INTRODUCTION
Statement of the problem and rationale for the study
English has become a global lingua franca and a crucial second language in many countries, including Vietnam, where its teaching is emphasized to enhance international cooperation Despite being a compulsory subject from the third grade, many Vietnamese students struggle with effective communication in English even at the university level, such as at Phuong Dong University While they may excel in grammar, their inability to express ideas stems largely from limited vocabulary Students often understand words in exercises but find it challenging to apply them in real-life situations.
Linguists emphasize that vocabulary is more crucial than grammar in communication, with David Wilkin stating that "without grammar very little can be conveyed, without vocabulary nothing can be conveyed." Therefore, vocabulary should be a key focus in English language teaching and learning However, merely teaching new words is not the most effective approach; instead, teachers should prioritize consolidating previously learned vocabulary before introducing new terms Additionally, providing students with more speaking opportunities is essential for familiarizing them with real-life communication To enhance both vocabulary and speaking skills, implementing communicative speaking tasks is recommended as a strategy for consolidating and improving students' active vocabulary.
All the aforementioned factors have inspired the researcher to conduct a study named “Consolidating and Improving Vocabulary through Communicative
Speaking Tasks for the First-Year Students at the Department of Finance and Accounting, Phuong Dong University.”
Aims of the study
This research investigates the impact of communicative speaking tasks on enhancing vocabulary among first-year students in the Department of Finance and Accounting at PDU Based on the findings, the study offers recommendations for effectively implementing these tasks to improve vocabulary retention and development among students.
Objectives of the study
The specific objectives of the research were as follows:
- Investigate how communicative speaking tasks have been applied in consolidating and improving vocabulary for the first-year students at the Department of Finance and Accounting, PDU
- Find out the fundamental advantages of using communicative speaking tasks in consolidating and improving the vocabulary in the teaching and learning process of both the teachers and the students
- Clarify the main difficulties in using communicative speaking tasks in the same context
- Figure out several pedagogical implications for better employments of communicative speaking tasks in the context of consolidating and improving vocabulary for the first year students at PDU.
Research questions
1 How have communicative speaking tasks been applied by the teachers in consolidating and improving English vocabulary for the first-year students at the Department of Finance and Accounting, PDU?
2 What are the advantages of communicative speaking tasks in consolidating and improving vocabulary as perceived by the teachers and the students?
3 What are the main difficulties in using communicative speaking tasks in consolidating and improving vocabulary as perceived by the teachers and the students?
4 What are their suggestions for more effective application of communicative speaking tasks in consolidating and improving vocabulary?
Scope of the study
This study examines the role of communicative speaking tasks in enhancing vocabulary acquisition, specifically targeting first-year students and English teachers at the Department of Finance and Accounting, PDU Due to the constraints of a minor thesis, the research is focused on this specific group to provide insights into effective vocabulary development strategies.
Significance of the study
This study aims to equip teachers with valuable insights into vocabulary instruction, particularly focusing on enhancing vocabulary through communicative speaking tasks for freshmen It also seeks to shed light on students' perceptions and preferences regarding this teaching technique Furthermore, the findings may serve as a reference for future researchers exploring related topics in vocabulary acquisition.
This study aims to enhance vocabulary consolidation and improvement through communicative speaking tasks, ultimately benefiting first-year students' English communication skills Teachers can leverage these findings to effectively integrate the theories into their teaching practices, thereby enriching students' vocabulary Additionally, the study offers practical suggestions for educators to implement communicative speaking tasks successfully in their classrooms.
Methodology
Survey research was chosen as the primary research method as it meets the aim and objectives of the study Sincero, S M (2012) points out six main advantages
4 of survey research namely high representativeness, low costs, convenient data gathering, good statistical significance, little or no observer subjectivity and precise results
To address the research questions, the researcher utilized both survey questionnaires and interviews Specifically, two distinct sets of questionnaires were distributed to four teachers and 100 students, enabling the collection of diverse perspectives on the use of communicative speaking tasks for vocabulary enhancement Additionally, semi-structured group interviews were conducted to obtain deeper insights into the topic.
2 teachers and 4 students of English classes
The collected data will be categorized based on four research questions, utilizing responses from both teachers and students for analysis Each research question will have its responses quantified and converted into numerical formats To enhance clarity, the data will be displayed in tables and charts, aiding in synthesis, comparison, and generalization Additionally, participants' responses to open-ended questions from questionnaires and interviews will be summarized, with relevant quotations included and cited as necessary.
8 An overview of the rest of the study
This study includes three main parts: Introduction, Development and Conclusion
PART A: INTRODUCTION presents the rationale, the aims, the scope, the significance, the methods and design of the study
PART B: DEVELOPMENT consists of three chapters:
Chapter 1 (Literature Review) provides the background of the study, including definitions and aspects of key concepts, as well as the review of previous research Chapter 2 (Methodology) describes the participants and instruments of the study, and the procedures employed in the research
Chapter 3 (Results and Discussions) presents, analyses and discusses the collected data from the questionnaires and interviews
In the conclusion of this thesis, the primary issues addressed are summarized, highlighting the findings derived from data collected in response to four research questions The section also discusses the limitations encountered during the research process and offers several pedagogical recommendations related to the topic Additionally, it presents suggestions for future studies to further explore the subject matter.
