their Vietnamese translations, continuing until all cards were matched This activity emphasized rote learning of the Vietnamese meanings, but the researcher noted its effectiveness in motivating students and enhancing their interest in vocabulary acquisition Combining L1 translations with word cards serves as a powerful strategy for accelerating vocabulary growth (Nation 2001: 296-316).
Teacher 3 also liked to use vocabulary exercises for consolidating words She used this strategy twice
Complete each blank in the following passage with a suitable word/phase in the given box host nation representative every four years elimination rounds tournament competition
The World Cup, organized by FIFA, is the premier international football competition and the most significant team sport event globally It features men's national teams that are members of FIFA and is typically held every four years, except during wartime The qualification process spans three years, involving regional elimination tournaments that narrow down approximately 197 teams to the final 32 The final phase, known as the "Finals," sees these 32 teams compete over a four-week period in a designated host country To date, only seven nations have claimed victory in the World Cup Finals.
3.1.3 The effectiveness of Vietnamese translation for learning vocabulary as perceived by students
The study assessed students' perceptions regarding the effectiveness of using Vietnamese translation in vocabulary learning through an 8-question questionnaire The findings are illustrated in the accompanying table and figures.
Table 3: Students’ preference for Vietnamese translation use in vocabulary lessons
Item’s stem and options Responses
2 Do you think Vietnamese translation is the useful technique should be used in English vocabulary lessons?
3 Do you like your teachers use Vietnamese translation in teaching vocabulary?
4 In your opinion, how much does English teachers‟ use of
Vietnamese translation help you to learn English vocabulary? a a lot b some c very little d not at all
Understanding new words can be challenging if teachers solely use English for explanations Respondents may find this approach extremely difficult, very difficult, or just difficult, while some might not find it difficult at all.
A significant majority of students, 94.08%, believe that Vietnamese translation should be utilized in English vocabulary lessons, with only 5.92% opposing this approach Additionally, 90.13% of respondents expressed a preference for teachers using Vietnamese translation techniques when teaching vocabulary, while 9.9% were not in favor of this method Furthermore, 76.31% of participants acknowledged that learning word meanings through this technique was beneficial for their understanding.
Ve ry e ffe ctvive Quite e ffe ctive
Ne utral Little e ffe ctive Ine ffe ctive
It he lps stude nts to unde rstand the me aning of words faste r and more cle arly
It he lps stude nts to re me mbe r words be tte r and more e asily
It save s time It make s stude nts fe e l at e ase and le ss stre sse d
Students expressed difficulty in understanding new vocabulary when teachers exclusively used English for explanations, with nearly 40.79% indicating challenges in grasping the meanings of unfamiliar words.
Discussion
The findings of the study show that all the teachers and students participating in the study had positive perceptions towards Vietnamese translation use in teaching vocabulary
Data from observations, student questionnaires, and teacher interviews indicate that Vietnamese translation is the most commonly used technique for teaching vocabulary This approach is favored over other methods, as my observations of three classes suggest that learners may become confused and face time constraints without translation These findings align with earlier studies (Franklin, 1990; Al-abdan, 1993) that highlight the use of L1 for translating new words as a prevalent practice among educators In the study, teachers utilized translation following other techniques, such as context-based guessing and English explanations, to enhance vocabulary comprehension.
Teachers primarily employed a narrow range of activities to reinforce vocabulary, relying mostly on basic exercises like matching words with their meanings and gap-filling tasks They frequently revisited spelling and pronunciation with students, while only one teacher incorporated a word game into their lessons.
Thirdly, the results of students questionnaire indicated that students realized fully aware of perceived of the effectiveness of Vietnamese translation use for learning vocabulary
In terms of using Vietnamese to translate words, students‟questionnaire results showed that students preferred teachers‟ translation of words The preference
The current study aligns with previous research (Gu and Johnson, 1996; Schmitt, 1997) indicating that Asian learners prefer mechanical strategies over more complex ones Many learners anticipate acquiring the meanings of target words in their native language (L1) without contextual support, often equating the understanding of an English word solely with learning its L1 equivalent.
A recent student questionnaire highlighted the effectiveness of Vietnamese translation in vocabulary learning, revealing that students grasp new word meanings more quickly and clearly This technique not only alleviated learner anxiety but also fostered a more relaxed and motivating learning environment As a result, students felt more encouraged to learn new words and reported improved memorization, as they could relate English words to their Vietnamese meanings.
