Rationale for the Research
In Vietnam, the importance of English continues to grow across various aspects of life, driven by the desire to communicate with foreigners, advance in careers, engage in cultural exchanges with English-speaking countries, and for entertainment purposes A prevalent trend among parents is to enroll their children in international schools or English centers at an early age, aiming to establish a strong foundation in English and enhance their opportunities for interaction with foreigners from a young age.
At Hi! Language School Center (HLSC), children begin learning English as early as six years old, focusing primarily on vocabulary acquisition Unlike adult classes that cover various language aspects like grammar and phonetics, the emphasis for young learners is on building a strong vocabulary foundation, essential for advancing in English However, teaching vocabulary to young children presents challenges, as they may struggle to grasp verbal techniques and can easily lose focus during lessons Additionally, HLSC's native English-speaking teachers, who have limited knowledge of Vietnamese, must find effective strategies to overcome these obstacles in teaching young learners.
Miming is a widely used technique in classrooms, often favored by teachers for its effectiveness in introducing and reinforcing vocabulary while boosting children's motivation Research indicates that miming not only aids in vocabulary acquisition but also encourages shy learners to participate in classroom activities At HLSC, it is essential to explore how miming influences teaching and learning vocabulary, as well as to gather insights from both teachers and learners regarding its application in their educational practices.
The study "Teaching Vocabulary to Young Learners Through Miming" at Hi! Language School Center explores how vocabulary is taught to children, the application of these techniques, and the challenges faced in the process.
Aims of the Research
- providing English language teachers a specific understanding about miming as well as when and how miming can be applied in context
- investigating the Hi! Language School Center teachers and the young learners‟ attitudes towards miming in teaching and learning English vocabulary
- figuring out the current situation of teaching vocabulary through miming to young learners at Hi! Language School Center; and
- finding out the difficulties in teaching vocabulary to young learners through miming to young learners at Hi! Language School Center
Research Questions
The following questions were made to achieve the aims above:
Research question 1: What are the attitudes of the teachers and the young learners (aged from 6 to 8) at Hi! Language School Center towards miming in teaching and learning English vocabulary?
Research question 2: What is the current situation of teaching vocabulary to the young learners (aged from 6 to 8) at Hi! Language School Center?
Research question 3: What are the difficulties the teachers at Hi! Language School Center often cope with when teaching vocabulary through miming to the young learners (aged from 6 to 8)?
Scope of the Research
This study focuses on the effectiveness of using miming as a technique for teaching vocabulary at Hi! Language School Center (HLSC) The research targets young learners aged six to eight, drawn from a broader age range of five to twelve Due to time constraints and the study's limited scope, the sample consists of thirty-eight children across three classes, along with six foreign teachers participating in the research.
Signification of the Research
This study explores various aspects, including the attitudes of teachers and young learners, the current implementation of miming in teaching at Hi! Language School Center (HLSC), and the challenges faced by teachers in its adoption The author aims for this research to enhance the teaching and learning quality of vocabulary among young learners at HLSC Additionally, the findings may serve as recommendations for improving primary English education not only in Vietnam but also globally.
Design of the Research
There are three main parts in this study, namely Introduction, Development and Conclusion
The article begins with an introduction outlining the rationale, aims, research questions, scope, significance, and design of the study Chapter I, the Literature Review, provides a theoretical background that encompasses vocabulary, young learners, methods for teaching vocabulary to young learners, and the use of miming The second chapter details the methodology, including settings, participants, data collection methods, procedures, and analysis techniques The subsequent chapter presents the findings and discussions related to the three research questions The article concludes with a summary of the findings, implications, limitations, and recommendations for future research.
LITERATURE REVIEW 1 An Overview of Vocabulary
Definition of Vocabulary
Words are fundamental to our lives, yet we often overlook their complexity and struggle to define them accurately This highlights the challenges linguists face in providing precise definitions for vocabulary, emphasizing both the significance and intricacy of language.
Vocabulary encompasses various definitions, with some linguists defining it as individual words Lyons (1974) describes a word as a specific grammatical unit, while Hunt and Beglar (2000) highlight that a word includes its base form along with inflections and derivatives Nation (1990) asserts that understanding a word entails knowing its meanings, forms, and usage, indicating that a word comprises multiple aspects Additionally, vocabulary can be viewed as lexical chunks; Ur (1996) notes that vocabulary includes not just single words but also compounds, multiword idioms, and phrases Dowling (2003) refers to these as lexis, emphasizing the importance of recognizing words in phrases, groups, and combinations, which leads to a broader understanding of vocabulary as including fixed expressions, semi-phrases, idioms, and collocations.
In summary, vocabulary encompasses all the words within a language, including both single words and multi-word expressions Effective study and teaching of vocabulary should consider not only the form of words but also their meanings and usage.
The Roles of Vocabulary in Language Learning and Teaching
A strong vocabulary is crucial for effective communication in any language, especially when learning a foreign language Mastering a diverse range of vocabulary, alongside various grammar structures, is essential for language learners to achieve fluency and express themselves clearly.
Vocabulary plays a crucial role in language learning and teaching, as highlighted by Pyles and Algeo (1970), who noted that words are fundamental to communication, allowing sounds and meanings to interconnect Troike (1976) further emphasized the importance of vocabulary for understanding names of objects, actions, and concepts Wilkins (1972) reinforced this idea by stating that while grammar is essential, vocabulary is indispensable for conveying meaning Additionally, Dublin and Olshtain (1986) pointed out that a robust vocabulary enables learners to apply their knowledge effectively to meet their specific needs.
Vocabulary plays a crucial role in language acquisition, as insufficient vocabulary can lead to significant challenges for learners, affecting their confidence and proficiency in both receptive and productive language skills (Nation, 1990) This lack of vocabulary is considered a major barrier to effective communication and learning (Nagy, 1989).
Vocabulary is essential for effective communication and diverse discourse The success of teaching and learning a foreign language heavily relies on vocabulary knowledge Consequently, incorporating vocabulary as a fundamental element in foreign language teaching methodology is vital.
An Overview of Young Learners
Young learners are generally defined by their age and the duration of their primary education before moving on to secondary school However, there is significant variation in the age range provided by different authors, leading to the inclusion of various categories in these definitions.
Kasihani (2007:15) states that young learners are primary school students aged 6 to
Children aged 6 to 12 years can be categorized into two primary groups: the Younger Group, which includes those aged 6 to 8 years, and the Older Group, consisting of children aged 9 to 12 years Additionally, they are further divided based on their class levels, with Year 1, 2, and 3 comprising the younger cohort.
In Vietnam, students are categorized into lower and upper classes, with lower class students typically in grades 1 to 3 and upper class students in grades 4 to 6 This classification aligns with the age ranges of students, highlighting the educational structure in the country.
Scott and Ytreberg (1990) categorize young learners into two distinct groups: Level One for children aged 5-7 years and Level Two for those aged 8-10 years They emphasize that certain characteristics define the average child within these age ranges.
In comparison with the two definitions, Sarah Phillips mentioned young learners as
Children aged five or six to eleven or twelve years old are considered young learners, as noted by Phillips (1993: 5) However, it is essential to focus on their maturity rather than just age when defining this group.
Young learners are typically defined as children aged between 5 and 12 years, according to Rixon (1999), while Lynne Cameron extends this definition to include individuals under the age of 14.
Defining the age range for young learners can be challenging; however, this minor thesis will focus on children aged 6 to 12, in line with Vietnam's primary schooling age criteria.
In “The Practice of English language teaching” (2007), Harmer introduces a list of generalizations of young learners in comparison with two other groups of language learners including adolescents and adults:
- They respond although they do not understand
- They learn from direct experience: they learn indirectly rather than directly
- They understand mostly when they see, hear, touch and interact rather than from explanations
- Abstract concepts are difficult to deal with
- They generally display a curiosity about the world and an enthusiasm for learning a language
- They like talking about themselves and respond to learning that uses their lives as the main topic
- They love discovering things, making or drawing things, using their imagination, moving from one place to another, solving puzzles
Young language learners, particularly those aged five to seven, exhibit a short attention span and can become bored within just 5-10 minutes According to Scott and Ytreberg (1990), their research highlights both general characteristics and language development stages based on age groups These findings align with some of the insights presented by Harmer (2007), emphasizing the developmental similarities among young learners.
- talk about what they are doing, what they have done or heard;
- use a wide range of intonation patterns in their mother tongue;
Very young learners instinctively recognize that the world operates under rules, which, while not always fully understood, provide them with a sense of security Their comprehension of situations often surpasses their grasp of language, allowing them to utilize language skills even before they consciously acknowledge them Engaging with their environment primarily through hearing, touch, and vision, these learners exhibit a dominant physical awareness However, they typically have a short attention span and may struggle to differentiate between fact and fiction, as well as to make independent learning choices Despite these challenges, young learners remain enthusiastic and positive about their educational experiences.
Children aged eight to ten exhibit a blend of maturity, showcasing both adult-like reasoning and childlike curiosity During this stage, they establish foundational concepts, distinguishing between reality and imagination, which empowers them to make informed decisions about their learning This age group is characterized by their inquisitive nature, as they frequently ask questions and have already developed clear preferences for activities Their sense of fairness is heightened, alongside an enhanced ability to collaborate and learn from peers By age ten, their language skills are significantly advanced, further aiding their social interactions and understanding.
8 young learners are able to understand abstracts and symbols, generalise and systematise
Halliwell (1992:3) outlines key characteristics of young language learners, emphasizing their unique nature in the language acquisition process Children exhibit distinct traits that influence how they learn languages, highlighting the importance of understanding their specific needs and behaviors in educational settings.
- are already very good at interpreting meaning without necessarily
- already have great skill in using limited language creatively;
- frequently learn indirectly rather than directly;
- take great pleasure in finding and creating fun in what they do;
- take great delight in talking
For those features of young learners above, it is the language teachers‟ awareness of taking both general and particular characteristics into their consideration when teaching them a second language.
An Overview of Teaching Vocabulary to Young Learners
3.1 Principles of Teaching Vocabulary to Young Learners
3.1.1 Criteria for selection of vocabulary
Considerable attention should be paid in the selection of words teacher wants to teach Three main criteria for selecting words were offered by Gairns and Redman
In selecting vocabulary for young learners, it is essential to consider factors such as frequency of use, learners' needs and levels, cultural context, and practicality High-frequency words that are familiar to students should be prioritized and organized by themes in textbooks to facilitate teaching For very young learners, simpler words are more appropriate, while more complex terms with specific meanings should be avoided Additionally, cultural differences in expression must be acknowledged to ensure effective communication and understanding among diverse learners.
9 same Moreover, language usage in the class needs meet the requirement of appropriation with its certain types
According to Pinkley (2005), teachers should consider several key criteria when making vocabulary decisions, aligning with insights from Gairns and Redman (1986) First, they must identify the types of vocabulary to target, including single words, collocations, fixed, and semi-fixed expressions Second, vocabulary selection should be based on its usefulness in varying teaching contexts, as words relevant in one situation may not apply in another Third, frequency of use is essential, and teachers should refer to established frequency lists Fourth, especially for children, personal interest and curriculum relevance should influence vocabulary choices Fifth, teachers need to account for the learners' ages and cognitive development levels Lastly, they should consider the expediency of teaching essential classroom language, instructional language, grammatical terminology, or phonological terminology.
Harmer (2007) outlines three key criteria for vocabulary selection: the distinction between concrete and abstract words, the importance of teaching general terms before more specific ones, and the relationship students have with the words they learn.
According to Nation (1990), understanding a word encompasses not just its meanings but also its forms and usage Ur (1996) further elaborates on this by outlining essential linguistic components that learners must grasp, starting with the word's form, followed by grammar, collocations, meaning, and word formation Emphasizing the importance of pronunciation and spelling, Ur states that learners must be aware of how a word sounds and how it is written Additionally, grammatical rules should be introduced based on the learners' proficiency levels, such as presenting the present forms of verbs, particularly the third-person singular In terms of collocations, the meaning of a word is largely determined by its context and usage.
In teaching young learners, the focus should not be on the denotation of words, as they may struggle to grasp this concept Instead, context can effectively guide them in understanding meanings Additionally, concepts like word formation, including prefixes, suffixes, and hyphenated words, are often too complex for this age group.
3.2 Techniques of Teaching Vocabulary to Young Learners
Language teachers have various techniques at their disposal to effectively introduce new vocabulary to young learners Depending on their preferred methods, the age of their students, and the types of words being taught, educators can opt for visual aids, verbal explanations, or a combination of both approaches to enhance understanding.
Visual techniques, including visuals and mime, action, and gestures, play a crucial role in engaging young learners Effective visuals encompass a variety of materials such as flashcards, photographs, wall charts, posters, and even blackboard drawings Additionally, teachers can utilize mime and gestures to convey actions, emotions, and descriptive adjectives These methods not only facilitate labeling of pictures and objects but also allow learners to perform relevant actions Overall, visual techniques are particularly beneficial in capturing the attention of young learners, especially those at lower proficiency levels.
Verbal techniques for teaching vocabulary include using illustrative situations, descriptions, synonyms and antonyms, collocations, scales, and various forms of definitions such as demonstration, abstraction, contextual definitions, and translation For young learners at beginner levels, explanations can be particularly challenging While translation can effectively convey the meanings of new words and save lesson time, it is often underutilized This approach can discourage young learners, as it provides meanings upfront, leading them to rely on the teacher's explanations rather than engaging with the words themselves Consequently, they miss opportunities for meaningful interaction with the vocabulary.
Context building is an effective technique for introducing vocabulary, emphasizing that vocabulary teaching goes beyond merely covering a list of words According to Moras (2001), it is essential for learners to have opportunities to use new vocabulary effectively This technique allows students to independently deduce the meanings of words and understand their usage in conversation When implementing context building, teachers should consider socio-cultural factors to facilitate learners' ability to guess or comprehend word meanings more easily.
Teachers frequently employ various techniques, such as miming and the use of real objects, to enhance classroom learning These methods not only complement each other but also contribute to clearer and more effective presentations, as highlighted by Doff (1988:98).
In conclusion, each vocabulary teaching technique has its unique advantages and disadvantages I believe that educators can enhance their effectiveness by combining these methods to introduce vocabulary more successfully.
3.2.2 Techniques of checking and consolidating vocabulary
The follow-up stage of checking and revising is essential after children encounter new words, as it helps strengthen their long-term memory and encourages more frequent use of vocabulary.
According to Bermheden (2002:8), students require a minimum of three exercises on each new word to effectively integrate them into their active vocabulary, which should be their primary objective.
Teachers can adopt particularly or simultaneously the different techniques as follows to check their children‟s understanding According to Seal (1991, cited from
Teachers can enhance children's understanding of English vocabulary by using concept questions, such as asking if shoes can be bought in a grocery store or what items are available there (Pinkley, 2005) Other effective techniques include fill-in-the-blank exercises, category sorting, and matching pairs Additionally, employing pictorial schemata like grids, word maps, Venn diagrams, stepped scales, and clines can further support vocabulary acquisition.
12 graphic organizers I am particularly interested in the last techniques because it can be used in both presenting and checking stages
To consolidate the vocabulary, Pinkley (2005) shows a list of techniques:
(1) tasks: the teacher assigns students tasks through problem solving, doing projects, or values clarification (ranking, for/ against, cause and effect)
(2) story or dialogue writing: students have to read their work in class, act out or make a class book
(3) discussion: students consolidate words by discussing the guided or free topic, playing board games and card games, making conversation cubes
(4) role plays “real life”: students are asked to play role in the daily situation like doctor and patient or grocer and shopper
(5) Role plays “creative life”: requires young learners to imagine an unreal situation such as talking dog or visitor from Mars
In Vietnam, Nguyen Bang et al (2003) identified various techniques for checking and consolidating vocabulary, including ordering, rub out and remember, networks, bingo, word storm, slap the board, guess the picture, matching, noughts and crosses, what and where, word squares, and jumble words These popular methods, primarily word games, are widely utilized by Vietnamese teachers Engaging in these games allows students to interact with vocabulary in a relaxed environment, enabling them to acquire the target language effortlessly.
An overview of miming
In the light of art, Paul Curtis, founder and director of the American Mime Theatre, uses the following definitions “Pantomime is the part of creating the illusion of
Mime is a form of silent acting that communicates stories through bodily movements, facial expressions, and gestures, rather than spoken words According to the Oxford Advanced Learner's Dictionary, it involves using physical actions to convey narratives without dialogue John Dougill describes mime as a non-verbal representation of ideas and stories In essence, mime serves as a unique method of conveying meaning without the use of language.
4.2 The Roles of Miming in Teaching Vocabulary to Young Learners
Mime is an effective non-verbal communication technique that enhances vocabulary teaching by building learners' confidence and encouraging active participation (Zyoud, 2011) It fosters imagination and observation while providing enjoyment, making students enthusiastic about drama (Hayes, 1984) By translating verbal words through movement, mime aids children in comprehending language better, as it connects actions with verbal labels (Bogdashina, 2005) Additionally, mime reinforces memory through visual association, aiding recall of language items (Rose, 1985, cited Zyoud, 2011) It also promotes language use during pair or group activities, making it easier and more motivating for learners to engage in discussions and follow instructions (Ur, 1981) Ultimately, mime plays a crucial role in vocabulary teaching, supporting language teachers in helping students reinforce their vocabulary skills.
Research on mime in language teaching, particularly for young learners, is limited Zyoud (2011) highlights mime as a valuable component of drama activities aimed at enhancing English as a Foreign Language (EFL) instruction The author synthesizes insights from renowned scholars to demonstrate the advantages of incorporating mime and similar activities, emphasizing a shift in the teacher's role from a traditional authority figure to a facilitator in the learning environment.
Liliance Bois Simon's study highlights the effective use of dramatic techniques, particularly mime, in teaching English as a Foreign Language (EFL) She explores the connection between mime and language, distinguishing between mime for limited language, such as teaching verb tenses, and mime for unlimited language, which encompasses teaching various meanings like objects, feelings, and scenes Simon concludes that mime serves as a valuable tool for language drills and prepares students for more advanced linguistic tasks Additionally, she emphasizes that mime is a creative exercise, enhancing both the act of miming and subsequent follow-up activities, thus providing numerous benefits in language learning.
In Vietnam, research on vocabulary teaching does not specifically highlight miming as an individual technique; instead, it is often integrated with other methods or categorized under drama techniques The study titled “Techniques in Teaching Vocabulary to Young Learners at ILA School” exemplifies this approach, identifying the most commonly used techniques by teachers while noting their frequent limitations in combining various methods Additionally, the study reveals that the techniques employed vary across different classes.
Another study by Nguyen Thi Bich Hien (2005) was given more space for miming as a part of drama techniques In this case, different techniques including miming
Many participants were unfamiliar with the 15 activities introduced by the teacher, but their integration with other tasks effectively captured students' attention and motivation However, when compared to techniques like drama games, role-play, and simulation, methods such as miming and improvisation did not prove to be as effective.
METHODOLOGY 1 Settings
Participants
This study involved 38 children aged six to eight from grade 1 and 2 in Ba Dinh, Ha Noi, all of whom are at a starter level in English The participants have undergone a placement test, with some having prior exposure to English through kindergarten or other centers, while others are new to the language Overall, their English knowledge is quite limited.
English courses for children at HLSC are taught exclusively by foreign teachers, with a research group consisting of six educators Each teacher has been with HLSC for a minimum of six months, and four hold TESOL Certificates, while the other two possess Bachelor's degrees in English All instructors bring at least two years of experience in teaching English to both young learners and adults.
Data collection methods
This study utilized three primary data collection instruments: questionnaires, interviews, and class observations The questionnaire served as the main tool, featuring two distinct sets of questions designed for English teachers and young learners.
Teachers were requested to respond to 22 questions categorized into four sections aligned with the research objectives The subsequent table outlines the specifics of these questions.
Q.2-Q.7, Q.22 The attitudes of the teachers towards using miming in teaching vocabulary Q.1, Q8-Q.17 The current situation of teaching vocabulary through miming Q.18, Q.19 The difficulties the teachers cope with during using miming in teaching vocabulary Q.20 How the teachers deal with the difficulties above
Young learners, due to their age, often struggle to express their thoughts on the challenges and solutions of teaching vocabulary through miming To address this, the author employed a set of 15 questions to gather insights.
Questions for the young learners
Q.2 – Q.12, Q.14 Q.15 The attitudes of the young learners towards using miming in teaching vocabulary Q.1, Q.6 – Q.13 The current situation of teaching vocabulary through miming
Following the survey questionnaire, the researcher sought clarification on certain aspects, leading to face-to-face interviews with six foreign teachers This qualitative approach aimed to gain deeper insights into their specific challenges within the teaching context.
Eighteen students were asked to provide examples related to their experiences with specific problems The interview questions aimed to gather insights into their preferences for a particular technique, including the words they can effectively mime From the questionnaire responses, only ten students were selected for a follow-up interview to delve deeper into their views.
The research included eight class observations across three classes: JS5A1, JS4A1, and JS3A1 In JS5A1, the author observed three consecutive lessons focusing on Unit 3: "This is my nose!" (pages 20-25) JS4A1 covered one lesson from Unit 3 and the first lesson of Unit 4, with three observations conducted JS3A1, which met twice a week, involved two observations centered on Unit 3: "Play time!" (pages 14-17) The researcher documented extensive data on classroom activities and collected pictures to complement questionnaire findings regarding the teaching of vocabulary through miming and the challenges faced by foreign teachers.
Data collection procedure
Questionnaires were distributed to six foreign teachers during their free time, with clear explanations provided regarding the aims and requirements Subsequently, the author administered the questionnaire to young learners 20 minutes after each class, ensuring that children understood how to respond appropriately by giving clear instructions at the start of the survey session The researcher remained available to address any further questions from the participants.
During the seven-week survey, the researcher conducted classroom observations to gather data This observational data was essential for validating the information regarding the use of miming as a method for teaching vocabulary to young learners.
Last but not least, the researcher interviewed six teachers and ten children for clarification The frequency of using miming in teaching vocabulary, the
The article discusses 19 challenges faced by teachers, along with potential solutions It also explores children's preferences for using miming as a method for learning vocabulary, inviting them to explain their experiences Additionally, specific words were provided to assess the children's understanding and their ability to convey meanings through miming.
Data analysis methods
Upon completing data collection, the analysis phase began, utilizing descriptive statistics to evaluate the survey questionnaire and interview results The data was processed in Excel and presented through tables, charts, and diagrams, supplemented by illustrative images that enhanced the analysis of findings from both questionnaires and interviews.
FINDINGS AND DISCUSSIONS 1 Research question 1
Research question 2
Figure 9 and 10: Situation of using miming in teaching and learning vocabulary
Figure 9: For teachers Figure 10: For the children
In general, all the teachers and the children have used miming in teaching and learning vocabulary (100%) when answering Q.1
Figure 11: Frequency of using miming in teaching vocabulary
According to the statistics from Q.8 in Figure 11, a significant number of teachers acknowledge the advantages of using miming in their instruction, with 50% incorporating it into vocabulary lessons occasionally and 33.3% utilizing it in every lesson.
A study revealed that 26% of educators utilized miming as a method to teach both vocabulary and grammar Conversely, only 16.7% of respondents incorporated miming in a limited number of lessons, favoring alternative techniques for vocabulary instruction Classroom observations indicated that teachers frequently employed miming, highlighting its effectiveness in enhancing vocabulary and grammar teaching Additionally, young learners' feedback showed a similar trend in miming usage, with 57.9% reporting its use in some lessons, 26.3% in every lesson, and 13.2% in few lessons.
Figure 12: Stages at which miming is often adopted
In Q.9, Figure 12 reveals that 83.3% of teachers utilize miming during the presentation stage to effectively introduce new vocabulary and enhance word vividness However, its usage declines to 66.7% in the practice stage, where teachers prefer employing various techniques, particularly games The production stage sees the least reliance on miming at just 33.3%, primarily due to its limited applicability in speaking and writing activities observed during class sessions and interviews.
Figure 13: Time for using miming in teaching vocabulary
In Figure 13, the data reveals that 66.7% of teachers spent five minutes on miming activities in the classroom, while 33.3% allocated between 6 to 10 minutes, with no teachers exceeding this time Similarly, children's expectations for the duration of miming activities were closely aligned, as only 55.3% preferred a duration of 1-5 minutes, and 39.5% indicated that their teachers typically used 6 to 10 minutes for these activities.
Research indicates that young learners have a short attention span, often losing interest within 5 to 10 minutes (Harmer, 2007) In a study, only 5.3% of participants preferred activities lasting between 11 to 15 minutes To maintain engagement and focus, it is recommended that miming activities be limited to 5 minutes or less.
Figure 14: Word classes used in miming to teach vocabulary
According to Figure 14, teachers ranked their preference for word classes suitable for miming in teaching, with verbs leading at 100% due to their representation of simple actions in the book "Family and Friends 1." Nouns followed with 83.3%, although this percentage was affected by the presence of some abstract nouns Prepositions ranked third at 50%, as most were related to places or movement, making them easier to mime Adjectives and adverbs received the lowest rankings, at 33.3% and 16.7%, respectively, with teachers noting that miming was primarily used for adjectives related to feelings, while other adjectives were often abstract and presented visually.
100.0% nouns verbs adjectives adverbs prepositions
In a study involving 10 young learners who were asked to mime five specific words—book, look, happy, fast, and under—it was discovered that 80% of the participants effectively mimed the verb "look," the noun "book," the adjective "happy," and the preposition "under." However, the adverb "fast" was mimed the least among the group.
Figure 15: Class organization when vocabulary is taught via miming
Q.12 is to find out how teachers organized class Most of the teachers preferred to use the whole class (83.3%) and two team organizations (66.7%) Sometimes, pair work might be used by 50% of the teachers They did not often arrange the class in group work (16.7%) and individuals (33.3%) The information from the children shows the similar pattern with some slight differences figures in the organizations of group work (23.7%), pair work (57.9%), whole class (86.8%), and individuals (42.1%)
In a recent analysis of classroom dynamics, it was found that teachers frequently divided the class into two teams, with a usage rate of 66.7%, compared to only 39.5% preference from students Observations confirmed this practice, revealing that while teachers organized team activities, they engaged students individually by having each member mime words in turn, leading children to perceive that they were collaborating in pairs.
Figure 16: Preparation for teaching vocabulary through miming
The data from Q.13 indicates that the majority of teachers dedicate little to no time to prepare for miming activities, with only 16.7% of teachers taking the initiative to thoughtfully learn and practice miming prior to class During classroom observations, the researcher noted that teachers often utilized miming to enhance vocabulary instruction whenever they deemed it appropriate This observation is further supported by feedback from the children's questionnaire.
100.0% group w ork pair w ork 2 teams w hole class individuals
29 through the fact that all the informants choose the choice of “at any time” (See Table
Table 3: When do the teachers use miming to teach a word? a when introducing the new vocabulary 57.9% b when practicing the words 44.7% c at any time 100%
Figure 17: Ways of checking the young learners’ understanding of the vocabulary the teachers mime
All teachers consistently encourage students to mime or verbalize words in English to assess their comprehension, with 100% employing this strategy Additionally, half of the educators incorporate matching mimes with pictures or flashcards However, only 33.3% of teachers prompt students to create sentences using the mimed words, and a mere 16.7% ask students to express the words in Vietnamese, indicating a limited approach to bilingual reinforcement.
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% think o f ho w to mime carefully learn ho w to mime o n the Internet o r fro m a bo o k practice miming at ho me do no thing o thers
Ask them to mime again
Ask them to say the word in English
Ask them to say the word in Vietnamese
Ask them to match the mime with the correct picture/ f lash card
Ask them to make a sentence using the word you mime others
A significant challenge in teaching arises from the limited knowledge of the Vietnamese language among educators, leading them to employ alternative methods, such as asking students to spell words, writing on the board, or drawing pictures, which accounted for 50% of their strategies While all teachers (100%) encouraged students to mime and pronounce words in English, students demonstrated a slightly higher tendency to use Vietnamese, match picture cards, and construct sentences Interestingly, only 28.9% of students reported that their teachers utilized alternative methods for assessments, in contrast to the 50% of teachers who acknowledged doing so.
Figure 18: The young learners’ participation in the miming activities
A recent survey revealed that 76% of young learners actively participated in a miming activity, showcasing their enthusiasm and engagement In contrast, only a small percentage of students joined when prompted (13%), based on their immediate preferences (8%), or chose not to participate at all (3%) This indicates that the remaining students are part of a group characterized by shyness in the classroom setting.
Figure 19 and 20: The teachers’ using the other teaching aids and combining miming with the other techniques
70.0% always usually sometimes rarely never 0.0%
In teaching vocabulary through miming, 66.7% of teachers commonly utilized additional teaching aids to enhance effectiveness, while 33.3% occasionally employed them Overall, 60.5% of teachers reported using teaching aids regularly, with 39.5% using them sometimes Similarly, children indicated comparable usage patterns; 50% of them combined miming with other techniques either regularly or occasionally, with no responses indicating "always," "rarely," or "never" for either category.
Table 4: The learners’ understanding the word meaning through miming
How the learners understand the word meaning through miming Teachers Children
In response to Q.17 and Q.13, both teachers and young learners predominantly selected two options: "usually" and "sometimes" for providing correct answers Specifically, 83.3% of teachers reported that they usually give correct answers, compared to 71.1% of children Conversely, 16.7% of teachers and 28.9% of children indicated that they sometimes give correct answers Overall, the data reveals only a slight difference between the responses of teachers and children.
Research question 3
Figure 21: the teachers’ feeling pleased with the results from using miming in teaching vocabulary
In a study on the effectiveness of miming in vocabulary teaching, only one teacher (17%) expressed full satisfaction, attributing this to their thorough preparation in learning how to mime before class Meanwhile, half of the teachers reported feeling pleased with the learning outcomes, noting that most young learners demonstrated a good understanding and ability to mime However, the remaining teachers (33%) experienced only partial satisfaction, citing challenges faced during class as a factor in their mixed feelings.
Teachers face several challenges when implementing miming in vocabulary instruction A significant 66.7% of educators report that noisy classroom environments hinder the effectiveness of this method, while the same percentage indicates that managing students during group miming activities can be difficult Additionally, 83.3% of teachers note that some children feel shy performing in front of their peers Although miming is beneficial for kinesthetic learners, it may not suit all students, as highlighted by 50% of respondents Furthermore, 100% of teachers recognize that students often have short attention spans and that unclear miming can lead to misunderstandings of vocabulary, complicating the learning process.
0% very pleased pleased pleased to some extent (i.e slightly pleased) not pleased at all
When selecting words to mime, it's crucial to choose appropriate terms, as some choices may not effectively convey the intended meaning Many individuals experience shyness when performing in front of large groups of children, which can hinder their ability to express themselves through miming Additionally, certain vocabulary in course materials may be too complex to adapt for miming, limiting the effectiveness of this teaching method Abstract concepts present a significant challenge, as they are often difficult to represent through physical gestures Overall, while some aspects of miming are effective, there is room for improvement in word selection and comfort levels during performances.
The application of miming in vocabulary teaching faces several challenges related to class characteristics, young learners, teachers, and vocabulary itself Notably, teachers reported no issues with class characteristics, but young learners presented significant difficulties, particularly due to their short attention spans (100%) While no children expressed boredom with miming, 66.7% of teachers noted that some students were overly excited, leading to noisy classrooms Conversely, 83.3% of teachers found it challenging to engage shy children in miming activities Additionally, teachers acknowledged that their miming was occasionally unclear, complicating the guessing process for students A major hurdle also arose from the difficulty of miming abstract words, and teachers cited a lack of knowledge in the Vietnamese language as a barrier to effectively explaining and ensuring comprehension of vocabulary meanings.
This part summarizes the findings of the thesis and brings in some pedagogical implications It also points out some limitations as well offers some recommendations of the study
This study reveals that both teachers and young learners have a positive attitude towards using miming in vocabulary teaching and learning They consider miming to be both interesting and beneficial, recognizing its importance and necessity due to the numerous advantages it provides.
Currently, miming is applied frequently in teaching vocabulary to the children from
At Hi! Language School Center, students aged 6 to 8 engage in brief miming activities, typically lasting around five minutes, to enhance their understanding of nouns and verbs During these sessions, the entire class participates, allowing teachers to assess comprehension by asking students to mime again or verbalize the words in English To make the lessons more engaging, instructors incorporate teaching aids and combine miming with other techniques This interactive approach not only boosts students' confidence but also aids in the retention of vocabulary.
Teachers expressed satisfaction with the learning outcomes of using mime for teaching vocabulary, but they faced challenges such as students' short attention spans and shyness, which can lead to loss of control in the classroom Additionally, teachers sometimes struggle with unclear mime gestures and inappropriate word choices, making it particularly difficult to convey abstract concepts through this technique.
In the same way, Vietnamese language barrier prevents all foreign teachers from conducting this technique in teaching vocabulary.
Pedagogical Implications
The findings of the present study bring in some pedagogical implications for teaching and learning vocabulary through miming
Teachers should remember that children aged six to eight are in a critical stage of language development, where they begin to grasp the meaning of words Understanding this developmental milestone is essential for effective teaching strategies.
Understanding children's characteristics is crucial for teachers when selecting appropriate words and determining the duration of each mime This knowledge not only aids in effective communication but also helps manage the attention spans of younger students, who may be more easily distracted and overexcited compared to older children.
Using miming in the classroom can be effective, but it requires careful preparation and is not suitable for all situations Teachers should focus on miming nouns and verbs, as concrete words are generally easier to convey than abstract concepts To engage students and enhance their understanding of word meanings, miming should be presented in a funny, simple, and vivid manner For example, when demonstrating the word "elephant," teachers can emphasize its distinctive feature, the large trunk, by miming a waving arm in front of their nose If teachers struggle to develop creative mimes, they can seek advice from colleagues or explore online resources for inspiration.
Teachers should carefully consider the time allocated for each miming activity before introducing new vocabulary Research indicates that it typically takes about 30 seconds for a teacher to mime a word, followed by another 30 seconds for students to share their interpretations If the teacher quickly transitions to a new word, students may struggle to retain the previous term, necessitating additional practice for long-term memory retention To enhance learning, teachers can extend practice time to two to three minutes based on students' interests and cognitive levels, while avoiding overly lengthy sessions to prevent boredom Generally, a duration of one to five minutes is recommended for effective vocabulary acquisition.
To enhance their understanding of the Vietnamese language, it is beneficial for teachers to learn essential Vietnamese vocabulary This knowledge not only aids in assessing young learners' comprehension but also helps bridge the cultural gap between foreigners and Vietnamese individuals.
With 36 learners in the classroom, the presence of Vietnamese teaching assistants ensures effective communication between teachers and students Their support is crucial for enhancing understanding and providing assistance to the children as needed.
Effective classroom management is crucial for successful lesson delivery Research indicates that teachers should approach class management as a cohesive team effort This strategy enhances student participation in activities, such as miming, while also alleviating their fear of performing in front of peers.
When teaching mime, it's essential for educators to provide a clear and simple model for students Each child may develop their own interpretation of a word's meaning through mime, but a teacher's demonstration helps ensure that the children use the language accurately Additionally, using a model reference makes it easier to assess young learners' understanding of the word's meaning.
Incorporating miming alongside verbal techniques is highly recommended, as miming alone may not effectively convey word meanings and can lead to varied interpretations based on individual backgrounds By using verbal techniques, educators can clarify meanings and enhance the effectiveness of miming Additionally, combining games with miming can create an engaging and exciting learning experience for young learners.
After each activity, children eagerly await feedback from their teacher regarding their miming performance, with positive comments being especially valued at this age Teachers should start by affirming that all students have performed excellently, followed by recognizing standout learners with encouraging words It's crucial for teachers to motivate all students to improve their miming skills in future activities while also reminding overly enthusiastic students to maintain appropriate behavior in class.
Limitations of the study
This study, while complete, has certain unavoidable limitations, notably the restricted class time which prevented the inclusion of all young learners within the targeted age range of six to eight years old.
Participants occasionally provided responses that contradicted their answers in questionnaires and interviews, indicating that perceptions may not always be accurate Furthermore, this study did not examine the effectiveness of using miming to teach vocabulary to children aged six to eight Additionally, it is important to note that only foreign teachers were involved in this research.
Recommendations for further studies
Further research is needed to evaluate the effectiveness of miming in teaching vocabulary to children aged six to eight, with the possibility of expanding the age range to six to twelve Additionally, a more diverse participant pool, including both foreign and Vietnamese teachers, would enhance the reliability of the results These findings could significantly benefit vocabulary teaching and learning at HLSC and beyond.
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Dear all the foreign teachers at Hi! Language School Center,
My name is Truong Huong Lan, and I am an English teacher at Hi! Language School Center (HLSC) I am conducting a survey to explore the use of miming as a method for teaching vocabulary to young learners aged 6 to 8 This questionnaire aims to gather insights into your attitudes and practices regarding this teaching technique Your feedback is crucial for the success of this research, and all collected data will be used solely for academic purposes.
Your cooperation will be highly appreciated
Please write down some information about yourselves
Please choose the answer(s) that best describe(s) your attitudes and practices
1 Have you ever taught vocabulary to the young learners via miming at HLSC?
If Yes, please answer the questions from number 2 to number 20
If No, please answer the questions from number 21 and 22
Your attitude towards miming in teaching vocabulary to the young learners
2 How do you like using miming in teaching vocabulary?
Very much much quite much not very much not at all
3 What do you think of the usefulness of miming in teaching vocabulary to the young learners?
Very useful useful quite useful not very useful useless
4 What do you think of the importance of miming in teaching vocabulary to the young learners?
Very important important quite important not very important unimportant
5 What do you think of the necessity of miming in teaching vocabulary to the young learners?
Very necessary necessary quite necessary not very necessary unnecessary
6 What are your reasons for using miming in teaching vocabulary to the young learners? (You can choose more than one option) a to help your young learners and you feel relaxed while working with vocabulary b to introduce the vocabulary easily c to help your young learners remember the vocabulary easily and longer d to make your young learners more active while learning vocabulary e to check the children‟s understanding of the new words f to warm up the classroom atmosphere g other ideas ( Please specify):
7 What are the benefits of using miming in teaching vocabulary in your viewpoint? (You can choose more than one option) a get the children involved easily b help the children learn while playing c help the children feel comfortable d introduce and consolidate the vocabulary for the children easily e can be used at any time f build up the children‟s self-confidence g help the young learners remember the vocabulary longer h other ideas ( Please specify):
Your facts of teaching vocabulary to your young learners through miming at HLSC
8 How often do you use miming in teaching vocabulary? a In very few lessons b In few lessons c In some lessons d In every lesson
9 Which stage do you often use miming to teach vocabulary? (You can choose more than one option) b Presentation b Practice c Production
10 How long do you often use miming in teaching vocabulary? a 1-5 minutes b 6-10 minutes c 11-15 minutes d 16-20 minutes e more than 20 minutes
11 What kinds of words do you often teach through miming? (You can choose more than one option) a nouns b verbs c adjectives d adverbs e prepositions
12 How do you often organize work in class when using miming to teach vocabulary? (You can choose more than one option) a group work b pair work c 2 teams d whole class e individuals
13 What do you do to prepare for teaching vocabulary via miming? (You can choose more than one option) a think of how to mime carefully b learn how to mime on the Internet or from a book c practice miming at home d do nothing e others ( Please specify):
14 In what way do you check your children‟s understanding of the word you mime? (You can choose more than one option) a Ask them to mime again b Ask them to say the word in English c Ask them to say the word in Vietnamese d Ask them to match the mime with the correct picture/ flash card e Ask them to make a sentence using the word you mime f others ( Please specify):
15 How often do you use the other teaching aids to teach vocabulary through miming? a always b usually c sometimes d rarely e never
16 How often do you combine miming with the other techniques while teaching vocabulary? a always b usually c sometimes d rarely e never
17 How do the young learners understand the word meaning through miming? a Always give correct answer b Usually give correct answer c Sometimes give correct answer d Rarely give correct answer e Never give correct answer
Your attitude towards difficulties in teaching vocabulary to the young learners through miming
18 How do you feel about your teaching vocabulary to the young learners at Hi! Language School Center? Circle the most suitable option and give your reason a very pleased b pleased c pleased to some extent (i.e slightly pleased) d not pleased at all
(e.g I achieved all/ some of the learning outcomes of the lessons;…)
19 What are your difficulties in teaching vocabulary to Hi! Language School Center‟s young learners through miming? (You can choose more than one option) a over-sized classes b too noisy classes c the children get out of your control when all the children mime d miming could be used for the children who are kinaesthetic, it is not appropriate for the other types e Somechildren feel shy in front of their classmates f the children feel bored g students‟ short attention span h your mime is not clear and leads to some different words i you choice of word to mime is sometimes inappropriate j you feel shy when miming in front of many children k words in the course book is too hard to be adapted mime l not many abstract words can be mimed m others
Your suggestions on how to use miming in teaching vocabulary effectively at HLSC
20 What should the teachers do to deal with these problems? (You can choose more than one option) a Limited the number of the learners in each class b spend appropriate amount of time on miming c manage the class as a whole or big teams d give clear, simple, and funny instructions and mime e choose appropriate words to mime f use miming in combination with the other techniques
To enhance your teaching effectiveness, utilize various teaching aids to complement your miming techniques Integrate mime with other instructional methods for a more dynamic learning experience Prior to class, take time to thoughtfully plan your miming strategies to ensure clarity and engagement This approach not only improves the understanding of the Vietnamese language but also enriches the overall learning environment.
If you have never taught vocabulary to the young learners through miming, please answer the following questions
21 Why don‟t you use miming in teaching vocabulary? (You can choose more than one option) a miming is waste of time b Children make too much noise when miming c miming is suitable to the children who are kinaesthetic d I don‟t know much about this technique e others ( Please specify):
22 If there comes a chance, will you try using it? a Yes b No c Maybe
Thank you very much for your assistance!
QUESTIONNAIRE FOR THE YOUNG LEARNERS
Các em học sinh ở Trung Tâm Tiếng Anh Hi! Language School Center thân mến,
Trương Hương Lan, giáo viên tiếng Anh tại Trung Tâm tiếng Anh Hi! Language School Center, đang tiến hành khảo sát về việc dạy từ vựng thông qua điệu bộ cho trẻ em từ 6-8 tuổi Những thông tin và câu trả lời từ các em học sinh rất quan trọng cho nghiên cứu này Dữ liệu thu thập sẽ chỉ được sử dụng cho mục đích nghiên cứu và không phục vụ cho bất kỳ mục đích nào khác Xin chân thành cảm ơn sự hỗ trợ của các em!
Mời các em điền một số thông tin cá nhân vào chỗ trống bên dưới
Em đã học tiếng Anh: năm
Em có thích học tiếng Anh không?
1 Em có biết dùng điệu bộ để diễn tả nghĩa một từ tiếng Anh không? a Có b Không
Nếu câu trả lời là “Có”, em hãy tiếp tục với các câu hỏi từ 2 đến 13
Nếu câu trả lời là “Không”, em hãy tiếp tục với các câu hỏi 14 và 15
Nếu biết dùng điệu bộ để diễn tả nghĩa một từ tiếng Anh:
Thái độ của em đối với sử dụng điệu bộ để diễn tả nghĩa một từ tiếng Anh
2 Khi giáo viên dùng điệu bộ để dạy em một từ tiếng Anh, em cảm thấy:
Rất thích Thích Bình thường Không thích lắm Ghét
3 Sử dụng điệu bộ để diễn tả một từ tiếng Anh có ích với việc học từ vựng của em như thế nào?
Rất có ích Có ích khá có ích không có ích vô ích
4 Em thích học từ vựng thông qua những cách nào sau đây? (Em có thể khoanh tròn HƠN MỘT LỰA CHỌN)
VIII f qua tranh ảnh b qua các bài hát c qua điệu bộ d qua kể chuyện e qua các trò chơi f các cách khác (Nêu rõ các cách khác là gì)
5 Khi học từ vựng thông qua điệu bộ em thấy có ích lợi gì? (Em có thể khoanh tròn HƠN MỘT LỰA CHỌN) a vui hơn b học từ dễ dàng và tốt hơn c nhớ từ lâu hơn d vốn từ vựng của em nhiều hơn e em thấy tự tin hơn f tất cả các ý trên
Sự tham gia của em vào việc học khi sử dụng điệu bộ để diễn đạt nghĩa một từ tiếng Anh