INTRODUCTION
Rationale for the study
Since the implementation of Communicative Language Teaching (CLT) at Nguyen Thi Minh Khai High School, the approach to English teaching has evolved, yet students still struggle with effective communication in English A significant factor contributing to this issue is the students' limited vocabulary While various studies have explored vocabulary techniques, there remains a lack of research focused on teachers' beliefs and practices related to vocabulary instruction, highlighting the influence of educators' perspectives on teaching methods (Borg).
This study aims to investigate the beliefs and practices of students at a high school in Vietnam, highlighting the essential connection between their beliefs and daily activities.
Aims of the study
This study investigates the beliefs and practices of high school teachers regarding second language vocabulary and its teaching methods The research focuses on understanding how these educators approach vocabulary instruction and the underlying principles guiding their practices.
1 to explore teachers’ beliefs about the role of vocabulary in learning English as a foreign language;
2 to examine their practices concerning vocabulary teaching; and
3 to identify the relationship between their beliefs and practices regarding vocabulary teaching
Research questions
In order to achieve the above stated aim and objectives, the study is designed to find answers to the following research questions:
1 What are teachers’ beliefs about vocabulary?
2 To what extent are those beliefs translated into their vocabulary teaching?
Significance of the study
This study analyzes the beliefs of eight English teachers regarding vocabulary instruction and examines the alignment of these beliefs with their actual teaching practices It identifies the factors influencing both beliefs and practices, focusing specifically on the principles, techniques, and time dedicated to vocabulary teaching Data was collected through class observations and interviews with the teachers from Nguyen Thi Minh Khai High School.
Organization of the thesis
This thesis is divided into three parts as follows:
The introduction outlines the rationale behind the study, detailing its objectives and research questions It emphasizes the significance of the research and provides an overview of the study's structure.
Part II, „Development‟ includes the following chapters:
Chapter 1, „Literature review‟ summaries the view of related literature – including the role of vocabulary in second language teaching, approaches to vocabulary, teachers‟ beliefs and those relating to vocabulary teaching
Chapter 2, titled "Methodology," outlines the research methodology employed in this study, detailing the data collection instruments, the subjects involved, the procedures followed, and the data analysis methods used.
Chapter 3, „Results and discussion‟ conveys survey results and discussion on the possible reasons for the divergences between teachers‟ beliefs and actual classroom practice
Part III, "Conclusion," provides a concise summary of the key findings, presents recommendations based on the study's results, acknowledges the study's limitations, and suggests directions for future research.
LITERATURE REVIEW
Role of vocabulary in second language teaching
For many years, the significance of vocabulary in second language teaching was largely overlooked by educators, leading to minimal emphasis on vocabulary instruction within linguistic courses and curricula (Richards & Renandya, 2002, p.255) However, since the mid-1980s, there has been a notable shift, with second language vocabulary acquisition becoming a focal point for researchers and educators in the field, highlighting its importance in effective language learning (Coady & Huckin).
The importance of vocabulary in second language teaching has been re-evaluated, with Richards and Renandya (2002) emphasizing that mastering lexical phrases and routines is crucial for effective communication They argue that vocabulary serves as the cornerstone of language proficiency, and learners lacking a broad vocabulary or strategies for acquiring new words miss out on valuable learning opportunities Consequently, these learners struggle to engage with media such as radio, native speakers, and television, leading to discouragement and limited progress in their language acquisition (p.255).
(1990) confirmed that there were restrictions of “incidental learning” of second language learners due to their limited vocabulary Thus, a second language program
6 should involve vocabulary teaching (cited in Richards & Renandya, 2002, p.256)
In conclusion, enhancing vocabulary is essential for second language learners to reach their full potential Consequently, it is crucial for educators to recognize the significant impact of vocabulary on effective teaching and learning.
Approaches to vocabulary
Boyle and Scanlon (2009) assert that effective vocabulary instruction requires a combination of methods and techniques rather than a single approach Key principles related to inferring from context, implicit teaching, and explicit teaching have been explored by various researchers, including Nagy (1988), Graves (2006), Meunier and Granger (2008), Baumann and Kameenui (2004), Ma (2009), Sokmen (1997), and Schmitt (2000).
The "Context Alone" approach, also known as "Inferring from Context," emphasizes the importance of using contextual clues to help students understand vocabulary This method encourages learners to deduce the meanings of words through surrounding sentences, enhancing their vocabulary acquisition (Nagy, 1988) According to Graves (2006), effective vocabulary instruction should include several key principles: teaching words within meaningful contexts, exposing students to diverse contexts, fostering a deeper understanding of meanings, ensuring learners can comprehend texts in the target language, and addressing aspects such as pronunciation, spelling, morphology, and syntax.
Implicit teaching emphasizes extensive reading, allowing students to encounter new vocabulary organically According to Meunier and Granger (2008), this indirect method encourages learners to seek meanings independently while engaging with texts Baumann and Kameenui (2004) highlight that the principle of extensive reading leads to greater vocabulary acquisition, as students encounter words multiple times in diverse contexts, as noted by Ma (2009) This approach minimizes reliance on the students' mother tongue, promoting inference of meanings through contextual clues Teachers employing implicit teaching often utilize various contexts and monolingual dictionaries to facilitate this learning process.
Explicit teaching is a traditional approach to vocabulary instruction, emphasizing the importance of building a large sight vocabulary and integrating new words with previously learned ones According to Sokmen (1997), effective vocabulary teaching should involve multiple encounters with new words, promote deep processing, facilitate imaging, and ensure that learners can effectively use and retain the vocabulary.
To enhance vocabulary acquisition, it is essential to connect new words to students' real-life experiences and employ diverse teaching techniques that promote independent learning strategies (Schmitt, 2000, p.147) Additionally, integrating new vocabulary with familiar terms is crucial, necessitating careful instruction on groups of similar words to ensure effective learning.
Teaching vocabulary effectively requires addressing the challenges of remembering similar words and understanding polysemy, as highlighted by Schmitt (2000) Educators can enhance learning by helping students grasp the broader meanings of words across various contexts Additionally, focusing on word families rather than isolated terms can further support vocabulary acquisition Effective teaching strategies include explicit instruction, translation, contextual usage, and the incorporation of visual aids such as pictures, drawings, real objects, and actions.
The teachers‟ belief
Numerous authors, including philosophers, sociologists, and psychologists, have explored the concept of "belief." To gain a clearer understanding of what "belief" entails, it is essential to reference the insights of Weaver and Farrell.
Belief is fundamentally what individuals perceive as true and forms their reality (1997, p.12) According to the American Heritage Dictionary, Fourth Edition (2000), and Raths and McAninch (2003), belief is characterized as the mental acceptance and conviction in the truth or validity of something, often encompassing a set of tenets embraced by a group In essence, beliefs shape individual identities and influence attitudes, defining who people are.
Pajares (1992) emphasized the importance of understanding the interconnectedness of belief foundations and their relationship to other beliefs within a system This perspective, highlighted by Loughran (2006), suggests that researchers must thoroughly investigate individuals' beliefs in relation to one another to gain a comprehensive understanding.
According to Thompson (1992), a belief system serves as a framework for understanding how an individual's beliefs are structured Research indicates that teachers' belief systems significantly impact their classroom practices (Cameron, 2001).
In education, particularly in second language teaching, teachers' beliefs play a crucial role in shaping their attitudes and practices These beliefs, which teachers accept as truths, significantly influence their teaching methods and classroom interactions According to Pajares (1992), the beliefs held by educators directly impact their judgments and instructional approaches, underscoring the importance of understanding these beliefs in the context of effective teaching.
In 2005, Grant highlighted that beliefs play a crucial role in various aspects of teachers' professional development According to Borg (2003), teachers are active decision-makers who rely on a complex network of knowledge, thoughts, and beliefs to make instructional choices Rohs (2007) identified three types of beliefs that impact teaching: pedagogical beliefs, expectancy beliefs, and teaching efficacy beliefs He noted that teachers at different educational levels may hold distinct pedagogical beliefs Those with strong expectancy beliefs focus on the significance of students' habits, influencing their decisions regarding the learning environment Additionally, teaching efficacy beliefs reflect teachers' perceptions of their ability to impact student behavior.
The source of teachers’ beliefs
According to Richards and Lockhart (1996), teachers' belief systems develop gradually over time and are influenced by multiple sources Key among these sources are teachers' personal experiences as language learners, which significantly shape their educational perspectives.
“experience of what works best” (3) “established practice”, for example, different
10 teaching style belonging to different school; (4) personality factors; (5) educationally based or research-based principles; (6) principles derived from an approach or method
Interest in beliefs about second language teaching has gained traction since the mid-1980s, becoming a significant area of research alongside fields like sociology and psychology (Kalaja, 2003, p.7) Researchers and educators explore these beliefs due to their impact on various aspects of teachers' professional development, including decision-making regarding subject matter, teaching methods, learning environments, and student behavior Understanding teachers' belief structures is essential for enhancing their professional growth and teaching effectiveness (Ashton, 1990, cited in Gonzalez, 2006, p.58) Grant (2003) posits that beliefs serve as a lens through which teachers' thinking and practices can be examined, highlighting their substantial influence on educational outcomes.
Research has shown that beliefs significantly influence behavior and the organization of knowledge (2006, p.115) Understanding how teachers' beliefs are formed and shaped can provide valuable insights into their thought processes, ultimately guiding improvements in teaching practices Pajares (1992, p.329) emphasized the necessity of prioritizing teachers' beliefs in educational research to enhance the effectiveness of teaching methodologies.
Clearly conceptualizing beliefs, examining their key assumptions, and consistently understanding their precise meanings are crucial for effective educational research When belief constructs are properly assessed and investigated, belief emerges as a fundamental element in the field of education.
In conclusion, beliefs were considered as the most important conception in educational research However, beliefs cannot be observed or measured It can only
Understanding teachers' beliefs is crucial as it influences their decision-making and classroom behaviors By exploring how these beliefs are formed, educators can tailor professional development and experiences to enhance language teaching practices This insight is essential for addressing the challenges in education and improving teaching effectiveness (Kaptain, 2008, p.22).
Teachers‟ beliefs about second language teaching
Teachers' beliefs about second language teaching
In the realm of second language teaching, teachers hold two primary forms of beliefs: pedagogical beliefs and teaching efficacy beliefs While discussions often highlight three types of teacher beliefs—pedagogical, expectancy, and teaching efficacy—language educators primarily focus on the first two.
In second language learning and teaching, the examination of teachers' beliefs has historically been overlooked, yet research indicates that these beliefs significantly shape their teaching practices, often rooted in their own experiences as learners (Sheorey, 2006) Gass and Selinker (1994) emphasized the necessity for teachers to have a solid foundation in language learning when developing teaching methods, highlighting that traditional approaches often relied on rule memorization and translation However, as educators recognized the communication needs of students, there was a shift towards teaching methods that prioritize communication over rote learning This evolution in teaching practices has not only transformed pedagogical beliefs but also influenced teachers' decision-making in the classroom.
Expectancy beliefs significantly influence teachers' decisions regarding the learning environment, as they prioritize students' habits Gass and Selinker highlighted that teachers' expectations could be shaped by various factors, including their assessment of teaching success, regardless of student applicability They also noted that when communicating in a second language, individuals harbor specific expectations Sheorey (2006) found that cultural differences between students and teachers lead to varying expectations in second language learning Furthermore, Bamburg (1994) identified three types of teacher expectations that impact student outcomes: (1) teachers' initial impressions can affect their attitudes toward students, often favoring brighter students, (2) those perceived as bright may receive more challenging materials, while slower students are given simpler tasks These expectancy beliefs undeniably play a crucial role in shaping students' learning experiences.