DEVELOPMENT
LITERATURE REVIEW
Vocabulary in language teaching and learning can be defined in several ways The Oxford Advanced Learner's Dictionary (2005) defines vocabulary as "all the words a person knows or uses, or all the words in a particular language." Similarly, Nunan (1999) describes vocabulary as a list of target language words.
According to Ur (1996:60), vocabulary encompasses not only individual words but also multi-word idioms, highlighting its extensive role in language It serves as a fundamental medium for expressing ideas and opinions, making it a crucial component of foreign language teaching.
According to Lewis (1993), vocabulary “…may be individual words, or full sentences – institutionalized utterances – that convey fixed or pragmatic meaning within a given community.”
In short, it can be drawn from the above definitions of different views: vocabulary is all the words including a single word or multi-word terms that a language possesses
In communicative language teaching, vocabulary is as crucial as grammar, as a deficiency in vocabulary can significantly hinder communication, whereas limited grammar knowledge may not While learners can convey their ideas despite grammatical errors, a lack of vocabulary can completely halt conversation Essentially, effective communication relies heavily on a strong vocabulary foundation.
Harmer (1991) mentioned: “If language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh to make
Acquiring vocabulary is a crucial aspect of language learning, as it significantly enhances students' performance in communicative activities Mastery of diverse vocabulary enables learners to express themselves more effectively and engage in meaningful conversations.
Wallace (1982) emphasized that the inability to find the right words can be one of the most frustrating challenges when speaking a foreign language This highlights the critical role that vocabulary plays in helping learners achieve proficiency in their target language.
Vocabulary teaching plays a crucial role in foreign language education, aiming to enhance and expand students' word knowledge A strong vocabulary is essential for effective daily communication and enables individuals to access a wealth of information from various sources, including books and newspapers Consequently, vocabulary should be prioritized in the teaching and learning of foreign languages.
The concept of a word can be defined in various ways, but three significant aspects teachers need to be aware of and focus on are form, meaning, and use
The form of a word includes its pronunciation, spelling, and components like prefixes, roots, and suffixes Meaning reflects how the word's form relates to its concept and the associations it evokes Use pertains to the grammatical functions of the word, common collocations, and any restrictions on its frequency and level of usage.
Ur (1999) and Harmer (1991) emphasize essential features that should be incorporated into vocabulary teaching In addition to understanding the form of a word, learners must also become acquainted with its meaning and usage.
8 grammar Other aspects in teaching vocabulary are word formation, denotation and connotation
To effectively master vocabulary, learners must focus on various elements beyond just grammar, spelling, and pronunciation Key aspects of vocabulary knowledge include understanding polysemy, connotation, usage, part of speech, frequency, and collocation.
In conclusion, teaching various aspects of vocabulary is essential for language learners A deeper understanding of word knowledge significantly increases the likelihood of using words correctly and appropriately in different contexts.
According to Gower (2005) and Thornbury (2002), teaching vocabulary involves three essential stages: Presenting, Practicing, and Revising The Presenting stage focuses on teaching pre-selected vocabulary items through various methods To effectively introduce new words, it's crucial to convey both their meanings and forms Techniques for presenting vocabulary include translation for beginners, visual aids like pictures or realia, and contextualization, definitions, synonyms, or antonyms for more advanced learners.
Practicing newly learned words is essential for transferring them into long-term memory, which learners must activate for retrieval when needed (Thornbury, 2002) Teachers can implement various classroom activities to facilitate this process, including decision-making tasks such as identifying, selecting, matching, sorting, ranking, and sequencing Additionally, production tasks like completing sentences and texts, as well as creating new sentences and texts, are effective methods for reinforcing vocabulary retention.
The final stage focuses on the production phase, aiming to assist students in integrating new vocabulary into their lexicon This can be achieved through communicative activities that require learners to recall and apply the vocabulary they have previously learned and practiced.
1.2 Communicative speaking tasks in vocabulary learning
According to Willis (1996:36), a communicative task is a “goal oriented communicative activity with a specific outcome, where the emphasis is on exchanging meanings not producing specific language forms”
Estaire & Zanon (1994) describe communicative tasks as classroom activities that closely resemble real-life communication, engaging students in understanding, producing, and interacting in the target language with a focus on meaning rather than form These tasks should stand alone as complete communicative acts Lambert (2004) further defines communication tasks as pedagogical activities that involve a planned change in the information available to learners, mimicking real-world tasks they must complete outside the classroom Communicative speaking tasks are designed to allow students to orally express their ideas about lesson topics, grounded in the meanings derived from these activities Typically, these tasks involve pair or group work, where each participant has unique information related to a problem-solving task.
In summary, communicative speaking tasks empower students by allowing them to take charge of their own learning and to communicate their knowledge to others in authentic ways
1.2.2 Communicative speaking tasks in vocabulary learning
Communication tasks are integral to language learning programs, offering learners opportunities for meaningful interactive oral language use Research indicates that these tasks can also facilitate vocabulary learning, either incidentally or as a primary objective Hall (1992) discovered that students engaged in interactive tasks learned more vocabulary than those in teacher-led, reading-focused settings He attributed this increased vocabulary acquisition to the necessity for spoken output and the generative use of new vocabulary items during these tasks.
Simcock (1993) also suggested a role for incidental vocabulary learning when the learners’ focus was primarily on meaningful performance of a communicative speaking task
METHODOLOGY
This chapter outlines the methodology employed for data collection and analysis in the study, following the theoretical background provided earlier It begins with a description of the participants involved in the research and subsequently details the instruments used for data collection, as well as the procedures for analyzing the data.