Students often struggle with vocabulary acquisition through Vietnamese translation due to boredom and passivity, as they primarily memorize words in a mechanical manner Teachers recognize the effectiveness of using Vietnamese translation for presenting vocabulary, particularly for low-proficiency students While this method is beneficial for its simplicity, clarity, and time efficiency, it has drawbacks, such as hindering the development of an independent English lexicon and the lack of one-to-one translation equivalence between Vietnamese and English words Furthermore, reliance on translation limits students' exposure to the English language.
So it should not be overused
From all what discussed above, there can be some conclusions and implications which will be presented in the next part
This study investigates the effectiveness of Vietnamese translation in vocabulary instruction at a specific secondary school Following the findings discussed in Part B, this chapter will summarize the main conclusions, highlighting key findings, implications, limitations, and recommendations for future research.
Conclusions
This study investigates the frequency and effectiveness of Vietnamese translation in vocabulary teaching and learning, focusing on activities that help students consolidate their understanding Data was collected through student questionnaires, teacher interviews, and classroom observations to assess both teachers' and students' perceptions regarding the use of Vietnamese translation in the educational process.
Research conducted at Vung Cao Viet Bac High School revealed that teachers frequently use Vietnamese translation in vocabulary classes Despite employing various vocabulary teaching techniques, the effectiveness of these methods remains unsatisfactory, leading to a general lack of vocabulary knowledge among students This shortfall has left both teachers and students dissatisfied, with most educators relying on translation to convey word meanings.
Teachers relied significantly on textbooks that offer few activities for vocabulary consolidation and focus primarily on accuracy over fluency in vocabulary exercises.
The evaluation of the effectiveness of Vietnamese translation in teaching and learning vocabulary has been thoroughly discussed by both students and teachers The data collected indicates a strong consensus among participants, with most teachers and students recognizing the high effectiveness of translation in vocabulary instruction Overall, the findings reveal that Vietnamese translation is highly valued by the majority of those involved in the study.
While both teachers and students recognize the benefits of Vietnamese translation, it is essential to regulate its use, avoiding excessive reliance on it These findings aim to enhance the understanding of the effectiveness of Vietnamese translation in vocabulary instruction, encouraging further research in this field.
Implications
The findings in this study have suggested some implications which should be put into consideration
The study's findings reveal that the use of Vietnamese translation aligns well with students' expectations, as both teachers and students express positive attitudes towards its role in vocabulary teaching and learning Teachers view Vietnamese translation as an effective strategy for ethnic minority students, facilitating direct comprehension of meanings, enhancing word retention, and providing comfort through familiar equivalents This approach helps bridge the gap between students' English proficiency and the expected level of understanding, making explanations clearer However, teachers recognize that reliance on Vietnamese may limit students' exposure to English, prompting a need for balance To mitigate this, educators should prioritize simple English, along with visual aids like pictures and body language, to reinforce vocabulary learning.
Many teachers express concerns about limited teaching time, which often restricts the inclusion of vocabulary activities like games and tests However, they can still foster a competitive environment by integrating vocabulary questions throughout lessons The researcher implemented this approach in her classroom and observed that students were more motivated and engaged in learning and retaining vocabulary, knowing their teacher consistently encouraged participation.
39 asked questions about the new words and if students could answer it correctly, they could get more good marks for themselves
Teaching vocabulary learning strategies is essential for students, particularly for ethnic minority students with limited vocabulary Educators should focus on techniques such as maintaining a vocabulary notebook, understanding word parts like prefixes and suffixes, and developing skills to infer meanings from context Additionally, curriculum designers must create structured lessons that introduce these strategies to lower proficiency students By learning these vocabulary strategies in their junior years, students can enhance their vocabulary acquisition and ultimately improve their English proficiency.
Limitations
The study has notable limitations, including its small scale and limited participant pool, which prevent generalizations and make the findings non-representative of the entire student population Additionally, while teachers were observed and interviewed, the limited number of observations and insufficient depth of information from the interviews further constrain the study's insights.
Future research should focus on increased frequency of teacher observations, with lessons being video-taped to capture key moments of Vietnamese translation usage Additionally, in-depth interviews with both teachers and students are essential for a comprehensive understanding of the teaching dynamics.
On the basis of the findings and limitations of the study, the following suggestions are made for further research
This study, conducted over nearly four months with a limited group of teachers and 10th-grade students in Thai Nguyen, highlights the need for further research involving a larger sample size and extended duration Additionally, the focus of the research on participants' perceptions suggests that broader investigations could provide more comprehensive insights.