Teachers' expectations significantly influence students' actual achievements, as their beliefs shape assessment practices Often, educators utilize tests they deem appropriate to evaluate student abilities, which can lead to either overestimating or underestimating students' true levels Therefore, exploring expectancy beliefs is crucial in the context of second language instruction.
In addition, Richards and Rodgers (2001) claimed some noteworthy summaries about teachers‟ belief about second language teaching as follow:
Core beliefs of resilient teachers are largely shaped by their own experiences as students and the educators they observed during their schooling Additionally, teacher education programs often fail to challenge or address these foundational beliefs, allowing them to persist unexamined throughout their careers.
When teachers experiment with an innovation that challenges their existing beliefs and find it beneficial, they are more likely to adapt their beliefs or principles This openness to change is more feasible in such situations compared to others.
For novice teachers, classroom experiences and daily interactions with colleagues can significantly shape their beliefs and principles over time However, increased experience does not necessarily enhance adaptability in these beliefs; rather, it often reinforces adherence to established pedagogical principles As teachers gain experience, they tend to rely more on their core principles, often becoming less aware of this reliance.
Engaging teachers in professional development that focuses on articulating their beliefs and principles fosters greater self-awareness through reflection and critical questioning, serving as a foundation for future adaptation.
Teachers' views on language, learning, and teaching are deeply influenced by their broader belief systems, which encompass perspectives on human nature, culture, society, and education.
Convergence and divergence
This study investigates teachers' beliefs about vocabulary in language teaching and how these beliefs align with their actual practices The findings reveal a significant divergence between teachers' beliefs and their classroom practices, highlighting various "tensions" (Phipps & Borg, 2009, p.380) The authors emphasize the importance of not only identifying these discrepancies but also understanding the underlying reasons for them, advocating for deeper exploration into the cognitive processes of language teachers (Phipps & Borg, 2009, p.388).
Divergences in research findings can be attributed to two primary factors: research instruments and contextual influences One significant aspect is the methodologies employed to investigate teachers' beliefs, as highlighted by Barnard (2011).
To accurately understand teachers' beliefs about teaching and learning, it is essential to supplement self-report methods, such as surveys and interviews, with additional data collection instruments This multi-method approach can reveal discrepancies between teachers' beliefs and their actual teaching practices Moreover, these divergences are often influenced by contextual factors, including curriculum, students' language proficiency, time limitations, and examination pressures (Borg, 2003, p.81).
English teachers' beliefs about vocabulary significantly influence their teaching methods, as highlighted by Sheorey (2006) A teacher who prioritizes vocabulary expansion is likely to incorporate word study into their curriculum Ma (2009) conducted a questionnaire that revealed key insights into teachers' beliefs regarding vocabulary instruction The findings indicated that many teachers believe vocabulary acquisition primarily occurs through extensive reading, that explicit teaching in class is essential, and that exercises can facilitate vocabulary learning Additionally, they emphasized the importance of communicative activities and introducing vocabulary in varied contexts.
In recent years, teaching has increasingly been recognized as a cognitive activity, highlighting the significant impact of teachers' beliefs on their instructional decisions (Borg, 2003, p.81) This growing recognition has led to heightened academic interest in the relationship between teachers' beliefs and their actual classroom practices, which is crucial for teachers' professional development Consequently, numerous studies have explored this connection, resulting in valuable insights that lay the groundwork for future research on teachers' beliefs and practices.
Firstly, one representative study to get extra information is: “Commonalities and Discrepancies in L2 Teachers’ Beliefs and Practices about Vocabulary Pedagogy:
A study titled "A Small Culture Perspective" examined the relationship between teachers' beliefs and practices regarding vocabulary instruction in China It highlighted that these beliefs and practices often did not align, as noted by Niu and Andrews (2012), who suggested that institutional culture influences pedagogical practices and beliefs about vocabulary teaching, emphasizing its significance in language learning and communication, as well as the role of L1 However, inconsistencies were also identified, such as differing opinions on dictionary use and beliefs about word meaning guessing and self-study Ultimately, Niu and Andrews concluded that teachers' beliefs shape their practices, influenced by small cultures, leading to both consistencies and discrepancies; conversely, these practices also help form shared and divergent beliefs.
The study "Investigating Connections between Teacher Beliefs and Instructional Practices with Struggling Readers" by Powers, Zippay, and Butler (2006) highlights the significant relationship between teachers' beliefs and their instructional practices It emphasizes that various factors, including the practical realities of the classroom, influence these beliefs and practices.
Educational policies and diverse teacher perspectives significantly influence teaching methods and practices Factors contributing to the discrepancies between teachers' beliefs and their actual practices include behaviorist training origins, restrictive educational policies, insufficient professional development, lack of administrative support, classroom management challenges, and limited resources Additionally, teachers often tailor their instructional approaches to align with their personal beliefs, dedicating more time to practices and activities they deem essential or valid.
Farrell and Lim (2005) come up with the study: “Conceptions of Grammar
In their case study "Teaching: A Case Study of Teachers’ Beliefs and Classroom Practices," Farrell and Lim examined the beliefs and classroom practices of two experienced English language teachers in Singapore The study revealed that while Singaporean teachers often experience both convergences and divergences between their beliefs and actual practices, these divergences are largely influenced by time constraints and the prevalence of traditional teaching approaches.
Previous studies
In recent years, teaching has been recognized as a cognitive activity, with teachers' beliefs significantly influencing their instructional decisions (Borg, 2003, p.81) This has led to increased academic interest in the relationship between teachers' beliefs and their classroom practices, highlighting its importance for teachers' professional development Numerous studies have explored this connection, contributing valuable insights and laying a foundation for future research on the interplay between teachers' beliefs and their practices.
Firstly, one representative study to get extra information is: “Commonalities and Discrepancies in L2 Teachers’ Beliefs and Practices about Vocabulary Pedagogy:
A study titled "A Small Culture Perspective" examined the relationship between teachers' beliefs and practices regarding vocabulary teaching in China, revealing a notable disparity between the two Niu and Andrews (2012) highlighted that institutional culture plays a significant role in shaping teachers' pedagogical practices and beliefs about vocabulary instruction, emphasizing its importance in language teaching and communication, as well as the use of the first language (L1) However, inconsistencies were also identified, particularly regarding the use of dictionaries, beliefs about guessing word meanings, and self-study Ultimately, the researchers concluded that while teachers' beliefs influence their practices through the lens of small cultures, these practices also shape both shared and differing beliefs among educators.
The study "Investigating Connections between Teacher Beliefs and Instructional Practices with Struggling Readers" by Powers, Zippay, and Butler (2006) highlights the significant relationship between teachers' beliefs and their instructional practices It emphasizes that various factors, including the practical realities of the classroom, influence these beliefs and practices.
Educational policies and varying teacher perspectives significantly influence teaching methods and practices Factors contributing to discrepancies between teachers' beliefs and their actual practices include behaviorist training origins, restrictive educational policies, insufficient professional development, lack of administrative support, classroom management challenges, and limited resources Consequently, teachers often tailor their instructional approaches to align with their beliefs, prioritizing practices and activities they deem most important or valid.
Farrell and Lim (2005) come up with the study: “Conceptions of Grammar
In the article "Teaching: A Case Study of Teachers’ Beliefs and Classroom Practices," authors Farrell and Lim examine the beliefs and classroom practices of two experienced English language teachers in Singapore Their research reveals that while Singaporean teachers exhibit both convergences and divergences between their beliefs and actual practices, these discrepancies are largely influenced by time constraints and the impact of traditional teaching methods.
METHODOLOGY
Data collection instruments
Utilizing diverse data collection methods enhances the understanding of phenomena (Streubert & Carpenter, 2011) Consequently, the researcher opted for interviews and class observations to gather data for this survey, focusing on teachers' beliefs regarding vocabulary instruction and examining the extent to which these beliefs are reflected in their teaching practices.
In-person interviews are invaluable for data collection, offering several advantages over other survey methods According to Schutt (2006), these interviews facilitate longer and more complex question schedules, allow for monitoring the context of responses, enable probing for clarity, and yield higher response rates Additionally, one-on-one interviews are considered the strongest survey design Researchers can directly clarify any misunderstandings for respondents (Wood & Kerr, 2011), which is particularly beneficial in exploring teachers' beliefs about vocabulary teaching at Nguyen Thi Minh Khai High School Furthermore, the insights gained from interviews complement and enhance observational data, allowing for a more thorough analysis of discrepancies between teachers' beliefs and their actual practices.
As being claimed in a book named “Classroom Observation: The Basic”,
Classroom observation serves as a quantitative method for assessing the behaviors of both teachers and students (Holdaway, Henderson & Cameron, 2009, p.4) Unlike interviews, where responses may not always reflect true sentiments (Karunaratne, 2009, p.88), classroom observations yield more valid and reliable insights into actual activities during English classes The observation focused on two primary aspects to enhance understanding of classroom dynamics.
Techniques of teaching vocabulary that the teachers used
All of the eight teachers joined the observations Each of the teachers was observed in two consecutive lessons with their own class Each class has about 50 students
A lesson observation sheet was created and utilized during class observations to assess the teaching principles and techniques employed in vocabulary instruction The primary focus of these observations was to analyze the practical methods used by the observed teachers in teaching vocabulary.
Participants of the study
The study involved eight female English teachers from Nguyen Thi Minh Khai High School, aged between 28 and 52 Among them, seven hold Bachelor's degrees in English, while one has a Master's degree Their teaching experience ranges from 5 to 24 years, specifically with Vietnamese students in various contexts These teachers participated in interviews and were subsequently selected for classroom observations, as detailed in the preceding section.
Participant Sex Age Teaching experience
Data collection procedures
Eight participants were randomly selected for interviews, which were audio-recorded to ensure accuracy, as noted by Powney and Watts (1987) The insights gained from these interviews were integrated with observational data to provide reliable results for the study.
Class observations were conducted over four weeks in eight classes (10A2, 10A3, 10A4, 11A1, 11A3, 11A7, 12A2, and 12A4) from March 3 to March 31, 2012 The researcher attended each class twice according to the timetable, documenting classroom layout, class profiles, and the actions and reactions of teachers and students through field notes Additionally, lessons and group activities were audio-recorded, materials used during lessons were collected, and classrooms were photographed The findings from these observations were later compared with interview results and discussed in the Results and Discussion section.
Finally, the data collected were analyzed thoroughly so that problems can be clearly identified and recommendations can be developed on a steady basis
Following each data collection round, the researcher carefully reviewed the completed observation notes and audio-recorded interview notes, aligning them with the initial objectives The analysis involved multiple reviews of the data, executed through a systematic series of steps.
In analyzing qualitative interview data, the researcher identified patterns in participants' beliefs about the role of vocabulary, methods of teaching it, and the reasons behind their teaching approaches After categorizing and sorting the data, key findings were interpreted, with supporting evidence drawn from teachers' quotes and observations Additionally, themes emerged regarding strategies and degrees to address the identified shortcomings in vocabulary instruction.
The researcher analyzed classroom observation data using both quantitative and qualitative methods, focusing on identified themes and patterns To specifically evaluate vocabulary teaching methods, a Likert-type scale was employed, where statements assessed teachers' instructional approaches Observers rated these statements on a five-point scale, ranging from "strongly not applied" (1) to "strongly applied" (5) This scoring system allowed for a comparative analysis of the effectiveness of the observed teachers' vocabulary instruction methods, with higher scores indicating greater applicability of effective teaching practices (Kothari, 1985, p.85).
21 principles and techniques of teaching vocabulary presented in the part of
The observation sheet focused on "approaches to vocabulary," detailing various teaching principles and techniques The findings revealed the number and types of systematic principles and techniques utilized by the observed teachers, as well as the degree to which they were applied consistently.
In summary, the study focused on analyzing observations and interview documents, progressing from an initial understanding of the material to exploring key themes and compiling the findings.
(2006) stated that studying teachers‟ belief by different instruments could bring about different results (cited in Phipps & Borg, 2009, p 381) For more explanation, they pointed out:
Teachers' beliefs gathered from questionnaires often represent idealistic views about education, influenced by theoretical knowledge In contrast, beliefs derived from discussions about real classroom practices are grounded in practical experience A deeper and more accurate understanding of the connection between teachers' beliefs and their practices can be achieved by analyzing their actual classroom actions as the foundation for understanding these beliefs.
The individual interviews conducted aimed to explore teachers' beliefs regarding vocabulary teaching, while observations provided insights into their actual classroom practices By comparing the findings from both methods, researchers were able to assess the practical situation of vocabulary instruction at Nguyen Thi Minh Khai High School This analysis revealed the extent to which teachers' beliefs aligned with or differed from their real-world teaching practices.
RESULTS AND DISCUSSION
Preliminary results
3.1.1Teachers’ beliefs about the importance of vocabulary
Teachers‟ beliefs about the importance of vocabulary in learning English as a foreign language were elicited through face-to-face interviews
Interview data reveals that while most teachers recognize the significance of vocabulary, they emphasize that it holds equal importance to other language skills, including listening, speaking, reading, writing, and grammar.
Enhancing vocabulary is crucial for students' comprehension of lessons, as familiarity with new words encourages greater class participation While effective vocabulary instruction is essential, limited classroom time often hinders its integration into lessons Therefore, it is vital for students to engage in vocabulary learning at home to maximize their understanding and interaction in class.
Teaching vocabulary separately enhances students' understanding of language skills like listening, speaking, reading, and writing Recognizing the significance of vocabulary instruction, I prioritize it as a distinct component of my teaching approach.
“A large vocabulary is the necessary tool for second language learners to succeed in acquiring the target language It needs a separate teaching.” (Teacher E)
Teachers place significant importance on vocabulary in student learning, emphasizing its integration into skills lessons For instance, Teacher G provided a clear explanation of this approach.
Teaching vocabulary alongside other language skills is crucial for effective learning For instance, students may struggle to complete exercises while listening if they are unfamiliar with key words in the audio This challenge is similarly evident in speaking, reading, and writing, highlighting the interconnectedness of vocabulary and overall language proficiency.
This belief was also shared by other teachers in the school For teacher E
“vocabulary is an indispensable part of language teaching.” She continued to state that she “integrated vocabulary” in other lessons such as listening, speaking, reading, writing and grammar
For teacher D, vocabulary is even more important than grammar:
Vocabulary plays a crucial role in learning English, as strong grammar skills alone cannot facilitate effective communication without a sufficient word bank Conversely, even if your grammar is imperfect, possessing a rich vocabulary allows you to convey your thoughts clearly and be understood.
This teacher believed that unless students had a good vocabulary, they would be unable to get the meaning across even if their knowledge of grammar was satisfactory
3.1.2 Teachers’ beliefs about approaches to vocabulary presentation
In this study, the majority of teachers utilized an explicit approach to vocabulary instruction, aiming to teach a specific number of words each week For instance, Teacher A assigned her students 20-25 new words weekly, while Teachers B and C set a higher target of approximately 30 words Additionally, Teacher H promoted the use of computers as a tool for vocabulary learning, further emphasizing the importance of incorporating technology in language acquisition.
“By doing vivid vocabulary quiz, exercises or games, my students learned vocabulary actively and they could remember more than thirty words per week.”
To add more, teacher E said:
“My students learn five to ten more words after each class I can see students‟ knowledge of vocabulary improving every week showed in their writings and reading comprehension”
Many teachers strive to make new vocabulary relatable by linking it to students' everyday experiences For instance, Teacher A incorporates texts from newspapers, TV shows, and movies into lessons, while Teacher B engages students with weekly word games Additionally, Teacher D believes that communicative activities based on real-world scenarios are effective for vocabulary instruction.
I aim for my students to recognize the importance of vocabulary acquisition To achieve this, I have organized engaging communicative activities focused on previously introduced vocabulary, encouraging all students to actively participate.
Teacher H believed computer is an effective tool to connect new words to the students‟ world
Teachers should employ a variety of techniques to enhance vocabulary learning Common strategies include creating word lists, providing sentence examples for new vocabulary, and encouraging students to formulate their own sentences using these words For example, Teacher A emphasizes the importance of these methods in facilitating language acquisition.
To effectively enhance vocabulary retention, it is essential to employ diverse techniques that allow new words to integrate into students' long-term memory Simply providing direct definitions often leads to immediate understanding but quick forgetfulness after class Instead, I encourage students to engage with new vocabulary through actions, visual aids, and contextual discussions, fostering a deeper connection with the words.
“My techniques to vocabulary include using word series, putting new vocabulary into sentences or trying to understand them in context.”
Other teachers also implemented different techniques to teach vocabulary
“I believe using word lists is really effective in vocabulary teaching.” (Teacher C)
“When teaching vocabulary, I use several techniques such as actions, verbal context and illustrative sentences.” (Teacher D)
“I usually ask my students to write the new words in the notebooks and make some sentences or write a paragraph using these words.” (Teacher E)
Communicative activities enhance vocabulary acquisition by providing students with a meaningful context for learning new words By presenting related vocabulary within a specific topic, educators can facilitate a more effective and engaging learning experience.
Some teachers hold differing views on effective vocabulary instruction For instance, Teacher B distinguishes herself by administering a mini vocabulary test at the end of each lesson to foster competition among students.
Teacher C highlighted the importance of using a dictionary to enhance vocabulary learning She provided students with a table or grid, encouraging them to fill it in with synonyms, antonyms, and various parts of speech (such as nouns and adjectives) for newly introduced words.
Most teachers favored explicit vocabulary instruction, with five out of eight believing it should integrate communicative language teaching For instance, Teacher B emphasized the importance of combining these methods in vocabulary instruction.
“The current text book was designed specially for communicative language teaching, so all of the teaching aspects; I have to teach in line with communicative language teaching.”
“I believe the current method of language teaching, communicative approach that prioritizes the use of target language also is a good point to expand students‟ vocabulary.”
Teacher E believed that communicative approach had many advantages that vocabulary teaching could make use of, especially using the target language in teaching
Teacher D, G and F share the same belief For instance, teacher G said that:
“Communicative activities not only help students to learn new words together but also give them a meaningful context in which they can learn many words.”
“Communicative activities help my students to cooperate in class and remember more words than usual.” (Teacher F)
3.1.3 Relationship between beliefs and practices
Discussion
There are a number of possible reasons for the divergences between teachers‟ beliefs and classroom practices illustrated above in terms of contextual factors, students‟ attitudes and teachers‟ training
Teachers often struggle to implement their beliefs in the classroom due to contextual constraints, primarily the large class sizes and limited time available for instruction Coleman (1996) highlighted that overcrowded classrooms significantly impede effective language teaching, particularly in vocabulary instruction, where managing the learning needs of around 50 students becomes challenging This situation also complicates vocabulary testing, as the limited test types may yield inaccurate results Additionally, Farrell and Lim (2005) emphasized the impact of time constraints on teachers' instructional decisions, revealing that many educators feel they lack sufficient time to dedicate to teaching vocabulary effectively Interviews with teachers confirmed that the scarcity of time often prevents them from focusing on vocabulary as a distinct teaching component.
A, C and H had their student study vocabulary mainly at home Only two out of the eight teachers had a separated part of vocabulary teaching In conclusion,
36 connections between these theories and classroom practices have rarely been made in this teaching context
Class observations highlighted significant challenges for language teachers in translating their beliefs into effective practices, particularly due to students' attitudes toward vocabulary learning A primary issue was students' resistance to cooperation, as they preferred passive learning and rarely engaged in communication with peers This lack of collaboration hindered teachers' ability to implement their instructional beliefs effectively Additionally, students' poor communicative abilities posed another obstacle, as limited vocabulary knowledge often led to inactivity and reluctance to participate in lessons Consequently, even when teachers aimed to apply various principles and techniques for vocabulary instruction, they faced difficulties due to students' insufficient language proficiency.
Teachers' training plays a crucial role in the misalignment between educators' beliefs and their actual classroom practices Research, including a study by Powers, Zippay, and Butler (2006), suggests that training rooted in the behaviorist tradition may contribute to these discrepancies Consequently, this issue has garnered attention from numerous researchers in the field.
Research has identified teacher training as a significant factor contributing to the gap between educators' beliefs and their actual teaching practices Notable studies, including those by Gaffney & Anderson (2000), Richardson et al (1991), Shapiro & Kilbey (1990), and Wixson & Pearson (1998), highlight this discrepancy, emphasizing the need for effective professional development in the teaching field.
In 2006, Powers et al highlighted that various factors, such as behaviorist training, bureaucratic constraints, and a lack of professional development, influence teachers' practices (p.123) Teachers' behaviors in the classroom are often shaped by their beliefs, which stem from the methodologies they experienced during their own education and have seldom been reassessed throughout their careers Notably, none of the study participants had received substantial training in vocabulary teaching since starting their careers While it is crucial to adapt classroom practices to align with Communicative Language Teaching, many teachers continue to hold onto outdated beliefs rooted in the Grammar Translation Method.
(2001) stated that Vietnamese teachers did not tend to pass by “all traditional value and practices” when implementing CLT (cited in Phan, 2008, p.94)
CONCLUSION
Improving the teaching/learning environment
High school teachers and educational administrators must reform the language teaching environment to enhance learning outcomes In the context of globalization and a thriving economy, it is essential to create better conditions, such as smaller class sizes and more authentic learning experiences, to improve language education.
To enhance language learning, high schools must provide English language materials tailored for their classes In situations where student numbers are high and cannot be split into smaller groups, it is advisable to divide classes specifically during foreign language sessions Reducing class sizes is essential for effective vocabulary instruction Additionally, high schools should ensure they have quality facilities to support effective teaching and learning.
Solutions for changing students‟ learning attitudes
To develop effective vocabulary instruction at Nguyen Thi Minh Khai High School, it is crucial to focus on changing students' learning behaviors and attitudes Language teachers must emphasize the importance of motivation in the classroom, encouraging students to understand the significance of vocabulary learning Observations reveal that while teachers often direct students on tasks, they fail to highlight the role and necessity of vocabulary acquisition To engage students, teachers should incorporate enjoyable activities like games and songs in English, as students are more likely to participate in such interactive learning experiences.
To enhance English proficiency, both teachers and students should prioritize consistent practice A notable example is a Chinese student who significantly improved her language skills through dedicated effort and practice, demonstrating the effectiveness of perseverance in language learning.
After class, I dedicate at least five hours each day to studying, which has led to rapid improvement in my English skills, earning me recognition from my teacher English consists of six key components: listening, writing, reading, speaking, vocabulary, and grammar I enhance my listening skills by listening to English tapes for two hours daily and practicing oral English with classmates, particularly during speaking activities To boost my reading abilities, I make an effort to read all our English textbooks Additionally, I maintain a daily English diary to improve my writing, although memorizing vocabulary can be challenging.
40 be perfect, I must keep on „Practice makes perfect‟ This proverb really encourages me when I study English (Friedman, 2007, p.169)
The story of this girl exemplifies the saying "Practice makes perfect," highlighting its importance in language learning Educators should instill this proverb in their students, as consistent practice can significantly enhance vocabulary and various other language skills.
Teachers‟ training
A key factor contributing to the gap between teachers' beliefs and their actual practices is the quality of their training Therefore, it is essential for teachers to engage in training programs focused on language teaching, especially vocabulary instruction, to align their beliefs with their practices The effectiveness of this approach relies on the collaboration and commitment of both teachers and educational administrators.
Teachers must recognize the need for training in vocabulary instruction to enhance their teaching methods Many high school educators often feel secure in their current practices due to stable salaries and personal challenges, which can hinder their willingness to change It is crucial for teachers to understand the significance of updating their teaching methodologies to improve vocabulary acquisition By actively seeking professional development opportunities, such as seminars and training courses, teachers can significantly contribute to the advancement of education and foster student success in vocabulary learning.
Educational administrators must take the initiative to organize conferences, seminars, and workshops focused on vocabulary teaching While some universities and the Ministry of Education occasionally host such events, the frequency and participation are often limited Enhancing these training activities is essential for improving vocabulary instruction in educational settings.
To enhance teaching skills across the country, it's essential to promote educational programs widely among all teachers, especially those in rural and remote areas Many educators, including those in urban settings, are eager to improve their skills but may be unaware of available resources and activities.
Limitations of the study
This study has several limitations that should be acknowledged Firstly, the small sample size of only 8 teachers from Nguyen Thi Minh Khai High School restricts the ability to make generalized conclusions Therefore, the themes and patterns identified should be viewed as hypotheses for further investigation with larger participant groups Additionally, the research focused solely on teachers, overlooking the influence of students, who are also crucial in shaping teachers' beliefs and practices, and should have been included in interviews and observations Lastly, the subjectivity of the study may be a concern, as both data collection instruments were developed by the author.
Recommendations for further research
While this thesis acknowledges existing limitations in the author's knowledge and resources, it emphasizes the need for further research Future studies should explore the relationship between teachers' beliefs and their classroom practices, potentially involving larger groups and student assessments The author hopes this work will inspire greater interest and more in-depth investigation into the subject.
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Name: Age: Years of teaching: School: Have you taken any teaching courses or attended any lectures about vocabulary teaching after you became a teacher?
1 How do you often teach vocabulary?
Do you often integrate vocabulary in teaching grammar, pronunciation and other language skills such as listening, speaking, reading, writing, or do you teach words separately?
2 Can you tell me some techniques you usually use to teach vocabulary?
Why do you usually use them?
Teacher: Date: School: Grade: Observer: Program: Class period: Topic: Placement of lesson within the current unit: Total time given for teaching vocabulary:
Lesson Observation Notes Level of application
1 New vocabulary is presented in meaningful context
2 Teachers have the students see words in variety of contexts
3 Depth of meaning is fostered
4 Teachers let the students access the texts‟ meaning in the target language
5 Learning a word involves pronuncication, spelling, morphology and syntax
6 Teach by having students read widely
7 Have students use monolingual dictionaries
9 Integrate new words with old
10 Provide a number of encounters with a word
11 Promote a deep level of processing
13 Make new words “real” by connecting them to the student‟s world in some way
Table 3: Practical approaches of teaching vocabulary (teacher A)
1 New vocabulary is presented in meaningful contexts
2 Teachers have the students see words in variety of contexts
3 Depth of meaning is fostered 1 2 3 4 5 NA
4 Teachers let the students access the texts‟ meaning in the target language
5 Learning a word involves pronuncication, spelling, morphology and syntax
6 Teach by having students read widely 1 2 3 4 5 NA
7 Have students use monolingual dictionaries 1 2 3 4 5 NA
8 Build a large sight vocabulary 1 2 3 4 5 NA
9 Integrate new words with old 1 2 3 4 5 NA
10 Provide a number of encounters with a word 1 2 3 4 5 NA
11 Promote a deep level of processing 1 2 3 4 5 NA
13 Make new words “real” by connecting them to the student‟s world in some way
14 Use a variety of techniques 1 2 3 4 5 NA
15 Encourage independent learning strategies 1 2 3 4 5 NA
Amount of 61 – 75: every effective teaching
46 – 60: effective teaching 31– 45: adequate teaching that needs improved
0 – 30: bad teaching that needs changed NA: not apply; A: apply
Table 4: Practical approaches of teaching vocabulary (teacher B)
1 New vocabulary is presented in meaningful contexts
2 Teachers have the students see words in variety of contexts
3 Depth of meaning is fostered 1 2 3 4 5 NA
4 Teachers let the students access the texts‟ meaning in the target language
5 Learning a word involves pronuncication, spelling, morphology and syntax
6 Teach by having students read widely 1 2 3 4 5 NA
7 Have students use monolingual dictionaries 1 2 3 4 5 NA
8 Build a large sight vocabulary 1 2 3 4 5 NA
9 Integrate new words with old 1 2 3 4 5 NA
10 Provide a number of encounters with a word 1 2 3 4 5 NA
11 Promote a deep level of processing 1 2 3 4 5 NA
13 Make new words “real” by connecting them to the student‟s world in some way
14 Use a variety of techniques 1 2 3 4 5 NA
15 Encourage independent learning strategies 1 2 3 4 5 NA
Amount of 61 – 75: every effective teaching
46 – 60: effective teaching 31– 45: adequate teaching that needs improved
0 – 30: bad teaching that needs changed NA: not apply; A: apply
Table 5: Practical approaches of teaching vocabulary (teacher C)
1 New vocabulary is presented in meaningful contexts
2 Teachers have the students see words in variety of contexts
3 Depth of meaning is fostered 1 2 3 4 5 NA
4 Teachers let the students access the texts‟ meaning in the target language
5 Learning a word involves pronuncication, spelling, morphology and syntax
6 Teach by having students read widely 1 2 3 4 5 NA
7 Have students use monolingual dictionaries 1 2 3 4 5 NA
8 Build a large sight vocabulary 1 2 3 4 5 NA
9 Integrate new words with old 1 2 3 4 5 NA
10 Provide a number of encounters with a word 1 2 3 4 5 NA
11 Promote a deep level of processing 1 2 3 4 5 NA
13 Make new words “real” by connecting them to the student‟s world in some way
14 Use a variety of techniques 1 2 3 4 5 NA
15 Encourage independent learning strategies 1 2 3 4 5 NA
Amount of 61 – 75: every effective teaching
46 – 60: effective teaching 31– 45: adequate teaching that needs improved
0 – 30: bad teaching that needs changed NA: not apply; A: apply
Table 6: Practical approaches of teaching vocabulary (teacher D)
1 New vocabulary is presented in meaningful contexts
2 Teachers have the students see words in variety of contexts
3 Depth of meaning is fostered 1 2 3 4 5 NA
4 Teachers let the students access the texts‟ meaning in the target language
5 Learning a word involves pronuncication, spelling, morphology and syntax
6 Teach by having students read widely 1 2 3 4 5 NA
7 Have students use monolingual dictionaries 1 2 3 4 5 NA
8 Build a large sight vocabulary 1 2 3 4 5 NA
9 Integrate new words with old 1 2 3 4 5 NA
10 Provide a number of encounters with a word 1 2 3 4 5 NA
11 Promote a deep level of processing 1 2 3 4 5 NA
13 Make new words “real” by connecting them to the student‟s world in some way
14 Use a variety of techniques 1 2 3 4 5 NA
15 Encourage independent learning strategies 1 2 3 4 5 NA
Amount of 61 – 75: every effective teaching
46 – 60: effective teaching 31– 45: adequate teaching that needs improved
0 – 30: bad teaching that needs changed
Table 7: Practical approaches of teaching vocabulary (teacher E)
1 New vocabulary is presented in meaningful contexts
2 Teachers have the students see words in variety of contexts
3 Depth of meaning is fostered 1 2 3 4 5 NA
4 Teachers let the students access the texts‟ meaning in the target language
5 Learning a word involves pronuncication, spelling, morphology and syntax
6 Teach by having students read widely 1 2 3 4 5 NA
7 Have students use monolingual dictionaries 1 2 3 4 5 NA
8 Build a large sight vocabulary 1 2 3 4 5 NA
9 Integrate new words with old 1 2 3 4 5 NA
10 Provide a number of encounters with a word 1 2 3 4 5 NA
11 Promote a deep level of processing 1 2 3 4 5 NA
13 Make new words “real” by connecting them to the student‟s world in some way
14 Use a variety of techniques 1 2 3 4 5 NA
15 Encourage independent learning strategies 1 2 3 4 5 NA
Amount of 61 – 75: every effective teaching
46 – 60: effective teaching 31– 45: adequate teaching that needs improved
0 – 30: bad teaching that needs changed NA: not apply; A: apply
Table 8: Practical approaches of teaching vocabulary (teacher F)
1 New vocabulary is presented in meaningful contexts
2 Teachers have the students see words in variety of contexts
3 Depth of meaning is fostered 1 2 3 4 5 NA
4 Teachers let the students access the texts‟ meaning in the target language
5 Learning a word involves pronuncication, spelling, morphology and syntax
6 Teach by having students read widely 1 2 3 4 5 NA
7 Have students use monolingual dictionaries 1 2 3 4 5 NA
8 Build a large sight vocabulary 1 2 3 4 5 NA
9 Integrate new words with old 1 2 3 4 5 NA
10 Provide a number of encounters with a word 1 2 3 4 5 NA
11 Promote a deep level of processing 1 2 3 4 5 NA
13 Make new words “real” by connecting them to the student‟s world in some way
14 Use a variety of techniques 1 2 3 4 5 NA
15 Encourage independent learning strategies 1 2 3 4 5 NA
Amount of 61 – 75: every effective teaching
46 – 60: effective teaching 31– 45: adequate teaching that needs improved
0 – 30: bad teaching that needs changed NA: not apply; A: apply
Table 9: Practical approaches of teaching vocabulary (teacher G)
1 New vocabulary is presented in meaningful contexts
2 Teachers have the students see words in variety of contexts
3 Depth of meaning is fostered 1 2 3 4 5 NA
4 Teachers let the students access the texts‟ meaning in the target language
5 Learning a word involves pronuncication, spelling, morphology and syntax
6 Teach by having students read widely 1 2 3 4 5 NA
7 Have students use monolingual dictionaries 1 2 3 4 5 NA
8 Build a large sight vocabulary 1 2 3 4 5 NA
9 Integrate new words with old 1 2 3 4 5 NA
10 Provide a number of encounters with a word 1 2 3 4 5 NA
11 Promote a deep level of processing 1 2 3 4 5 NA
13 Make new words “real” by connecting them to the student‟s world in some way
14 Use a variety of techniques 1 2 3 4 5 NA
15 Encourage independent learning strategies 1 2 3 4 5 NA
Amount of 61 – 75: every effective teaching
46 – 60: effective teaching 31– 45: adequate teaching that needs improved
0 – 30: bad teaching that needs changed