The target population of the study consists of the first-year students and the teachers being in charge of teaching English to the first-year students at PDU
The study involved a sample of 100 first-year students from the Department of Finance and Accounting, randomly selected from four classes, each comprising approximately 25 students These participants were chosen without regard to gender or English proficiency and were part of the classes taught by four English teachers who participated in the research.
This study focuses on first-year university students due to the critical role their initial semesters play in establishing foundational knowledge for future courses As newcomers from diverse provinces, these students exhibit varying levels of English proficiency; despite years of study, only a small percentage can communicate effectively While many can comprehend instructions, they struggle to articulate their thoughts in English, highlighting the need to bridge the gap between high and low proficiency students Ensuring a standardized level of English before graduation is essential, as it directly impacts the training quality at PDU The study's findings will offer valuable insights for educators aiming to enhance students' vocabulary and speaking skills, ultimately improving the overall educational experience.
Currently, the department of Finance and Accounting has five English teachers, including the researcher, responsible for teaching first-year students To ensure objective feedback, four teachers were selected as participants All are enthusiastic and committed to their teaching roles They completed a survey questionnaire and participated in interviews to share their insights and experiences on effectively enhancing students' vocabulary through communicative speaking tasks.
The major instruments employed in this study are survey questionnaires and semi-structured interviews for both the teachers and the students
The researcher utilizes questionnaires as a primary data collection method due to their notable advantages According to Zoltan Dornyei (2003), questionnaires offer remarkable efficiency in terms of researcher time, effort, and financial resources Additionally, Selinger and Shohany (1989) highlight that questionnaires are quick to administer, provide uniform and accurate data by being given to all subjects simultaneously, and allow for easy quantification through multiple-choice questions These benefits make questionnaires an ideal choice for this study.
This study utilized two distinct questionnaires: one directed at teachers and the other at first-year students in the Department of Finance and Accounting at PDU Each questionnaire comprised two primary sections: personal information and survey questions The personal information section collected background details, including participants' ages, genders, and teaching experience.
The study utilized a structured questionnaire comprising both close and open-ended questions to address research inquiries regarding the application of communicative speaking tasks in vocabulary enhancement Initially, multiple-choice questions aimed to identify the prevalence of these tasks and their effectiveness in vocabulary consolidation A 5-point Likert scale was employed to gauge participants' interest in various communicative speaking tasks Additionally, an open-ended question in the teachers' survey explored their strategies for implementing these tasks to improve vocabulary Further, the survey included Likert scale questions to assess perceived advantages and disadvantages of using communicative speaking tasks Participants were also asked to evaluate the effectiveness of these tasks and provide suggestions for more effective applications In total, the teachers answered eight questions, while students responded to seven, contributing valuable data for analysis.
The researcher employs interviews as a vital data collection method to enhance the validity and reliability of the study By utilizing interactive semi-structured interviews with open-ended questions, the researcher can gather comprehensive insights, allowing interviewees to elaborate on their responses and provide diverse perspectives These group interviews foster dynamic discussions, where participants may interrupt or assist each other, potentially leading to off-topic conversations The interviews are recorded for accurate data analysis.
20 recorded and the important points throughout the interview are noted down, which is useful for later interpretation
This thesis includes interviews with both teachers and students to gather insights on communicative speaking tasks, focusing on their advantages, disadvantages, and suggestions for improvement The student interviews were conducted in Vietnamese due to their limited English proficiency, with responses later translated into English The interview comprised six questions, with the first two addressing the types and frequency of communicative speaking tasks used to enhance vocabulary Subsequent questions explored the application of these tasks from both teachers' and students' perspectives, culminating in inquiries about the benefits and challenges of these tasks, as well as recommendations for their effective use in vocabulary development.
The data collection process involves three key stages In the first stage, questionnaires for both students and teachers were meticulously constructed and edited These questionnaires were then piloted with select respondents to ensure their content and structure were appropriate Subsequently, the researcher reached out to English teachers of four first-year groups to invite their participation in the survey and interviews Importantly, the researcher guaranteed the confidentiality of all respondents' personal information.
Stage 2: 4 copies of the first questionnaire for the English teachers and 100 copies for the students were delivered to the target population The researcher also gave
21 clear instructions to the participants and got trimmed to help them if needed in order to avoid misunderstanding and achieve the most accurate results
Stage 3: Interviews with 2 English teachers of the first-year classes and 4 first-year students of 4 classes were conducted The time and places would be discussed to find the most appropriate and convenient ones for participants to take part in Also, the recorder was used to collect and keep needed information and data It is noted that, all of the respondents’ personal information were assured to be particularly kept confidential by the researcher
Semi-structured group interviews with teachers and students were conducted following the analysis of survey questionnaire data, aiming to validate results and gather insights on communicative speaking tasks to enhance students' vocabulary The researcher utilized a recorder to capture essential information, beginning the interview with an introduction to the study and a brief explanation of the interview format Respondents were encouraged to share their subjective opinions and experiences, providing specific examples to obtain in-depth information.
Data analysis involves three key stages, starting with the collection and preparation of data After distributing survey questionnaires to participants, the returned data is aggregated and cleaned For open-ended questions, the researcher records the ideas provided by respondents to ensure a comprehensive analysis.
Stage 2: In this stage, the data collected from the survey questionnaires were described through pie charts and graphs, analyzed and synthesized
Stage 3: After being transcribed, relevant and important ideas collected from the interview were analyzed and used as illustrations of the data analysis to answer the research questions
In summary, this chapter outlines the methodology employed in the study, detailing the research design, participant selection, and the instruments and procedures used for data collection and analysis, paving the way for the subsequent section that presents the results and discussions.
RESEARCH RESULTS AND DISCUSSIONS
This chapter will analyze and discuss the data gathered from survey questionnaires and interviews to address four key research questions.
3.1 Research Question 1: How have communicative speaking tasks been applied by the teachers in consolidating and improving English vocabulary for the first-year students at the Department of Finance and Accounting, PDU?
3.1.1 The current application of communicative speaking tasks in consolidating and improving the first-year students’ vocabulary
This study emphasizes the use of communicative speaking tasks as a technique for enhancing vocabulary among first-year students in the Finance and Accounting department at PDU The initial survey aimed to determine whether teachers employed these tasks to effectively review and develop students' vocabulary skills.
Figure 1: The application of communicative speaking tasks in consolidating and improving the students’ vocabulary
The chart indicates that all four surveyed teachers utilized communicative speaking tasks to enhance their students' vocabulary Additionally, 94% of freshmen reported that their English teachers had implemented such tasks, while the remaining students noted that the tasks used by their teachers differed from traditional communicative methods.
In a recent speaking task, students engaged in 24 interactive dialogues that introduced new vocabulary Working in pairs or groups, they practiced repeating these dialogues, which not only helped them recall previously learned words but also allowed them to study new terms and enhance their speaking skills The students expressed a strong interest in participating in such communicative activities, recognizing their value in vocabulary retention and language proficiency.
In a recent discussion on the integration of communicative speaking tasks in vocabulary lessons, two teachers emphasized their frequent use in the classroom Teacher A noted that she incorporates these tasks into her lessons weekly, while Teacher B highlighted that such activities are not limited to vocabulary instruction but are also woven into other aspects of English language skills.
Students reported that their teachers frequently utilized communicative speaking tasks during vocabulary lessons, with one student noting, "Communicative speaking tasks are the most popular method my teacher uses to enhance and solidify vocabulary."
The findings indicate that communicative speaking tasks were frequently utilized in the classroom to enhance and reinforce students' vocabulary skills.
3.1.2 The types of communicative speaking tasks to consolidate and improve vocabulary
A majority of students and teachers surveyed indicated that communicative speaking tasks have been utilized to enhance and review vocabulary skills To clarify this point, the second question in the survey explored the specific types of communicative speaking tasks frequently employed, with the findings illustrated in Figure 2.
A: Reaching a consensus D: Interpersonal exchange B: Relaying instructions E: Story construction
C: Problem solving F: Simulation and role play
Figure 2: Types of communicative speaking tasks
The first graph highlights that the most favored communicative speaking tasks among teachers are problem solving, simulation, and role play, with three-quarters of educators choosing these methods Additionally, half of the teachers frequently utilize relaying instructions, interpersonal exchange, and story construction during vocabulary lessons Conversely, the task of reaching a consensus was only implemented by a single teacher.
A recent study involving first-year Finance and Accounting students revealed that 94 out of 100 participants recognized the importance of communicative speaking tasks in vocabulary lessons While teachers emphasized problem-solving, simulation, and role-play activities, nearly 70 students reported frequently engaging in interpersonal exchanges Following this, simulation and role-play, as well as story construction, were noted by over one-third of the students Reaching a consensus and problem-solving tasks received 23 and 20 mentions, respectively, while relaying instructions ranked the lowest among the preferred activities.
Teachers reported that they frequently utilized problem-solving and role-playing techniques in their lessons to enhance and reinforce students' vocabulary Additionally, Teacher B incorporated various other methods to further support vocabulary development.
In a classroom setting, students highlighted various communicative speaking tasks employed by their teachers, including discussions, problem-solving activities, role plays, presentations, and debates Student S4 noted the emphasis on problem-solving and group discussions, while Student S3 mentioned the inclusion of short presentations on specific topics Additionally, in Student S1's class, the teacher facilitated information exchange tasks to enhance mutual understanding among students.
The interview responses from participants aligned closely with the survey results, highlighting that problem solving, interpersonal exchange, simulation, and role play are the most favored communicative speaking tasks used to enhance students' vocabulary, as indicated by both teachers and students.
3.1.3 The participants’ interest in the types of communicative speaking tasks
Following the identification of common communicative speaking tasks in vocabulary lessons, the next step was to explore the levels of interest among both teachers and students regarding these tasks The findings are summarized in the table below.
Table 1: The participants’ interest in the types of communicative speaking tasks (%)
F Simulation and role play 0 0 25 50 25 0 9 21 42 28 Note: 1 Very uninterested; 2 Uninterested; 3 Neutral; 4 Interested; 5 Very interested
CONCLUSION
Recapitulation
This study investigated the effectiveness of communicative speaking tasks in enhancing vocabulary and speaking skills among first-year students at the Department of Finance and Accounting, PDU To achieve this, the researcher utilized survey questionnaires with 100 students and 4 English teachers, along with semi-structured group interviews involving 2 teachers and 4 students The data collected revealed significant findings regarding the improvement of students' vocabulary knowledge and speaking abilities.
The study examined the effectiveness of communicative speaking tasks in enhancing vocabulary among first-year students at the Department of Finance and Accounting, PDU Various tasks, including reaching consensus, relaying instructions, problem solving, interpersonal exchanges, story construction, simulation, and role play, were utilized by teachers Students showed a particular interest in problem solving, interpersonal exchanges, story construction, simulation, and role play, highlighting the need for teachers to focus on these engaging methods By presenting real-life scenarios for discussion and encouraging pair and group work, teachers facilitated vocabulary review through interactive questioning, ultimately aiding students in their language development.
The study highlights the effectiveness of learning vocabulary through communicative speaking tasks, which not only enhances students' vocabulary acquisition but also improves their speaking and communication skills The presence of teachers is crucial in guiding, motivating, and organizing vocabulary knowledge during lessons Participants reported significant benefits from these tasks, such as the retrieval of existing vocabulary and the introduction of new words in authentic contexts, leading to better retention and understanding of word meanings Additionally, these tasks foster students' communicative competence, making vocabulary lessons more engaging and relevant to real-life situations, which in turn boosts student motivation and encourages teamwork among peers.
Applying communicative speaking tasks to enhance students' vocabulary faced challenges, primarily due to test pressure, which led students to overlook vocabulary development for communication Additionally, the course book's limited range of communicative tasks forced teachers to invest extra time in finding appropriate activities Consequently, time allocated for vocabulary instruction was constrained as teachers needed to address other curriculum components.
Teachers play a crucial role in effectively implementing communicative speaking tasks to enhance and consolidate students' vocabulary, which requires a high level of professional knowledge and diverse skills.
Fourthly, it was considerable that there were strong desires of the application of communicative speaking tasks among all of the surveyed participants
To effectively enhance students' vocabulary, teachers should dedicate time to designing appropriate tasks and carefully preparing vocabulary before lessons It is crucial to use a progression of tasks from simple to complex, providing clear instructions while avoiding an overload of tasks to maintain engagement and effectiveness Additionally, teachers must ensure all groups are actively involved in activities From the students' perspective, reinforcing language functions after activities is recommended to strengthen memory retention.
Last but not least, based on the findings, some pedagogical implications are suggested as follow:
Teachers play a vital role in enhancing students' vocabulary through flexibility and creativity It is essential for educators to design engaging communicative speaking tasks that spark interest in language learning To expand vocabulary knowledge, teachers must provide updated and relevant information, helping students connect new insights with their existing vocabulary Clear instructions and encouragement for group discussions are crucial, as is maintaining control and support during activities Utilizing a variety of communicative tasks keeps students engaged and fosters the development of different skills Additionally, factors such as test pressure, students' proficiency, cultural context, timing, learning topics, and classroom settings must be considered to effectively implement these tasks and improve vocabulary retention.
Students play a crucial role in the success of vocabulary lessons, necessitating their active participation in individual, pair, or group activities Self-study and awareness are essential for achieving learning goals, as students transition from passive to active vocabulary knowledge Frequent repetition of words is vital for them to integrate new vocabulary into their active use Moreover, maximizing class time through discussions and collaborative problem-solving with peers enhances both vocabulary acquisition and communication skills.
Limitations of the study
Despite the researcher's efforts, the study faced implementation challenges, leading to limitations in its findings Conducted with a sample of 100 first-year students and 4 English teachers at the Department of Finance and Accounting, PDU, the results are specifically relevant to this context Other universities with differing conditions should carefully evaluate the applicability of these findings and suggestions.
One limitation of this study is its methodology, as it primarily relied on a survey questionnaire and supplemented it with interviews The absence of classroom observations somewhat diminished the reliability and validity of the research findings, given that such observations are considered essential for enhancing the accessibility and practicality of educational research Consequently, it is acknowledged that other valuable techniques may have been unfortunately overlooked in this thesis.
The last one was time constraint leading to the fact that participants’ recommendations for more effective application of communicative speaking tasks
43 to consolidate and improve students’ vocabulary could not be thoroughly experimented and evaluated
Despite certain limitations, the researcher's diligent efforts and robust data collection methods ensured the validity and reliability of the findings Future studies should consider these shortcomings for a more comprehensive understanding.
Suggestions for further research
Considering the above contributions and limitations of the thesis, there are several suggestions for further research as the followings:
To enhance the validity and reliability of the study, future research should involve a larger population size, including more teachers and students This expanded sample could yield more comprehensive results Additionally, conducting class observations would offer the researcher deeper insights into the issues being studied.
This research focuses on enhancing vocabulary through communicative speaking tasks for first-year Finance and Accounting students, suggesting that future studies could explore additional techniques across diverse student groups and locations By broadening the scope, it would be easier to assess the impact of these tasks on vocabulary development Furthermore, this study examines a specific pedagogical context, indicating that future research could benefit from employing action or experimental methodologies for a more comprehensive understanding.
Allen, V F (1985) Techniques in Teaching Vocabulary Oxford: Oxford University
In the study "Do Reading and Interactive Vocabulary Instruction Make a Difference?" by Boyd Zimmerman (1997), the effectiveness of interactive vocabulary instruction alongside reading is empirically analyzed, highlighting its impact on language learning outcomes Additionally, H.D Brown's "Teaching by Principles: An Interactive Approach to Language Pedagogy" (1994) emphasizes the importance of interactive methods in language teaching, advocating for a principles-based approach that enhances student engagement and learning Together, these works underscore the significance of interactive strategies in fostering vocabulary acquisition and overall language proficiency.
Bygate, M (1997) Speaking Oxford University Press
Canale, M & Swain, M (1980) Approaches to Communicative Competence Singapore: RELC
Carthy, M Mc (1997) Vocabulary Oxford: Oxford University Press
Dornyei, Z (2003) Questionnaires in Second Language Research Lawrence Erlbaum Associates, Publishers
Folse, K (2004) “Myths about Teaching and Learning Second Language Vocabulary: What Recent Research Says?” TESL Reporter 37 (2), pp.1-13 Folse, K (2008.) "Myth 1: Teaching vocabulary is not the writing teacher's job."
In J Reid (Ed.), Writing Myths: Applying Second Language Research to Classroom Teaching Ann Arbor: University of Michigan Press
Gower, R., Phillips, D & Walters, S., (2005) Teaching Practice: A handbook for teachers in training, Macmillan Books for Teachers, Oxford: Macmillan
Groot, P J M (2000) Computer Assisted Second Language Vocabulary Acquisition Language Learning and Technology, 4(1), 60-81
Hall, S (1992) Using split information tasks to learn mathematics vocabulary
Harmer, J (1991) The Practice of English Language Teaching 3rd edition Pearson Education Ltd
Hoang, T.B (2012) The effectiveness of presenting and practicing new vocabulary through minimal context for second-year non English major students at Vietnam University of Commerce.Unpublished M.A Minor Thesis: 60 14 10
Hornby, A.S., McIntosh, C & Wehmeier, S (2005) Oxford Advanced Learners’ Dictionary Seventh Edition Oxford University Press
Jue, X (2010) Communicative Language Teaching in Vocabulary Teaching and Learning in a Swedish Comprehensive Class Retrieved May 12th, 2014, from hkr.diva-portal.org/smash/get/diva2:328283/FULLTEXT01.pdf
Lambert, C (2004) Reverse-Engineering Communication Tasks ELT Journal
Larsen-Freeman, D (1986) Techniques and Principles in Language Teaching
Lewis, M (1993) The lexical approach: The state of ELT and a way forward
Hove, UK: Language Teaching Publications
Mackey, A & Gass, S.M (2005) Second Language Research: Methodology and Design London: Lawrence Erlbaum Associates, Publishers
Nguyen, T.T.H (2008) A study on the effectiveness of some CLT classroom activities in teaching vocabulary to first year non-English major students at the AJC Unpublished M.A Minor Thesis: 60 14 10
Nguyen, T.H.M (2011) Problems faced by the first-year students at Thanh Hoa College of Culture and Arts in developing vocabulary for speaking in different subject areas Unpublished M.A Minor Thesis: 60 14 10
Nguyen, T.H (2013) A study on the effectiveness of using task-based approach in teaching vocabulary in ESP to the second-year students at Construction School No4 Unpublished M.A Minor Thesis: 60 14 10
Nation, P (1990) Language Teaching Techniques Wellington: English Language
Nation, P (2001) Learning Vocabulary in Another Language Cambridge: CUP
Newton, J (1995) Task-based interaction and incidental vocabulary learning: a case study New Zealand: Victoria University of Wellington Retrieved May
10th, 2014, from http://slr.sagepub.com/content/11/2/159.short
Nunan, D (1999) Second Language Teaching and Learning Boston: Heinle &
Nunan, D (2004) Task-based language teaching Cambridge, England: Cambridge
Simcock, M (1993) Developing production vocabulary using the “ask and answer” technique Guidelines
Schmitt, N & McCarthy, M (1997) Vocabulary: Description, Acquisition and Pedagogy Cambridge: Cambridge University Press
Schmitt, N (2000) Vocabulary in Language Teaching Cambridge: Cambridge
Sincero, S M (2012) Advantages and Disadvantages of Surveys Retrieved May
5th, 2014 from https://explorable.com/advantages-and-disadvantages-of-surveys Thornbury, S.T (2002) How to teach Vocabulary Pearson Education Limited
Tillitt, B & Bruder, M.N (1985) Speaking Naturally: Communication Skills in American English Cambridge University Press
Ur P (1999) A course in language teaching: Practice and Theory Cambridge:
Vu, T.T (2013) Using dialogues to teach vocabulary for the second-year non English major students at Hanoi University of Industry Unpublished M.A Minor
Vygotsky, L S (1978) Mind in Society Cambridge, MA: Harvard University Press Wallace, M.J (1982) Teaching vocabulary London: Heinemann Educational Books Willis, J (1996) A framework for task-based learning Harlow, England: Longman
Wu (2009) investigates the role of incidental vocabulary acquisition in second language (L2) learning within a Chinese college context The study emphasizes the significance of learning and teaching English vocabulary effectively to enhance language proficiency among students By analyzing various methods of vocabulary instruction, Wu highlights the impact of incidental learning on learners' overall language development The findings suggest that integrating incidental vocabulary study into the curriculum can lead to improved language skills and greater retention of vocabulary.
APPENDIX 1A SURVEY QUESTIONNAIRE FOR TEACHERS
This survey questionnaire is designed with the aim of getting necessary information for the research “Consolidating and Improving Vocabulary through
In my research on communicative speaking tasks for first-year Finance and Accounting students at Phuong Dong University, I kindly ask for your honest responses to the following questions Your insights, evaluations, and experiences in teaching will be invaluable to this study Rest assured, all information provided will be used solely for research purposes.
