Rationale of the study
As globalization continues to shape the economy, English has emerged as the universal language for multinational and multicultural communication Its significance spans various domains, including economics, culture, education, and science and technology.
In Vietnam, English serves as a crucial tool for success in science and technology, fostering international cooperation Its significance continues to grow, becoming increasingly vital in the education system As a result, English has become a mandatory subject at all educational levels, from primary school to bachelor's degree programs.
Language consists of vocabulary and grammatical rules, with vocabulary being essential for communication Linguist D.A Wilkins emphasizes that “Without grammar, very little can be conveyed Without vocabulary, nothing can be conveyed.” Vocabulary knowledge is crucial for young learners acquiring a foreign language, particularly at the primary level in learning English Linse (2005) highlights that “Young learners’ vocabulary development is an important aspect of their language development,” underscoring the central role of vocabulary in achieving fluency in language skills Consequently, effective language teaching must integrate vocabulary instruction.
In recent years, vocabulary has gained prominence in English language teaching, becoming a focal point for linguists and educators alike Despite its importance, teaching vocabulary remains a challenging aspect of language instruction, particularly in primary schools where traditional methods are often employed repeatedly This repetition can lead to boredom among young learners, who typically have short attention spans To enhance student motivation and facilitate effective learning, it is essential to implement innovative vocabulary teaching techniques that engage students and lead to successful lessons.
All the above- mentioned reasons motivated the researcher to conduct the research “ A study of vocabulary teaching techniques used by grade 5 teachers of
English at a primary school in Phu Tho”.
Aims and objectives of the study
This study aims to explore the vocabulary teaching techniques utilized by fifth-grade English teachers in Phu Tho province, while also examining their perceptions of effective vocabulary instruction practices.
The objectives of the study therefore are:
To understand the teachers’ perceptions of vocabulary teaching to young learners
To investigate the vocabulary teaching techniques used by grade 5 teachers of English in the classroom.
Research questions
In order to achieve the above objectives, I conducted a qualitative case study which attempts to answer the following questions:
1 What are the teachers’ perceptions of vocabulary teaching to young learners?
2 What are the vocabulary teaching techniques used by grade 5 teachers of English in the classroom?
Scope of the study
This study aims to investigate the teachers’ perceptions of vocabulary teaching and the vocabulary teaching techniques used in the classroom at one
The researcher aimed to investigate the existing methods of teaching English vocabulary at the school, identifying opportunities for enhancement This study is poised to significantly improve English vocabulary instruction in the primary school, making the learning process more effective and enjoyable for students.
Method of the study
The researcher conducted a qualitative case study utilizing interviews and classroom observations as the primary data collection instruments Four English teachers from grade 5 were selected as participants for this study, allowing for an in-depth analysis of their teaching practices.
First, the researcher interviewed English teachers to understand teachers’ perceptions of vocabulary teaching to young learners and reported vocabulary teaching techniques which they use in the classroom
After that, classroom observations were conducted to explore actual vocabulary teaching techniques which are used by teachers.
Structure of the study
My thesis consists of three main parts:
Part A is the Introduction including rationale, aims and objectives, research questions, research method, scope and structure of the study
Part B is the Development which includes three chapters:
Chapter 1, the Literature Review, explores essential theoretical concepts related to vocabulary, including its definitions, classifications, and significance in language acquisition It also examines the characteristics of young learners and their vocabulary development, alongside effective strategies for teaching vocabulary tailored to this age group Additionally, the chapter discusses various vocabulary teaching techniques that enhance learning outcomes for young learners.
Chapter 2 is the methodology In this chapter, research design, research context, research participants, research instruments and research collection and analysis procedures of the study are discussed
Chapter 3 is the findings and discussion In this chapter, analysis of the data which was collected from 2 main instruments and discussions on the study is presented
Part C is the Conclusion This part summarizes the main findings, presents the implications, limitations of the study and recommends some suggestions for further study.
REVIEW
An overview of vocabulary
There are many different definitions of vocabulary which are defined in various ways by scholars and linguists
According to Nation (2000:5), vocabulary encompasses various aspects of knowledge necessary for understanding a word This includes its meaning, written and spoken forms, grammatical behavior, collocations, associations, and frequency of use Mastering these elements is essential for effective communication and comprehension.
In terms of semantics, Richard et al (1985, p.307) consider vocabulary as” “a set of lexemes, including single words, compound words and idioms” According to
Hatch and Brown (1995:1), vocabulary is a list or set of words for a particular language or a set or list of words that individual speakers of language might use
Vocabulary, as defined by Hornby (1995), encompasses the complete set of words in a language, including a list of words along with their meanings Similarly, Burns (1972) describes vocabulary as the collection of words utilized by an individual, group, or profession.
Vocabulary, as defined by Ur (1960), encompasses the words taught in a foreign language, which can include not just single words but also compounds of two or three words, as well as multi-word idioms.
Vocabulary encompasses all words and includes aspects such as meaning, formation, grammar, and usage It is a fundamental and essential component of any language, serving as a key tool for communication and the expression of ideas and meanings by speakers.
Vocabulary can be classified according to different criteria such as: in terms of methodology, in terms of structure, in terms of meaning, in terms of function…
1.1.2.1 Vocabulary classified in terms of methodology
In this way, vocabulary can be divided into two types They are: active words and passive words
Active words are words which the learners have been taught and learned
Learners can understand their meaning clearly, pronounce correctly and use effectively
Passive words are words which the learners recognize when they appear in a context but learners are not able to understand, produce and use correctly
1.1.2.2 Vocabulary classified in terms of structure
In this way, there are three types of words They are: simple words, derived words and compound words
Simple words are words which consist of a root or a single free morpheme without inflection affixes For example: book, pen, cat, ect…
Derived words are words which consist of a root morpheme and one or more derivational affixes For example: development, unhappy, dangerous, ect
Compound words are formed by combining two or more root morphemes, with or without additional derivational morphemes, such as "blackboard" and "rainfall." These words consist of multiple parts, where each part functions as a standalone word, exemplified by terms like "bus park" and "water table."
1.1.2.3 Vocabulary classified in terms of meaning
In this way, vocabulary is divided into 2 types They are: notional words and functional words
Notional words (or content words) are words which have lexical meaning
They have meaning in isolation They refer to objects, actions, qualities…
Functional words are words which have grammatical meaning They only have meaning when they are combined with other words They are articles, conjunctions, prepositions, ect…
1.1.2.4 Vocabulary classified in terms of function
Vocabulary is categorized into various parts of speech, including nouns, verbs, adjectives, adverbs, prepositions, and pronouns Each category serves a distinct function and occupies a specific position within a sentence, adhering to established grammatical rules.
Nation and Waring (2014) categorize vocabulary into high frequency and low frequency words, while some linguists further distinguish between productive and receptive vocabulary Productive words are those that learners can effectively use in speaking and writing, whereas receptive words are those that learners can comprehend in listening and reading.
1.1.3 The importance of vocabulary in teaching and learning English
According to Folse (2014), mastering a language involves understanding various elements such as pronunciation, writing systems, syntax, and pragmatics, with vocabulary being the most crucial component As a fundamental tool for effective communication and knowledge acquisition, vocabulary plays a vital role in language learning.
1.1.3.1 Vocabulary is considered as a bridge that links four skills: speaking, listening, reading and writing together
Vocabulary is essential for mastering all four language skills—listening, speaking, reading, and writing Nation (2001) emphasizes that the purpose of learning vocabulary extends beyond mere acquisition; it aims to enhance learners' effectiveness in these skills (p.362) As noted by Richards and Renandya (2002: 255), a robust vocabulary foundation is crucial for successful communication and comprehension in any language.
“vocabulary is a core component of language proficiency and it provides much of the basis for how learners speak, listen, read and write”
Research shows that a rich vocabulary significantly enhances students' abilities in speaking, reading, writing, and listening With an extensive vocabulary, learners can quickly comprehend texts and improve their writing skills Additionally, a strong vocabulary contributes to the development of listening skills and fosters fluent, confident speaking Conversely, without a substantial vocabulary, learners struggle to effectively read, listen, speak, and write in a foreign language Thus, a robust vocabulary is crucial for success in these four essential language skills.
1.1.3.2 Vocabulary is an important element of communication
Words are fundamental units of communication, and a rich vocabulary is crucial for effective self-expression (Croll, 1971) McCarthy (1990) emphasizes that meaningful communication in a second language is impossible without adequate vocabulary Possessing a strong vocabulary boosts confidence in both written and spoken communication, allowing individuals to express their ideas clearly Conversely, a limited vocabulary hinders effective communication and makes it challenging to convey meaning Thus, expanding one's vocabulary is essential for enhancing communication skills.
To sum up, “Vocabulary is one of the most important factors that have impact on communicative efficiency”, Jarvis and Stephen (1994) underlined
Harmer (1991) identifies four essential aspects of teaching new vocabulary: word formation, meaning, use, and grammar To effectively teach new words, educators should present students with the meaning, form, grammatical structure, and practical usage of each word simultaneously.
When learning a new word, it is very necessary for learners to know spelling, pronunciation, affixes, parts of speech of that word These aspects should be correctly presented by teachers
Words can possess multiple meanings that vary depending on the context in which they are used It is essential for learners to grasp the specific meaning relevant to their focus The meaning of a word can be categorized into two components: denotation, which refers to the literal or direct meaning, and connotation, which encompasses the associated or secondary meanings suggested by the word Teachers play a crucial role in instructing students on both denotation and connotation Additionally, understanding how a word's meaning relates to other words, including its synonyms and antonyms, is vital for effective teaching.
Teaching the grammar of new words is essential, as specific words follow particular grammatical patterns It is crucial for students to understand how word forms change in different grammatical contexts Therefore, educators should provide this information concurrently with lessons on word formation For instance, when introducing a verb, teachers can demonstrate its various forms, including the past simple, present participle, and past participle Additionally, instructors can assist students in distinguishing between countable and uncountable nouns, comprehending the positions of adjectives and adverbs, and recognizing the singular and plural forms of words.
Understanding the correct usage of a word in various contexts is essential for learners acquiring new vocabulary The meaning of a word can often shift through the use of metaphors, idioms, and collocations Educators can enhance vocabulary lessons by incorporating collocations, such as "drive a car," "ride a bicycle," and "fly an airplane."
Table 1: Aspects of teaching vocabulary
Vocabulary teaching techniques
Teaching vocabulary can be divided into three stages: presenting stage, practicing stage and revising stage
The most crucial stage in vocabulary teaching involves helping students grasp the meaning, spelling, and pronunciation of words To engage and motivate students, teachers must employ a variety of techniques that facilitate understanding It is essential that these methods enable students to easily comprehend word meanings and use them accurately in context.
"Practice makes perfect," highlighting the importance of allowing students to practice newly learned vocabulary After conveying the meaning of new words, teachers should provide opportunities for students to effectively remember and utilize these terms Incorporating diverse techniques and engaging activities during this stage is essential for enabling students to apply and reinforce their understanding of the new vocabulary.
The final step in vocabulary instruction involves assessing students' comprehension and reinforcing new words to enhance long-term retention and encourage regular usage Thornbury emphasizes the importance of task completion during this stage, while Celce-Murcia recommends various exercises, including fill-in-the-blank, pairing activities, and sorting tasks, to evaluate vocabulary understanding Additionally, teachers can employ concept questions as a method to further assess student comprehension.
Effective vocabulary teaching involves various techniques that English teachers can use to enhance learners' success To motivate students, educators should explore engaging and interesting methods that capture their attention and foster a love for learning new words.
Incorporating games into vocabulary teaching is an effective strategy that enhances lesson engagement and effectiveness According to Lewis and Bedson (1999), games play a crucial role in children's development and learning by fostering a fun and relaxed classroom atmosphere This enjoyable environment not only alleviates stress but also motivates students, enabling them to acquire new vocabulary more efficiently and effectively.
Incorporating games into language learning is an effective method for practicing vocabulary and enhancing retention These interactive activities encourage participation and collaboration among learners, as they often work in pairs or groups to share ideas and communicate effectively Consequently, games foster a sense of teamwork and support a learner-centered approach, promoting active engagement in the learning process.
1.2.2.2 Teaching vocabulary through songs and chants
Music plays an important role in the process of vocabulary learning of young learners Using songs and chants in vocabulary teaching lesson is a good idea for some reasons
Songs and chants offer an engaging way for students to practice and expand their vocabulary According to Norton (2005), using music for vocabulary instruction creates a less intimidating learning environment while ensuring the necessary repetition for effective retention By centering on specific topics or themes, songs and chants provide contextual learning opportunities, allowing students to hear and internalize new words, ultimately enhancing their vocabulary acquisition and recall.
Incorporating songs and chants into the classroom fosters a joyful learning environment, enhancing students' creativity and imagination These musical activities provide a natural way for students to acquire a second language, improving their listening skills and pronunciation in the process.
1.2.2.3 Teaching vocabulary through flashcards and pictures
Flashcards and pictures are effective tools for both presenting vocabulary and practicing language skills According to Rijavec (1991: 51), “Pictures can be employed to enrich the context, add vividness and reduce boredom.” These colorful resources capture learners’ attention, making lessons more enjoyable and engaging They facilitate brainstorming and idea presentation, enabling students to easily understand and retain the meanings of new words During practice sessions, flashcards and pictures reinforce learning, ensuring better retention Additionally, teachers can easily prepare these materials, as they are readily available in magazines, newspapers, or online.
1.2.2.4 Teaching vocabulary through mime and gestures
Using action words like "run," "jump," and "fly" effectively conveys meaning and engages students This technique not only captures their attention but also fosters brainstorming, enhances imagination, and improves observational skills Moreover, it aids in quick memorization, making it particularly beneficial for children who enjoy movement and acting.
Moreover, using mime and gestures helps to improve students’ understanding and memorization of words and build up young learners’ confidence,
Ur (1981) states that “if the mime involves pair work or group work, learners normally find it easier and more motivating to produce language when they have to accomplish a task”
Translation, as noted by Doff (1988), is a time-honored yet effective method employed in classroom settings It serves as a straightforward and clear approach to convey the meanings of words.
According to Komorowska (2005: 154), translation is beneficial for introducing abstract concepts, as it effectively clarifies difficult vocabulary This method not only enhances comprehension but also streamlines the learning process in the classroom.
Teaching vocabulary through first language translation can expedite the learning process, making it easier for students to grasp meanings However, this method has drawbacks, such as diminishing the use of the second language in the classroom and fostering passivity among learners Additionally, it may hinder the development of listening skills, as students rely too heavily on translation.
1.2.2.6 Teaching vocabulary through synonyms and antonyms
Utilizing synonyms and antonyms is an effective method for conveying the meanings of new words By presenting a word's opposite or similar meaning, teachers enhance students' understanding and retention of vocabulary This approach allows students to connect new terms to words they already know, thereby expanding their vocabulary Consequently, this technique not only aids in memory retention but also enriches students' language skills In summary, employing synonyms and antonyms is a valuable strategy for vocabulary development.
Realia, which includes real objects brought into the classroom, is an effective tool for teaching and learning According to Gower et al (1995), using realia to present new vocabulary illustrates meanings more directly and quickly than verbal explanations This technique enhances clarity and significantly aids students in grasping new concepts.
Young learners
According to Thornbury, “young learners are used to describe children of pre-primary and primary school, although it is sometimes used to include adolescents as well” (p.250)
Kasihani (2007:15) defines that young learners are primary school aged 6 to
12 years Young learners can be divided into two groups: younger group (6 to 8 years old) and older group (9 to 12 years old)
In the same way, Scott and Ytrebery mentioned young learners as “an average children” which are divided into two groups: level 1 (5 to 7 years old) and level 2 (8 to 10 years old)
Sahah Phillips (1993) states that “young learners are children of formal schooling (5 to 6 years old) to (11 to 12 years of age)” (p4)
From those above definition, it can be understood that young learners are children between the ages of about 5 to 12 years old
Young learners thrive in social environments, preferring group play and collaboration over solitary activities According to Wendy and Yteberg (1992), they seek acceptance from their peers and are highly attuned to the emotions of others; for instance, they experience sadness when their friends are upset and fear rejection if they are excluded from play Vygotsky (1991) emphasizes that young learners develop their skills and knowledge within social contexts, highlighting the importance of group interactions in their learning process.
Philips (1993) highlights that various factors, including culture, environment, parental influence, and gender, significantly impact the social and intellectual development of young learners Understanding these elements is essential for both teachers and parents to support the growth of children effectively.
Young learners thrive on encouragement rather than criticism, as they prefer to feel like winners in competitive situations To nurture their enthusiasm and boost their confidence, it's essential for teachers and parents to offer praise for their efforts Positive reinforcement not only fosters happiness but also leads to a greater sense of satisfaction in their accomplishments.
Children are very active They like discovering things around them, making and drawing, moving and acting
Children typically have a limited attention span and can easily become bored or intimidated by challenging subjects They learn language best through enjoyable activities that capture their interest.
According to Wendy and Yteberg (1992), young learners possess minimal prejudice, which is primarily shaped by their limited knowledge Additionally, they tend to be forgetful and have a strong inclination to imitate the behaviors of adults, making them highly receptive to adult actions.
1.3.3 Vocabulary development in young learners’ foreign language learning
In general, young learners like learning foreign language It is a new subject for them They feel excited when learning it
Developing a strong vocabulary is essential for primary-level English learners Young learners often find acquiring vocabulary in a foreign language challenging due to their ongoing development of their first language According to Caremon (2001:72), the vocabulary growth of young second or foreign language learners is intricately linked to their conceptual development Consequently, when teaching a foreign language to young students, educators must take into account the learners' first language background.
The vocabulary development of young learners differs significantly from that of adults Research suggests that children can learn new words more quickly and effectively, particularly in terms of meaning and pronunciation However, their short-term memory limits their ability to retain multiple new words at once, making it challenging for them to remember a large vocabulary simultaneously.
Vocabulary development encompasses not only the acquisition of individual words but also the understanding of formulaic phrases Mastering a foreign language's vocabulary is a challenging and time-consuming endeavor that unfolds over an extended period Each learning experience allows learners to deepen their understanding of words and their usage As noted by Cameron (2001), every encounter with familiar words contributes to a child's evolving knowledge, integrating new first language and conceptual insights into their vocabulary This process of learning words is ongoing and evolves as children mature.
According to Hatch and Brown (1995), vocabulary acquisition is a continuous process that evolves as children grow They outline five essential steps in teaching vocabulary to young learners: first, children encounter new words; second, they learn the forms of these words through clear imagery; third, they grasp the meanings of the words; fourth, they establish a memory link between the form and meaning; and finally, they learn how to effectively use the words in context.
1.3.4 How to teach vocabulary to young learners
Teaching vocabulary to young learners can be challenging; however, by understanding their unique characteristics, teachers can implement key principles to enhance the effectiveness and engagement of vocabulary lessons.
In vocabulary lessons, it's essential for teachers to engage students by focusing on the form, meaning, grammar, and usage of words at the same time This comprehensive approach provides students with the foundational knowledge necessary for effectively learning new vocabulary.
To effectively teach vocabulary, teachers should create a list of words prior to each lesson, focusing on essential criteria for selection According to Gairns and Redman (1999), these criteria include frequency, cultural relevance, students' needs and levels, and expediency It is crucial to prioritize the most commonly used words that students are likely to recognize, as Palmer (1917) noted that frequently used words are easier to learn Additionally, selected vocabulary must align with the students' age, level, and specific needs, while also considering their cultural backgrounds, as different regions may use varying terms to convey similar meanings.
Carefully determining the number of new words to teach in a lesson is crucial for effective vocabulary acquisition Overloading students with too many new terms can hinder their learning process Repetition is essential, especially for young learners, as research by Nation (1990) indicates that a new word should be encountered at least five to six times for effective retention Teachers must ensure that vocabulary is consistently revisited and practiced; without opportunities for usage, students are likely to forget words, leading to ineffective teaching and learning outcomes.
Teaching new vocabulary in thematic groups enhances retention for learners For instance, presenting words like "cat," "dog," "cow," and "duck" together under the topic of "animals" facilitates easier memorization Conversely, when words from unrelated topics are mixed in a single lesson, students often struggle to remember them effectively.
Fifthly, before teaching new words, words difficulty should also be considered For example, are the words abstract, are they easily pronounced, can the words be easily demonstrated, ect………
To effectively motivate students, teachers should employ diverse techniques and activities, such as using pictures, games, songs, and engaging tasks It's essential for educators to choose appropriate methods for teaching specific vocabulary, considering the type of words and the age of the students Different words and age groups necessitate tailored approaches, so lessons should remain simple yet varied, incorporating a range of activities across different topics.
METHODOLOGY
Research context
2.2.1 A brief introduction about the researched primary school
This study focuses on a prominent primary school in Phu Tho province, established in 1948, which has become a key institution within the local education system Over the years, the school has achieved significant milestones and consistently fulfilled its educational responsibilities During the 2016-2017 academic year, the school employed 38 teachers and offered 28 classes, serving a total of 871 students, including approximately 170 fifth graders across five classes, resulting in an average of 33 students per class.
The school offers a positive teaching and learning environment, featuring well-equipped classrooms with modern blackboards, lighting, fans, and comfortable furniture The spacious and bright classrooms enhance student comfort, while readily available teaching aids support effective learning Overall, this school presents an excellent choice for both teachers and students seeking a conducive educational atmosphere.
2.2.2 English teaching and learning condition
The school features two well-equipped English classrooms, each furnished with a blackboard, projector, and internet-connected computer Decorated with engaging and visually appealing English-themed pictures, these rooms create a motivating and comfortable learning environment Students benefit from access to modern facilities that enhance their English language skills Additionally, the school regularly hosts English clubs and contests, providing students with valuable opportunities to showcase their abilities and learn collaboratively.
The school follows the English curriculum mandated by the Ministry of Education, dedicating four 35-minute periods each week, totaling 140 minutes of instruction Over the course of two semesters, students will cover 20 units, with each unit taught across six periods, encompassing various components.
Look, listen and repeat: give students the chances to observe, listen and get familiar with sounds and words
Point and say: give students the chance to understand the meaning of the words and practice speaking
Let’s talk: give students the chances to practice and develop speaking skill
Listen and complete/ Listen and check/Listen and number: give students the chances to practice and develop listening skill
Read and complete/ Read and match: give students the chances to practice and develop reading skill
Let’s sing/ Let’s chant: give students the chances to practice in English through songs and chants
Let’s play: give students the chances to practice in English through different games and extra- activities
Write: give students the chances to practice and develop writing skill
Project: give students the chance to work in pairs and work in group to develop team spirit
After 5 units, there is a review period for students to reinforce all knowledge they gain after learning 5 units Then a test of 35 minutes which is designed by English teachers was given for students to evaluate students.
Research participants
The study involved four enthusiastic female grade 5 English teachers from a primary school in Phu Tho province, Vietnam, each with 9 to 15 years of teaching experience These young and active educators possess diverse teaching styles and backgrounds, having graduated from various teacher training colleges and universities They are dedicated to delivering effective and engaging lessons, meticulously preparing their materials in advance To maintain ethical standards, their real names have been withheld and replaced with assigned numbers for confidentiality (refer to Table 2 for a summary of participant information).
Teacher Age Gender Years of experience Qualifications
Teacher 1 32 Female 9 years University graduate
Teacher 2 35 Female 11 years College graduate
Teacher 3 39 Female 14 years University graduate
Teacher 4 40 Female 15 years College graduate
Research instruments
I chose two main instruments for my research They are interview and classroom observation
Interviews are a crucial research tool for case studies, allowing participants to respond to questions relevant to the study I selected this method because it facilitates a close examination of the participants' answers.
According to Oppenheim (1992:81), interviews yield a higher response rate than questionnaires, as participants can provide more detailed insights This method offers researchers reliable and comprehensive information for their studies.
This research utilized semi-structured interviews to explore teachers' perceptions of vocabulary instruction and the techniques they employ This interview format allows the researcher to adapt prepared questions based on insights gained from participants' responses.
Observations are a vital data collection instrument in qualitative research, as highlighted by Creswell (2013) This method provides in-depth insights related to the research topic, particularly in the context of classroom teaching By utilizing observations, researchers can gather authentic information on vocabulary teaching techniques, thereby enhancing the reliability of their findings.
Moyles (2002: 181) emphasizes that during the observation process, researchers must meticulously record detailed information about participants, including the time, layout of the setting, and the chronological order of observed events.
Over a span of two months, eight classroom observations were carried out on lessons taught by four selected teachers at the researched primary school For detailed insights, please refer to the observation form included in the appendices.
Data collection and data analysis procedures
In February, I met all the participants for a briefing my research Before interviewing, I asked for the participants’ cooperation for my research All of them were ready to help me
The participants were interviewed individually Each interview lasted about
The interviews, conducted in Vietnamese and lasting 30 minutes, were organized into three main sections The first section focused on gathering participants' opinions regarding the significance of vocabulary in the teaching and learning of English.
In the second section, the participants were asked about opportunities and difficulties in teaching vocabulary The last section asked about the vocabulary teaching techniques used by the participants
All the interviews were recorded Then they were transcribed and translated into English and analyzed by the researchers
Over a two-month period from March to May 2017, I conducted observations of participants' lessons to analyze vocabulary teaching methods and classroom techniques Each teacher was observed during two lessons, where I documented various activities and the overall classroom atmosphere, including teacher questions, student responses, classroom discussions, and the specific techniques employed by the instructors.
The data from interviews and classroom observations were collected and summarized
I spent nearly 2 months analyzing data Collected data from the above different sources were categorized into: i) Findings from the interview data
Teachers’ perceptions of vocabulary teaching to young learners
The teachers’ opinions about the role of vocabulary in teaching and learning vocabulary
Teachers’ self-report of their vocabulary teaching techniques ii) Finding from the classroom observation data
FINDINGS AND DISCUSSION
Findings from interview data and discussion
3.1.1 The teachers’ perceptions of vocabulary teaching to young learners
3.1.1.1 Teachers’ opinions about the role of vocabulary in teaching and learning English
All teachers are aware of the importance of vocabulary in learning and teaching English They agree that vocabulary is an indispensable part of any language teaching and learning process
• Vocabulary is the key element in developing language skills of learners
All the interviewed teachers asserted that a good amount of vocabulary helps students develop all language skills
According to Teacher 1, vocabulary is essential for learning and teaching English, as it is the foundation that students must master first A robust vocabulary enables learners to easily acquire a second language and achieve fluency across all four skills: reading, speaking, writing, and listening With an extensive vocabulary, students can better comprehend texts and communicate effectively.
Vocabulary is crucial for second language acquisition, as it serves as the building blocks for constructing sentences Learners often struggle to form simple sentences and enhance their listening, reading, speaking, and writing skills when their vocabulary is limited.
A strong vocabulary is essential for enhancing language skills, as it enables students to write and listen more effectively while also improving their reading comprehension Conversely, a limited vocabulary poses significant challenges for learners in mastering a foreign language.
Data indicates that all teachers recognized the significance of vocabulary in language learning and acknowledged the crucial role of teaching vocabulary to young learners.
• Vocabulary is the foundation of communication
A robust vocabulary is essential for foreign language learners, enabling them to effectively communicate their thoughts and comprehend others Without a strong grasp of vocabulary, learners struggle to express their opinions and understand conversations, highlighting the importance of vocabulary acquisition in language mastery.
McCarthy (1990:140) states that without words to express a wider range of meanings, communication in a second language just cannot happen in meaningful way Vocabulary is essential for successful communication
The teachers agreed that possessing a big vocabulary will help students build communication skill
Teacher 3 shared that vocabulary is one essential unit which learners need to master from early stage It is a decisive factor to have successful communication Students who have an adequate knowledge of vocabulary will feel confident in communicating with each others Many children in her classes who know a lot of vocabulary can answer most of my questions They are very active in class and always try to take part in activities in the classroom
Teacher 4 expressed that Vocabulary is very importance and necessary for all language learner, especially for young learners A limited vocabulary will make learners face difficulties in learning English A large vocabulary will help learners communicative purpose Learners cannot express their opinions about a topic without vocabulary
In conclusion, all teachers recognized the vital role of vocabulary in English language instruction and its importance in developing communicative competence They acknowledged that a restricted vocabulary could hinder students' ability to learn English effectively and communicate successfully.
The teachers were asked about the opportunities for vocabulary teaching According to the teachers’ opinions, textbook and modern teaching conditions are good opportunities for their teaching vocabulary
Teaching facilities are crucial for successful lessons, as participants believe that modern equipment enhances students' ability to understand lesson content Essential tools such as computers, cassette players, radios, and projectors significantly contribute to effective English instruction The teachers noted that their well-equipped school greatly aids them in teaching vocabulary, facilitating a more engaging learning experience.
At the school, teachers utilize two well-equipped English classrooms featuring projectors, Internet-connected computers, and cassette players, which significantly enhance vocabulary teaching lessons.
Teacher 1 shared that she usually searches information and materials, pictures, videos, games, songs… related to the lessons from the Internet They use projectors to show pictures to present new words for students
Teacher 2 expressed she can download many interesting games for students which can play immediately from Internet
According to teacher 3’s opinion, she usually searches Cambridge dictionary and type new words into it Students have more chances to listen native speaker’s voice
Research indicates that outdoor activities are an effective method for teaching vocabulary to young learners Suyanto (200) emphasizes that learning should extend beyond the classroom, allowing students to explore their environment and nature Engaging in outdoor activities not only enhances vocabulary retention but also alleviates boredom associated with traditional English learning, fostering student confidence A spacious schoolyard serves as an ideal setting for vocabulary instruction, where teachers can successfully conduct lessons using simple tools like pictures and flashcards, rather than relying on technology such as projectors and computers.
The school follows the English curriculum and textbooks mandated by the Ministry of Education and Training, utilizing a communicative and theme-based approach This curriculum offers a well-rounded program aimed at enhancing the four essential language skills: listening, speaking, reading, and writing, while also emphasizing key language components such as grammar, vocabulary, and pronunciation.
According to the interviewed teachers, the English textbook that they are using has the following strengths:
The book is well-organized, featuring a clear and systematic layout that enhances readability It includes vibrant images that capture students' interest, while the content is tailored to meet the requirements and skill levels of the students.
The book offers students a rich array of vocabulary across diverse topics, focusing on essential terms for everyday communication It includes a wide range of vocabulary exercises and activities designed to reinforce learning and enhance retention Both the quality and quantity of these exercises are highly regarded, making them effective tools for vocabulary practice.
“Vocabulary exercises in the book are enough for students I don’t waste time designing tasks”.(Teacher 2)
Findings from classroom observations and discussion
After 2 lessons of classroom observations, the vocabulary teaching techniques adopted by four grade 5 teachers were taken note I saw that all teachers try to apply different techniques to have interesting and effective lessons
Techniques which were used by teacher 1 consist of: using of translation, games and mime and gestures
• Using of mime and gestures
In "Unit 15-Lesson 1: What would you like to be in the future," the teacher effectively utilized mime and gestures to introduce new vocabulary She began by having students observe a picture, listen to an audio recording, and repeat the words To enhance understanding, the teacher employed body language to describe each new term, encouraging students to guess their meanings Following this, she read each word five times, prompting students to listen and repeat both in unison and individually After each vocabulary introduction, the teacher wrote the words on the board for students to take notes, ensuring a comprehensive learning experience.
After introducing new vocabulary, the teacher engaged students in a guessing game where selected participants used body language to convey the words learned The rest of the class eagerly guessed the words, making the activity both entertaining and attention-grabbing This interactive game not only made learning fun but also proved to be an effective method for helping students remember and practice their new vocabulary.
Teacher 1 used this technique when teaching “Unit 16- Lesson 2: Where’s the post office?” Teacher first asked students identify the characters in the picture and underlined the new words Then she wrote new words on the board and explained their meanings in Vietnamese Students took notes all the words After that, teacher read the word and asked student repeat in chorus and individually The new words which were taught in the lesson were: take a bus, take a boat, take a coach, go by plane
Through classroom observations, it is found that using of pictures, games and translation were techniques which were chosen by teacher 2
In "Unit 16- Lesson 1: Where’s the post office," Teacher 2 effectively utilized pictures to teach vocabulary Prior to the lesson, she prepared relevant images and presented them using PowerPoint She engaged students by asking them to guess the content of the pictures before introducing the English names, which she repeated three times for clarity Students then practiced the pronunciation both in chorus and individually After each new word, including bus stop, cinema, museum, pharmacy, and post office, the teacher wrote them on the board for students to take notes.
In Unit 16, Lesson 1, focused on the topic "Where's the post office," the teacher introduced new vocabulary and engaged students in a fun learning activity To reinforce the new words, she organized a game called "slapping the pictures," where she first explained the rules to ensure understanding Subsequently, pairs of students were invited to participate and enjoy the game, enhancing their vocabulary through interactive play.
Teacher 2 used this technique when teaching “Unit 17-Lesson 2: What would you like to eat?” Teacher first asked students identify the characters in the picture, listen to the tape and repeat Then she wrote new words on the board and explained their meanings in Vietnamese Students took notes all the words After that, teacher read the words and asked student repeat in chorus and individually The new words which were taught in the lesson were: rice, water, sausage, egg, milk
Using of translation, chants and realia are vocabulary teaching techniques that are applied by teacher 3
Teacher 3 used this technique when teaching “Unit 15- Lesson 2: What would you like to be in the future?” Teacher first asked students identify the characters in the picture and underlined the new words Then she wrote new words on the board and explained their meanings in Vietnamese Students took notes all the words After that, teacher read the word and asked student repeat in chorus and individually The new words which were taught in the lesson were: look after, patient, design, building, fly, plane
In "Unit 16- Lesson 3: Where’s the post office?", Teacher 3 effectively used flashcards to introduce new vocabulary Prior to the lesson, she prepared flashcards relevant to the topic She began by displaying a flashcard and prompting students to guess its meaning After revealing the English name of each picture three times, students listened and repeated the words Following the introduction of each new term, the teacher wrote the words on the board for students to take notes The vocabulary included: go straight, turn left, turn right, next to, between, and opposite.
In Unit 16, Lesson 3, titled "Where's the Post Office," the teacher introduced new vocabulary by utilizing a chant sourced from the internet The chant, named "Where is the Post Office," was first played for the students to listen to, followed by a second playback where they were encouraged to chant along To reinforce learning, the teacher then invited a group of six students to the front of the class to perform the chant together.
Through classroom observations, it is found that using of realia, songs and translation are techniques which were chosen by teacher 4
In "Unit 17-Lesson 2: What would you like to eat?", the teacher effectively utilized realia to enhance vocabulary learning Prior to the lesson, students were instructed to bring a type of fruit to class, while the teacher also provided additional fruits Once all the fruits were collected, the teacher engaged the students by asking them to identify each fruit She then pronounced the English names—banana, apple, cucumber, orange, and plum—three times for the students to listen and repeat After introducing each new word, the teacher wrote it on the board, allowing students to take notes for better retention.
Teacher 4 used this technique when teaching “Unit 18- Lesson 1: What will the weather be like tomorrow?” Teacher first asked students identify the characters in the picture, listen to the tape and repeat Then she wrote new words on the board and explained their meanings in Vietnamese Students took notes all the words After that, teacher read the word and asked student repeat in chorus and individually The new words which were taught in the lesson were: snowy, sunny, stormy, cloudy
In Unit 18, Lesson 1, students learned new vocabulary related to weather forecasting To reinforce their understanding, the teacher introduced the song "How is the weather." Initially, students listened to the song, followed by a second playback where they sang along with each line Finally, the teacher invited a group of six students to perform the song in front of the class, enhancing their engagement and confidence in using the new words.
In summary, classroom observations indicated a strong alignment between reported and observed teaching techniques, with translation being the most commonly utilized method due to time constraints and students' limited vocabulary This technique is favored for its simplicity and ease of comprehension, and all four observed teachers employed it Other methods, such as realia, games, songs, chants, and gestures, were less frequently used and varied among teachers Additionally, educators noted that they seldom teach vocabulary through synonyms and antonyms, as this approach demands a profound understanding of the language, which students often lack Consequently, the use of synonyms and antonyms was notably absent in the classroom.
In this part, summary of main findings, implications, limitations of the study will be presented In the last section, suggestions for further studies are also given.
Summary of main findings
Studies revealed that all participants recognized the critical role of vocabulary in English teaching and learning They concurred that vocabulary is fundamental for language acquisition and the enhancement of communication skills.
Teachers recognize that textbooks and teaching conditions offer valuable opportunities for vocabulary instruction, yet several challenges hinder effective teaching Factors such as limited time, students' diverse backgrounds, and a lack of engaging techniques impact their ability to motivate learners Many educators struggle to find innovative vocabulary teaching methods and have a constrained understanding of how to utilize textbooks effectively They often feel compelled to cover all textbook content without considering adaptations or creating more engaging activities tailored to their students' needs Consequently, they either express dissatisfaction with the time allocated for lessons or settle for the existing textbook activities, neglecting to implement changes that could enhance student interest and engagement.
The findings from interviews and classroom observations revealed that teachers rely predominantly on textbooks, believing they offer sufficient exercises and activities for students There was little integration of additional materials, and teachers demonstrated limited knowledge of vocabulary teaching techniques Translation emerged as the most commonly employed method, while other strategies—such as using pictures, flashcards, games, chants, songs, and mime—were infrequently utilized in lessons.
Implications
From the findings in the study, some following implications can be drawn
To enhance vocabulary learning, teachers should implement engaging techniques such as storytelling, contextual guessing, and English definitions to motivate students It's essential to diversify and combine these methods for effective vocabulary instruction Additionally, incorporating visuals like pictures and flashcards, along with interactive elements such as games, chants, songs, and gestures, can significantly enrich the learning experience and promote better retention of vocabulary.
Teachers must integrate textbooks with supplementary materials to enhance learning, especially when textbooks lack effective tasks or are misaligned with students' needs Useful resources include dictionaries, songs, videos, postcards, and various media such as newspapers and games Selecting appropriate materials that align with lesson objectives is crucial Additionally, teachers should adapt these resources and create activities tailored to their students' requirements It's essential to provide diverse vocabulary practice, as vocabulary is foundational for skills like listening, reading, writing, and speaking Furthermore, educators need to develop a deeper understanding of how to utilize textbooks effectively in their teaching.
Teachers should collaborate and share their experiences with colleagues to enhance their teaching practices and discover effective vocabulary instruction techniques Engaging in self-reflection, peer observation, and exchanging ideas in English teaching can provide valuable solutions for educators at this school, ultimately benefiting their professional development.
Lastly, teachers should take part in workshops and training course on teaching methodology to improve their English teaching methodology.
Limitations of the study
This research has notable limitations, primarily due to its focus on a single primary school and a small participant group of just four teachers As a result, the findings may not be widely applicable and are confined to this specific context Conducting the study in a different school could yield different results.
The time constraints hinder the researcher from exploring the issue comprehensively, preventing a thorough analysis that includes essential cultural and psychological factors.
Suggestions for further studies
Future research could benefit from a multiple-case study approach across various schools, increasing participant numbers and extending the duration of the study Additionally, exploring the issue in greater depth by considering cultural and psychological factors would provide a more comprehensive understanding.
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Teacher Time of interview Interview content
1 How long have you been teaching English?
2 How do you think about the role of vocabulary in teaching and learning vocabulary?
3 What are the opportunities and difficulties in teaching vocabulary in your school?
4 What techniques do you often use in teaching vocabulary for grade 5 students? Why do you use those techniques?
From 8:40 to 9:10 Teacher 4 February 28 th , 2017
APPENDIX B CLASSROOM OBSERVATION SCHEDULE Teacher Time of observation Class Content
Teacher 1 March 3 rd , 2017 5A Unit 15- Lesson 1: What would you like to be in the future?
March 23 rd , 2017 5A Unit 16- Lesson 2: Where’s the post office?
Teacher 2 March 21 st , 2017 5B Unit 16- Lesson 1: Where’s the post office?
April 10 th , 2017 5B Unit 17-Lesson 2: What would you like to eat?
Teacher 3 March 13 th , 2017 5C Unit 15- Lesson 2: What would you like to be in the future?
April 3 rd , 2017 5D Unit 16- Lesson 2: Where’s the post office?
Teacher 4 April 14 th , 2017 5E Unit 17-Lesson 2: What would you like to eat?
April 21 th , 2017 5E Unit 18- Lesson 1: What will the weather be like tomorrow?
APPENDIX C SAMPLE OF INTERVIEW Teacher 1
1.Chị dạy Tiếng Anh được bao lâu rồi?
Ch dạy được 9 năm rồi
2 Chị nghĩ như thế nào về vai trò của từ vựng trong quá trình dạy và học Tiếng Anh?
Theo ch , từ vưng đóng vai trò trung t m trong việc dạy và học Tiếng Anh
Vốn từ vựng là yếu tố quan trọng nhất mà học sinh cần nắm vững trong quá trình học ngoại ngữ Việc sở hữu một kho từ vựng phong phú giúp học sinh dễ dàng tiếp thu kiến thức và cải thiện cả 4 kỹ năng: nghe, nói, đọc, viết Khi học sinh biết nhiều từ, họ sẽ hiểu rõ hơn những gì mình nghe, nói, đọc và viết, từ đó nâng cao hiệu quả học tập.
3 Việc dạy Tiếng Anh ở trường chị có những thuận lợi và khó khăn gì?
Một trong những lợi thế khi dạy Tiếng Anh tại trường là cơ sở vật chất được trang bị đầy đủ, tạo điều kiện thuận lợi cho việc giảng dạy và học tập Trường có hai phòng học Tiếng Anh, mỗi phòng đều được trang bị bảng, máy chiếu, băng đĩa và máy tính kết nối Internet Những thiết bị này hỗ trợ rất nhiều cho giáo viên trong việc giảng dạy từ vựng, giúp họ dễ dàng tìm kiếm thông tin, hình ảnh và bài hát liên quan đến bài học trên Internet, từ đó trình chiếu trong các giờ học.
Sách giáo khoa mang lại nhiều lợi ích, với thiết kế rõ ràng và hệ thống dễ theo dõi Những hình ảnh đẹp và màu sắc sinh động trong sách không chỉ thu hút sự chú ý của học sinh mà còn đảm bảo nội dung phù hợp với trình độ của các em.
Trong quá trình giảng dạy từ vựng, giáo viên gặp phải một số khó khăn Đầu tiên, thời gian cho mỗi tiết học rất hạn chế, chỉ khoảng 10 phút dành cho việc dạy từ vựng, trong khi có nhiều hoạt động và nhiệm vụ cần hoàn thành Thứ hai, học sinh tiểu học có khả năng học nhanh nhưng cũng dễ quên, khiến việc ghi nhớ từ vựng trở nên khó khăn, đặc biệt với những từ khó viết và phát âm Ngoài ra, giọng địa phương cũng ảnh hưởng đến khả năng phát âm của học sinh Cuối cùng, giáo viên chưa có nhiều thủ thuật hiệu quả trong việc dạy từ vựng, và các chiến thuật dạy học còn hạn chế, thường lặp đi lặp lại, dẫn đến sự nhàm chán cho học sinh.
4.Chị thường sử dụng những thủ thuật nào để dạy từ vựng? Tại sao chị lại sử dụng những thủ thuật đó?
Ch thường giải thích từ mới bằng cách dịch sang tiếng Việt, giúp học sinh dễ hiểu và tiếp thu nhanh hơn Để hỗ trợ cho việc học từ mới, ch sử dụng máy chiếu trong lớp để trình chiếu các tranh ảnh liên quan đến nội dung bài học Phương pháp này không chỉ giúp học sinh ghi nhớ từ vựng nhanh chóng mà còn làm cho bài học trở nên sinh động và thú vị hơn.
Để tăng cường hiệu quả học từ vựng, giáo viên thường sử dụng điệu bộ, cử chỉ và biểu cảm khuôn mặt, cùng với các vật thật trong quá trình dạy học Ngoài ra, việc cho học sinh tham gia trò chơi và học qua các bài hát cũng là những phương pháp thú vị giúp thu hút sự chú ý và cải thiện khả năng ghi nhớ từ Tuy nhiên, do thời gian hạn chế, những phương pháp này không thể được áp dụng thường xuyên.
APPENDIX D SAMPLE OF LESSON OBSERVATION Teacher 1
Open your book page 42 Look at the pictures, identify the characteristics and guess what they are saying
(Look at the picture and identify the characters)
Dear teacher, there are Akiko, Nam and Tom
Exactly We are going to listen to Akiko, Nam and Tom talk about the way to get the zoo
(Listen and repeat in chorus)
(Write the new words on the board and explain their meaning in Vietnamese) (Take notes)
(Read the new words and ask students repeat I chorus and individually)
(Listen to the teacher and repeat in chorus.)
(Teach structure and write structure on the board)