A study involving 40 teachers and students examined the effectiveness of using Vietnamese translation in vocabulary instruction Future research could provide comparative evidence of this technique's impact against other vocabulary teaching methods across diverse student groups The anticipated findings may encourage educators to further integrate Vietnamese translation into their vocabulary teaching practices.
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Giới tính: Nam/ Nữ Dân tộc:………
Dưới đây là các câu hỏi khảo sát về thái độ của học sinh đối với việc áp dụng thủ thuật dịch nghĩa từ sang tiếng Việt trong giảng dạy từ vựng Những câu hỏi này sẽ phục vụ cho mục đích nghiên cứu Chân thành cảm ơn sự hỗ trợ của các em.
1 Giáo viên dạy tiếng Anh của em có thường xuyên sử dụng phương pháp dịch nghĩa từ sang tiếng Việt để giới thiệu nghĩa của các từ mới trong bài học không? a Không bao giờ b Hiếm khi c Thỉnh thoảng d Thường xuyên e Luôn luôn
2 Em có cho rằng việc dịch nghĩa từ sang tiếng Việt là có ích trong các tiết học từ vựng tiếng Anh? a Có b Không
3 Em có thích cô giáo của em sử dụng phương pháp dịch nghĩa từ sang tiếng Việt để giới thiệu các từ mới không? a Có b Không c Bình thường
4 Theo ý kiến em, việc cô giáo dạy tiếng Anh sử dụng phương pháp dịch nghĩa từ sang tiếng Việt để giới thiệu các từ mới có tác dụng đối với việc học tiếng Anh của em như thế nào? a Rất nhiều b Một chút c Rất ít d Không có ích gì
5 Nếu Cô giáo chỉ sử dụng tiếng Anh để giải thích nghĩa của từ mới trong bài học thì em nghĩ rằng để hiểu nghĩa của từ mới sẽ khó như thế nào? a Cực kì khó b Rất khó
6 Em có thể học từ mới hiệu quả như thế nào khi cô giáo dạy tiếng Anh sử dụng phương pháp dịch nghĩa từ sang tiếng Việt để giới thiệu các từ mới ? a Rất hiệu quả b Khá hiệu quả c Bình thường d Ít hiệu quả e Không hiệu quả
7 Tại sao em cho rằng việc sử dụng phương pháp dịch nghĩa từ sang tiếng Việt để giới thiệu nghĩa các từ mới có hiệu quả đối với việc học nghĩa từ mới của em? Bởi vì:( Em có nhiều hơn một sự lựa chọn) a Nó giúp em hiểu từ nghĩa mới nhanh hơn và rõ ràng hơn b Nó giúp em nhớ từ mới lâu hơn và dễ dàng hơn c Nó tiết kiệm thời gian d Nó giúp em cảm thấy dễ dàng và bớt căng thẳng e Các lý do khác ( hãy viết cụ thể)
8 Theo em không khí lớp học có thoải mái và có động lực hơn không khi cô giáo dạy tiếng Anh sử dụng phương pháp dịch nghĩa từ sang tiếng Việt để giới thiệu các từ mới? a Rất thoải mái và có động lực b Thoải mái và có động lực c Không thoải mái và không có động lực
9 Em có gặp phải những vấn đề gì không trong khi học từ vựng với phương pháp dịch nghĩa từ sang tiếng Việt?(Em có nhiều hơn một sự lựa chọn) a Nó làm em thấy giờ học buồn tẻ b Nó làm em thụ động c Nó làm em lẫn lộn (nghĩa từ này với từ kia,ví dụ từ: deny và refuse) d Các lý do khác ( hãy viết cụ thể)
This survey aims to gather essential data for studying the effectiveness of Vietnamese translation in teaching English vocabulary to 10th-grade students Your personal information will remain confidential, and your honest responses are crucial for the success of this research.
Thank you so much for your participation
1 How often does your school English teacher use Vietnamese translation for presenting new vocabulary? a never b rarely c sometimes d usually e always
2 Do you think Vietnamese translation is the useful technique that should be used in English vocabulary lesson?
3 Do you like your teachers use Vietnamese translation for presenting new vocabulary?
4 In your opinion, how much does English teachers‟ use of Vietnamese translation help you to learn English vocabulary? a a lot b some c very little d not at all
5 How difficult do you think it would be for you to understand the meaning of new words if your teachers exclusively used English to explaining new words? a Extremely difficult b Very difficult
6 How effectively can you learn new words when your teacher uses Vietnamese translation for presenting them? a Very effective b Quite effective c Neutral d Little effective d Ineffective
7 Why do you think that the way the teacher presented words using Vietnamese translation is effective for learning English vocabulary meanings? Because: