Introduction 1
Aims of the study 2
The aims of the study are:
To give a brief overview about the role of vocabulary and its relevance in teaching and learning methodology
To conduct a survey about present situation of vocabulary teaching and learning at Dong Do High School
To explore the possible problems faced by the teachers in teaching vocabulary
To explore the possible problems faced by the students in learning vocabulary
To investigate some techniques of presenting vocabulary used at Dong Do High School.
Research questions 3
To achieve the aims of the study, the following questions were proposed:
1 What are difficulties in teaching and learning vocabulary at D.D High school?
2 What are students‟ reactions to the present vocabulary teaching at D.D high school?
3 What are the techniques of presenting vocabulary that motivate students at D.D high school?
Methods of the study 3
To accomplish the stated objectives, this study employs a mixed-methods approach, incorporating both quantitative and qualitative research techniques This comprehensive methodology enhances the reliability of the findings and contributes significantly to the overall validity of the research.
The instruments used for data collection include survey questionnaires for students and teachers at Dong Do High School
Collecting data for the analysis from 100 students at Dong Do High School in
Collecting data from 10 teachers teaching English at Dong Do High School
Observing some experienced teachers‟ classes teaching grade 11 and interviewing some teachers as well as students
Assessing what difficulties are dominant in vocabulary teaching and learning
Applying some techniques in presenting vocabulary in some classes
Scope of the study 3
This study focuses on teaching and learning vocabulary for grade 11 students at Dong Do High School using the English 11 textbook It examines the current state of vocabulary instruction, the techniques employed to engage students, and identifies the most preferred methods and strategies to enhance vocabulary acquisition The findings aim to provide insights for improving vocabulary teaching practices.
Design of the study 4
The study is divided into three parts:
The first part “Introduction”.with the rationale, the aim, the methods and the scope of the study are presented
The second part “ Development” consists of 3 chapters:
Chapter 1 provides a brief literature review on concepts relevant to the study i.e definition of vocabulary, concepts of words, the role of vocabulary in teaching and learning languages, motivation and the overview of some techniques in presenting vocabulary and their benefits in teaching vocabulary
Chapter 2 deals with the investigation into teaching and learning situation at Dong Do High School In this chapter the information about students, their vocabulary learning methods and strategies as well as teachers‟ techniques in presenting vocabulary are discussed comprehensively
Chapter 3 “Data collection, findings and discussion, some suggestions” focuses on analysis of effective application of vocabulary teaching and learning methods so that students do not feel uncomfortable and bored in the vocabulary lessons
The last part of the study “Conclusion” includes review, limitations and implication of the study
Literature Review 5
The role of vocabulary in language teaching and learning 8
Vocabulary acquisition is a crucial yet challenging aspect of language learning, as it forms the foundation for developing essential language skills The significance of vocabulary in language education cannot be overstated, as highlighted by Troike (1976), who asserts that "vocabulary is the most important for understanding and knowing names for things, actions, and concepts." While other language elements like phonology and grammar are important, learners must first build their vocabulary to effectively communicate Words serve as the primary tools for thinking, expressing ideas and emotions, and understanding the world, making the enhancement of students' vocabulary knowledge a top educational priority.
Despite its significance, vocabulary acquisition often goes overlooked, as many consider it a straightforward task Meara (1982: 100) notes that applied linguistics has largely neglected this area, which is surprising given that learners frequently acknowledge their challenges with vocabulary.
Since “vocabulary can be defined, roughly, as the words we teach in the foreign language” (Ur,
In 1990, it was emphasized that vocabulary plays a crucial role in language acquisition, enabling students to communicate effectively at various levels Mastery of vocabulary is essential for developing key language skills such as speaking, listening, reading, and writing This is particularly important in the context of Vietnam, where the communicative approach to language teaching is widely embraced For language learners, the primary objective is to comprehend and convey their thoughts clearly in the target language, which necessitates a strong command of its vocabulary.