Your years of teaching English:
In completing these questions, please Tick or Circle the most suitable option
1 Have you ever applied communicative speaking tasks in consolidating and improving vocabulary for the first-year students?
If you choose Yes, please move to the next questions
If you choose No, please clarify reasons for not using communicative speaking tasks to consolidate and improve students’ vocabulary Then continue from question
2 What types of communicative speaking tasks do you often use to consolidate and improve your students’ vocabulary? (You can circle MORE THAN ONE option)
Eg Students discuss in group to select five necessary objects for a picnic
Eg One group learns a dance, and then the group’s members instruct others, without using the original instructions
Waking up late due to a missed alarm can throw off your entire morning, especially on an important school day With only 15 minutes to spare, it’s crucial to stay calm and prioritize your tasks Quickly get ready, skip unnecessary activities, and focus on essentials to ensure you arrive on time.
Eg Students find out about some aspects of each other’s experience or interests
Eg Each student is given a different picture, and groups are to compose a story together
Eg Individual role cards are given to five students of each group arranging to meet for a meal
3 Rate your interest in the following types of communicative speaking tasks
4 How do you apply communicative speaking tasks to consolidate and improve students’ vocabulary?
5 What do you think about the advantages of consolidating and improving vocabulary through communicative speaking tasks for the first-year students?
1.Using communicative speaking tasks helps attract students’ attention to the vocabulary lesson
2.Using communicative speaking tasks makes the lesson exciting and close to real life 1 2 3 4 5
3.Communicative speaking tasks help students retrieve the vocabulary already learnt 1 2 3 4 5
4.Communicative speaking tasks make learners acquire vocabulary knowledge naturally 1 2 3 4 5
5.Through interaction, students can enlarge the vocabulary size 1 2 3 4 5
6.Vocabulary is not taught in the form of wordlist of isolated words, but taught in authentic contexts It gives students a more accurate understanding of words’ meaning and use
7.Communicative speaking tasks provide students more opportunities to speak in real life situations 1 2 3 4 5
8.Communicative speaking tasks promote learners’ communicative competence 1 2 3 4 5
9.Using communicative speaking tasks makes learners adopt the responsibility to their own learning and encourages them to discover the forms and structures of target language for themselves
Utilizing communicative speaking tasks fosters teamwork among learners while encouraging them to express their unique perspectives and ideas freely during conversations.
6 In your opinion, what are the main difficulties in consolidating and improving vocabulary through communicative speaking tasks for the first-year students?
1.It is difficult and time-consuming to find communicative speaking tasks that are suitable to the lesson theme and students’ level, especially for teachers who lack experience
2.Using communicative speaking tasks makes great demands upon the professional skills and competence of teachers Besides, teachers need to have other abilities, such as organizing ability, insight into learners
3.There is limited time in the class but teachers have to cover different language skills, pronunciation and grammar as well; as a result, time for vocabulary is restricted
4.Communicative speaking tasks are not suitable or insufficient for demonstrating all aspects of a word; moreover, it only gives students the meaning and use of word in a specific context
5.The available communicative speaking tasks in the course books are limited 1 2 3 4 5
6.English classes often contain too many students in large size rooms, which creates difficulties in applying communicative speaking tasks, and assessing their improvement of vocabulary and speaking skill
7.The test pressure bears so many strains to students, which might results in their lack of attention to learn vocabulary for communicative purposes
7 Do you think that using communicative speaking tasks is effective for consolidating and improving students’ vocabulary?
It depends on (please specify)………
8 If you choose Yes or It depends in question 7, what are your suggestions for more effective application of communicative speaking tasks to consolidate and improve vocabulary?
This survey questionnaire is designed with the aim of getting necessary information for the research “Consolidating and Improving Vocabulary through
In my research on communicative speaking tasks for first-year students at the Department of Finance and Accounting, Phuong Dong University, I kindly request your honest responses to the following questions Your insights, evaluations, and personal learning experiences are invaluable to this study Please be assured that all information provided will be utilized solely for research purposes.
Your years of learning English: ………
Beginner Elementary Pre-Intermediate Intermediate
In completing these questions, please Tick or Circle the most suitable option
1 Has your teacher ever applied communicative speaking tasks in consolidating and improving vocabulary for first-year students?
If you choose Yes, please move to the next questions
If you choose No, would you like your teacher to apply communicative speaking tasks to consolidate and improve vocabulary? and why? Then continue from question 3
2 What types of communicative speaking tasks do you often take part in? (You can circle MORE THAN ONE option)
Eg Students discuss in group to select five necessary objects for a picnic
Eg One group learns a dance, and then the group’s members instruct others, without using the original instructions
Waking up late because your alarm didn't go off can throw off your entire morning, especially on an important school day To avoid being late, quickly assess your situation and prioritize your tasks Focus on getting ready efficiently, perhaps skipping non-essential activities, and consider alternative transportation options if needed Staying calm and organized can help you make up for lost time and ensure you arrive at school promptly.
Eg Students find out about some aspects of each other’s experience or interests
Eg Each student is given a different picture, and groups are to compose a story together
Eg Individual role cards are given to five students of each group arranging to meet for a meal
3 Rate your interest in the following types of communicative speaking tasks
4 What do you think about the advantages of consolidating and improving vocabulary through communicative speaking tasks for the first-year students?
1.Using communicative speaking tasks helps attract students’ attention to the vocabulary lesson 1 2 3 4 5
2.Using communicative speaking tasks makes the lesson exciting and close to real life 1 2 3 4 5
3.Communicative speaking tasks help students retrieve the vocabulary already learnt 1 2 3 4 5
4.Communicative speaking tasks make learners acquire vocabulary knowledge naturally 1 2 3 4 5
5.Through interaction, students can enlarge the vocabulary size 1 2 3 4 5
6.Vocabulary is not taught in the form of wordlist of isolated words, but taught in authentic contexts It gives students a more accurate understanding of words’ meaning and use
7.Communicative speaking tasks provide students more opportunities to speak in real life situations
8.Communicative speaking tasks promote learners’ communicative competence 1 2 3 4 5
9.Using communicative speaking tasks makes learners adopt the responsibility to their own learning and encourages them to discover the forms and structures of target language for themselves
Utilizing communicative speaking tasks fosters teamwork among learners while encouraging them to express their unique perspectives and ideas freely during conversations.
5 In your opinion, what are the main difficulties in consolidating and improving vocabulary through communicative speaking tasks for the first-year students?
1.It is difficult and time-consuming to find communicative speaking tasks that are suitable to the lesson theme and students’ level, especially for teachers who lack experience
2.Using communicative speaking tasks makes great demands upon the professional skills and competence of teachers Besides, teachers need to have other abilities, such as organizing ability, insight into learners
3.There is limited time in the class but teachers have to cover different language skills, pronunciation and grammar as well; as a result, time for vocabulary is restricted
4.Communicative speaking tasks are not suitable or insufficient for demonstrating all aspects of a word; moreover, it only gives students the meaning and use of word in a specific context
5.The available communicative speaking tasks in the course books are limited 1 2 3 4 5
6.English classes often contain too many students in large size rooms, which creates difficulties in applying communicative speaking tasks, and check their improvement of vocabulary and speaking skill
7.The test pressure bears so many strains to students, which might results in their lack of attention to learn vocabulary for communicative purposes
6 Do you think that using communicative speaking tasks is effective for consolidating and improving students’ vocabulary?
It depends on (please specify)………
7 If you choose Yes or It depends in question 6, what are your suggestions for more effective application of communicative speaking tasks to consolidate and improve vocabulary?
PHIẾU ĐIỀU TRA DÀNH CHO SINH VIÊN
Phiếu điều tra này được thiết kế để thu thập thông tin cần thiết cho nghiên cứu
Củng cố và phát triển từ vựng thông qua nhiệm vụ nói giao tiếp là rất quan trọng cho sinh viên năm nhất khoa tài chính - kế toán tại Trường Đại học Phương Đông Tôi mong các bạn trả lời các câu hỏi điều tra dưới đây dựa trên quan điểm và tình hình học tập thực tế của mình Tất cả thông tin sẽ chỉ được sử dụng cho mục đích nghiên cứu.
Xin chân thành cảm ơn!
Phần I: Thông tin cá nhân
Số năm đã học Tiếng Anh: ………
Trình độ Tiếng Anh (Tự đánh giá):
Phần II: Câu hỏi điều tra Đánh dấu hoạc Khoanh tròn vào đáp án bạn thấy phù hợp nhất với mình
1 Giáo viên của bạn đã từng áp dụng các nhiệm vụ nói mang tính giao tiếp nhằm củng cố và phát triển từ vựng cho sinh viên năm thứ nhất chưa? Đã từng sử dụng Chưa từng sử dụng
Nếu bạn chọn Đã từng sử dụng, xin hãy chuyển qua các câu tiếp theo
Nếu bạn chưa từng sử dụng, bạn có muốn giáo viên áp dụng các nhiệm vụ nói giao tiếp để củng cố và phát triển từ vựng không? Tại sao? Hãy tiếp tục từ câu số 3.
2 Bạn thường tham gia vào các nhóm nhiệm vụ nói mang tính giao tiếp nào dưới đây?(Bạn có thể chọn nhiều đáp áp)
A Đạt được sự đồng thuận
Vd Sinh viên thảo luận trong nhóm để chọn ra năm đồ vật cần thiết cho 1 chuyến dã ngoại
Một nhóm sinh viên học một điệu nhảy và các thành viên trong nhóm phải hướng dẫn lẫn nhau mà không được sử dụng lại các từ chỉ dẫn đã được cung cấp.
Sinh viên nên tưởng tượng rằng họ thức dậy muộn 15 phút vì đồng hồ báo thức không reo Đây là một ngày quan trọng tại trường, và việc đến muộn là điều không thể chấp nhận Trong tình huống này, họ cần nhanh chóng bình tĩnh lại, chuẩn bị đồ dùng cần thiết và di chuyển đến trường với tốc độ nhanh nhất có thể, đồng thời thông báo cho giáo viên về sự chậm trễ của mình.
D Trao đổi giữa các cá nhân
Vd Sinh viên tìm hiểu một số khía cạnh liên quan đến kinh nghiệm và lợi ích của nhau
Vd Mỗi sinh viên được đưa một bức tranh khác nhau, và mỗi nhóm phải sáng tác một câu chuyện từ những bức tranh đó
F Mô phỏng và nhập vai