Teachers play a crucial role in helping students learn vocabulary effectively, and motivation is a key factor in this process To enhance vocabulary acquisition, educators must explore and implement effective strategies that inspire and engage their students in learning.
Motivation and its role in language teaching and learning 9
Fostering student motivation is crucial for creating a positive classroom environment and enhancing learning outcomes While a desire to learn new vocabulary is important, it does not ensure retention Motivated learners tend to invest more time in practice and rehearsal, leading to better memory retention However, even unmotivated students can remember words if they are engaged in tasks that require decision-making about the vocabulary.
Motivation plays a crucial role in second language acquisition, as it reflects the learner's commitment to achieving their language learning goals According to Gardner (1985), learners who possess a positive attitude and high motivation are more likely to succeed in mastering a second language This highlights the importance of fostering motivation in language education to enhance learning outcomes.
(1997) stresses that motivation involves that attitudes and effective states that influence the degree of effort that learners make to learn a second language
In brief, there are many different definitions of motivation but I totally agree with Harmer
(1994) when he defines motivation as “some kind of internal drive that encourages students to pursue a course of action”
Harmer (2001) categorizes motivation into two primary types: extrinsic and intrinsic Extrinsic motivation arises from external factors, such as the desire to pass exams, financial incentives, or opportunities for travel, and is influenced by elements outside the classroom In contrast, intrinsic motivation is linked to internal factors within the classroom, shaped by conditions, teaching methods, educators, and personal success Moore (1992) further clarifies that intrinsic motivation encompasses learners' internal attributes, values, needs, and personality, while extrinsic motivation is driven by external environmental influences that impact students' behavior.
It is true that without motivation, we will certainly fail to make necessary effort as Brown (1990:161) claims that “a learner will be successful with proper motivation”
In Vietnam, language learners require both intrinsic and extrinsic motivation to succeed, as they are often influenced by social and institutional factors Key motivators include the desire for well-paid employment and the pressure of exams, where scores play a crucial role in securing scholarships.
As motivation plays an important role in second language learning, teachers should know how to motivate students by applying suitable and effective methods in teaching languages
In conclusion, motivation is crucial for a student's success in learning, making it essential for language teachers to effectively inspire their students Teachers should focus on both intrinsic and extrinsic motivation, as understanding these types can guide them in implementing effective strategies to enhance student motivation.
Techniques in presenting vocabulary and their benefits 10
In language learning, acquiring a robust vocabulary is crucial for mastering essential skills such as speaking, listening, reading, and writing Therefore, prioritizing vocabulary instruction is vital before focusing on other language skills Nonetheless, as noted by Nu (2004), language educators have the flexibility to introduce new vocabulary at any point during a lesson.
Effective vocabulary presentation is essential for helping students understand the meanings of words and phrases Teachers should focus on various aspects of vocabulary, including spelling, pronunciation, and contextual usage Renowned linguists have proposed multiple methods for presenting new vocabulary Ur (1996) identifies ten techniques, including concise definitions, examples, illustrations, demonstrations, context, synonyms, antonyms, translations, and associated ideas Similarly, Allen (1983) emphasizes the use of visual aids, real objects, and dictionaries, applicable to learners at all levels Nu (2004) supports Allen's ideas, offering eight additional methods such as visual aids, gestures, situations, synonyms/antonyms, examples, translations, and a combination of techniques with suggested questions Additionally, Gairns and Redman (1986) present various effective techniques for introducing new vocabulary items.
Visual teaching techniques, such as flashcards, photographs, blackboard drawings, wall charts, realia, gestures, and mime, effectively convey meaning and are especially beneficial for teaching concrete vocabulary related to food, furniture, places, professions, and descriptions of people and actions These methods facilitate interactive practice activities, enabling students to engage with concepts like skiing, swimming, and climbing through illustrative pictures.
Mime gestures play a crucial role in enhancing communication by complementing verbal explanations For instance, when teaching the action "to kneel," a teacher can create a contextual scenario using a blackboard and gestures to effectively reinforce the concept.
To enhance students' comprehension of abstract concepts, various techniques are employed, including illustrative examples, synonyms and antonyms, and gradable items For instance, superordinate categories like 'furniture,' 'vegetable,' 'meat,' and 'transport' can be effectively exemplified with specific items such as tables, chairs, beds, and sofas Additionally, visual aids can further facilitate understanding of these concepts.
The debate surrounding the use of translation in vocabulary teaching has been contentious However, many contemporary methodologists recognize it as an effective tool for conveying meaning to learners.
Translation has traditionally been a prevalent method in monolingual classrooms, particularly effective for addressing incidental vocabulary that arises during lessons It can save valuable time that might otherwise be spent on ineffective explanations in English, providing a quick solution for low-frequency terms that may concern students Additionally, translation aids learners in avoiding misunderstandings regarding word meanings However, it is a complex process that should be used with caution, especially when finding precise equivalents in Vietnamese is challenging.
To enhance vocabulary lessons and make them more engaging for students, language teachers should employ a variety of techniques to convey word meanings effectively For instance, when introducing the word "smile," a teacher can start by drawing a picture of a smiling person, as visuals help students remember the word more easily Additionally, demonstrating the word through facial expressions can clarify its meaning further Teachers can also encourage student participation by asking them to translate the word, ensuring comprehension among all learners Finally, providing examples of how to use "smile" as a verb reinforces understanding It is essential for teachers to integrate these techniques seamlessly, as they complement and strengthen each other in the learning process.
Learners’ language background and vocabulary learning methods 13
Dong Do High School, a private institution in Hanoi, has been serving students for 17 years and attracts learners from both the capital and various provinces across Vietnam While most Hanoi students have been studying English since the 6th grade, those from provinces like Hai Duong, Nam Ha, Thai Binh, and Lang Son often have only 2 to 3 years of experience, having previously learned French or Russian Additionally, students in urban areas generally enjoy better language learning resources compared to their counterparts in rural or remote regions Consequently, there is a significant disparity in language proficiency among students, with some at a pre-intermediate level, others at an elementary level, and many just beginning their English studies.
At Dong Do High School, English is a mandatory subject, alongside Math and Literature, reflecting the school's educational policy Students receive 4 to 6 periods of English instruction each week, depending on their language proficiency, which is significantly more than the 2 to 3 periods offered at other public schools in Hanoi Monthly examinations assess students' abilities and facilitate class swaps, but this focus on testing leads teachers to prioritize grammar and reading comprehension relevant to the exams As a result, students often lack a comprehensive understanding of the English language.
Many students at DD High School possess a basic understanding of grammar but struggle with limited vocabulary, which hinders their proficiency in all four English skills Surveys and discussions with teachers and students reveal that a significant number are at the beginner level, finding it challenging to articulate their thoughts in speaking and writing Additionally, they have difficulty grasping the main ideas in reading and listening activities This issue primarily stems from a lack of vocabulary and a teaching approach focused on grammar, where success is measured solely by written test scores Consequently, students have few opportunities to engage in English communication, rarely participating in pair work, group activities, or interactive exercises like discussions and games.
At Dong Do High School, the traditional educational aims and teaching methods lead to students relying on outdated vocabulary learning strategies, such as using word lists or repetitive writing Without training in independent learning techniques, these students struggle to infer the meanings of unfamiliar words from texts and lack the skills to use dictionaries effectively.
2.Teacher’s current vocabulary teaching methods and strategies
At DD High School, 20% of the ten teachers hold master's degrees, while 80% have been trained at the College of Foreign Languages, all possessing at least five years of English teaching experience Their approaches to vocabulary instruction vary significantly; some educators embrace communicative and student-centered methods, adapting their strategies to accommodate different student language levels In contrast, others rely on traditional techniques, such as writing new words on the board, translating them into Vietnamese, and occasionally using visual aids This latter approach often results in unengaging vocabulary learning activities, hindering students' vocabulary development and overall effectiveness in teaching and learning.
Teaching materials play a vital role in language education, as highlighted by various authors According to Richards and Rodgers (as cited in Nunan, 1991), these materials serve as detailed specifications of content and provide essential guidance for teachers regarding lesson coverage and pedagogical tasks They form the foundation of lesson content, ensuring a balanced approach to skill development and language practice Furthermore, high-quality teaching materials are especially beneficial for inexperienced or poorly trained teachers, acting as a resource for teacher training and offering valuable insights for lesson planning and delivery.
Since their official implementation in the 2006-2007 academic year, the New English textbooks (basic and advanced stream) have been utilized in high schools across Vietnam, following a successful pilot of two new English textbooks in 46 secondary schools during the 2003-2004 academic year At Dong Do High School, the New English 11 textbooks have been in use since 2006, with the English course structured into two semesters of 17 weeks each, featuring three 45-minute periods per week Each lesson encompasses reading, listening, writing, and language focus, with vocabulary sourced from the glossary at the book's end The primary aim of the senior high school English curriculum is to enhance students' language competence, building on the skills acquired in junior high school Feedback from teachers and interviews with students indicate the textbook's effectiveness and relevance to their learning needs.
Material and material assessment 15
Teaching materials play a crucial role in language education, as highlighted by various authors in the literature According to Richards and Rodgers (cited in Nunan, 1991), instructional materials serve as detailed specifications of content and provide guidance for teachers regarding the depth of coverage and attention required for specific pedagogical tasks These materials form the foundation of lesson content, ensuring a balanced approach to skills development and language practice for students Furthermore, high-quality teaching materials are particularly beneficial for inexperienced or poorly trained teachers, offering a form of teacher training and valuable insights on lesson planning and delivery.
In the 2003-2004 academic year, two new English textbooks, English 10 – piloted textbook 1 and English 10 – piloted textbook 2, were tested in 46 secondary schools across Vietnam, leading to the official adoption of New English textbooks for all high schools starting in the 2006-2007 academic year These textbooks aim to innovate Vietnam's education system, continuing the objectives of the piloted versions At Dong Do High School, the New English 11 textbooks have been utilized since 2006, with the English course structured into two semesters of 17 weeks each, featuring three 45-minute periods weekly Each lesson encompasses reading, listening, writing, and language focus, with vocabulary sourced from the glossary at the end of the book The senior high school English curriculum aims to enhance students' language competence and skills acquired in junior high school, as reflected in feedback from teachers and students regarding the textbook's suitability.
The language structures and vocabulary areas covered in our curriculum are generally adequate and well-received; however, the complexity of the subject matter poses challenges for students They struggle to comprehend the texts and articulate their understanding during speaking lessons due to a limited vocabulary related to the topics As a result, student interest in learning English is low, leading to unsatisfactory teaching outcomes at my school This issue is evident in the teaching methods employed by most teachers, even though a communicative approach is promoted in the new materials.
Data collection, findings and discussion and some suggestions 16
Data collection 16
The survey participants are divided into two groups, with the first group consisting of 10 English teachers aged between 28 and 40 Each teacher has a minimum of 5 years of experience teaching English at DD High School Among them, two hold a Master of Arts in English Teaching Methodology, while the remaining eight are graduates from the College of Foreign Languages at Vietnam National University.
A group of 100 students in 11th grade, aged 17, was randomly selected from Dong Do High School This diverse group consists of both male and female students who have been studying English for a minimum of four to five years in junior secondary schools.
To enhance students' motivation in vocabulary learning at Dong Do High School, it is essential to analyze data collected through literature reviews, questionnaires, observations, and discussions with teaching staff By cross-referencing these sources, we aim to develop effective techniques for presenting new words, ultimately leading to improved learning outcomes.
To collect data for the research, two questionnaires were distributed: one for teachers and another for students This approach was selected due to its ease of construction, versatility, and ability to efficiently gather substantial information in a brief period (Dornyei, 2003).
The questionnaires were delivered to 10 teachers and 100 students After carefully examining the available instruments and basing on certain knowledge about learners, I design these questionnaires to get information as follows
Students‟ attitude towards vocabulary learning
Some of the students‟ difficulties in vocabulary learning
Students‟ common ways in learning vocabulary
Students‟ comments on their teachers‟ techniques in presenting vocabulary and their expectation
Teachers‟ attitude towards the role of vocabulary in language teaching and their difficulties in teaching vocabulary at Dong Do high school
Teachers‟ current techniques in presenting vocabulary
Techniques used by teachers to increase students‟ motivation in learning vocabulary
Nunan, D (1992:91) pointed out that “because language classrooms are specifically constituted to bring about learning, it is not unreasonable to collect data about what goes on there”
This research employs both survey questionnaires and classroom observations to validate information regarding vocabulary teaching and learning in the 11th grade Observations were conducted weekly over two weeks in two different classes Additionally, formal and informal discussions, as well as casual conversations with teachers and students, were held concurrently to gather further data for the study.
2.1 Findings and discussion about students
2.1.1 Students’ attitude towards vocabulary learning
1.What do you think of the role of vocabulary teaching in language teaching? a very important b quite important c not very important d not important at all
2 What do you think about learning vocabulary in your English lessons? a Very interesting b Rather interesting c Interesting d Boring
3 Do you find it difficult to learn other skills
(reading, speaking, writing and listening) due to your lack of vocabulary? a always b sometimes c rarely d never
Table 1 : Students’ attitude towards vocabulary learning
The data presented in Table 1 highlights a strong consensus among students regarding the critical importance of vocabulary in English language learning, with 96% acknowledging its significance Despite this awareness, only 5% express interest in vocabulary lessons, while 56% find them boring Students report a passive approach to learning vocabulary, primarily relying on copying words from the board and looking them up in dictionaries, which leads to difficulties in acquiring other language skills, as indicated by 83% of respondents This suggests a need for teachers to implement more engaging and effective vocabulary teaching strategies to enhance student motivation and facilitate better learning outcomes.
2.1.2 Students’ difficulties in vocabulary learning
According to Table 2, students encounter significant challenges in learning vocabulary, with 48% struggling to remember words, often forgetting them quickly without frequent use While teachers assist with word usage and pronunciation, students primarily rely on imitation, as there is insufficient time to teach phonetic rules This lack of instruction leads to confusion, with 22% experiencing difficulties in pronunciation and 11% in spelling Furthermore, 19% of students find it challenging to use words correctly in context due to a lack of understanding of their appropriate applications.
4 Which is the most difficult in learning a new word? a pronunciation b spelling c word use d word memorization
5 Which reasons make your vocabulary learning ineffective? a Too many new words in a lesson b Not enough time in a lesson c Lack of regular teacher‟s check d Not enough motivation
Table 2: Students’ difficulties in vocabulary learning
2.1.3 Students’ common ways in vocabulary learning
According to Table 3, the majority of students rely on traditional vocabulary learning methods, with 61% using word lists and repetitive writing, while 19% focus on pronunciation and spelling Only 9% engage in word games and sentence creation, and 7% practice vocabulary exercises Additionally, 4% employ personalized strategies involving word forms, thematic groups, synonyms, antonyms, and context Ultimately, the effectiveness of these methods depends on their alignment with students' learning styles and preferences.
A survey revealed that 60% of students frequently use a dictionary when encountering new words Meanwhile, 25% prefer to ask teachers or friends for quick clarification Only 5% attempt to deduce meanings through context, using synonyms and antonyms, although they find this method complex and time-consuming Additionally, 8% of students tend to ignore new vocabulary, and a mere 2% engage in discussions with peers and teachers about unfamiliar terms.
Research indicates that students who utilize a dictionary acquire more vocabulary compared to those who depend on context clues Therefore, language educators should actively promote the use of dictionaries and provide guidance on effective dictionary usage.
6 Which of the following ways do you often use to learn vocabulary? a reading a word many times b writing a word many times c doing word games and making sentences d practicing vocabulary exercises e your own ways ( Please specify)
7 What do you often do when you
19% 61% 9% 7% 4% encounter new words? a look up in the dictionary b ask your teachers or friends c try to guess the meaning based on the context d just ignore e your own way
Table 3: Students’ common ways in vocabulary learning
2.1.4 Students’ comments on teachers’ methods in teaching vocabulary
8 Which of the following ways does your teacher often use to present the new words? a Saying the words clearly and writing on the board b Translating all the words into
Vietnamese c Using visual aids d Using synonyms and antonyms e Using mimes, gestures and facial expressions f Using target language to define the new words g Your teachers‟ ways ( Please specify)
Table 4: Students’ comments on teachers’ methods in teaching vocabulary
Table 4 highlights student feedback on vocabulary teaching methods, revealing that 60% of students feel dissatisfied with their teachers' approach, as they often clearly articulate and translate words into Vietnamese without fully engaging students Observations indicate that many teachers write new words and their Vietnamese equivalents on the board at the start of each lesson, prompting students to copy them down and occasionally repeat them in unison While some students note the use of visual aids like wall pictures and flashcards to capture attention, only 13% acknowledge the use of synonyms, antonyms, or non-verbal cues such as gestures and facial expressions in teaching new vocabulary Additionally, 15% of students report that their teachers seldom use the target language for definitions, attributing this to the students' limited language proficiency.
For the question 9, 73 % reveal that they are interested in vocabulary lessons when their teachers use visual aids and mimes, gestures and facial expressions in showing the meaning of
9 Which ways of presenting vocabulary do you like? a Saying the words clearly and writing on the board b Translating all the words into
Vietnamese c Using visual aids d Using synonyms and antonyms e Using mimes, gestures and facial expressions f Using target language to define the new words
A significant portion of students, 37%, express dissatisfaction with their teachers' methods for introducing new vocabulary, noting a lack of mimes, gestures, and facial expressions While 73% prefer clear verbal explanations and written translations in Vietnamese, only 15% appreciate the use of the target language for definitions, despite recognizing its potential to enhance focus and listening skills Unfortunately, this effective technique is seldom utilized by teachers Additionally, students feel that the absence of engaging language activities contributes to a less stimulating vocabulary learning experience, highlighting a need for more dynamic teaching approaches at Dong.
High school students often experience traditional Grammar-Translation methods, where new words are simply translated into Vietnamese, leading to passive and uncomfortable learning environments This approach results in lessons that lack excitement, making it increasingly difficult for teachers to effectively teach vocabulary Consequently, many students express boredom and dissatisfaction with their teachers' methods, advocating for a change They desire more effective vocabulary learning strategies, urging teachers to incorporate diverse techniques and activities, such as providing examples of word usage, checking pronunciation, and regularly reviewing previous lessons.
2.2 Findings and discussion about teachers
2.2.1 Teachers’ attitudes about vocabulary teaching and their difficulties in teaching vocabulary to 11 th students at D.D high school
Table 5 highlights teachers' attitudes towards the significance of vocabulary in language instruction and the challenges they encounter While 70% of teachers recognize the critical role of vocabulary teaching, 30% downplay its importance Furthermore, the majority (70%) focus on teaching English vocabulary primarily to aid students in comprehending reading texts, whereas only 20% aim to enhance students' written communication skills, and a mere 10% prioritize oral communication This disparity contributes to students' restricted vocabulary development.