Aims and objectives of the study
The aim of this study is to investigate the perceptions of explicit vocabulary teaching held by the teachers working at YBMC and how they teach vocabulary explicitly
The objectives of the study are:
- To understand teachers' ideas of explicit vocabulary teaching at YBMC
- To examine how teachers choose vocabulary items to teach and what aspects of vocabulary they focus on in teaching vocabulary
- To find out the explicit vocabulary teaching techniques teachers frequently use
- To draw some conclusions on issues related to teaching vocabulary explicitly at this college.
Research questions
In order to achieve the above-mentioned aims and objectives, the research was carried out to seek answers to the following research questions:
1 What are teachers' perceptions of explicit vocabulary teaching at YBMC?
2 How do they choose vocabulary items to teach at YBMC and what aspects of word knowledge they focus on in teaching the selected words?
3 What are the explicit vocabulary teaching techniques most frequently used in the classroom and their relevance?
Scope of the study
This minor thesis focuses exclusively on explicit vocabulary teaching for first-year students at YBMC, examining teachers' perspectives on vocabulary instruction, their selection of words to teach, and the techniques employed in this mountainous college context It aims to investigate the relevance of these techniques and provide pedagogical implications to enhance the effectiveness of vocabulary teaching in the institution.
Method of the study
To achieve its objectives, this study employed qualitative methods of data collection which include interview, classroom observation and lesson analysis
Interviews with teachers at YBMC were conducted to explore their perspectives on explicit vocabulary instruction in English The study examined their selection of vocabulary, the specific aspects of vocabulary they emphasize, and the techniques they employ for explicit teaching of words.
Classroom observations were carried out to complement teacher interviews, focusing on the explicit teaching of English vocabulary These observations allowed for an evaluation of the effectiveness of explicit vocabulary teaching techniques through detailed lesson analyses.
Design of the study
There are three main parts in my thesis as follows:
Part A is the Introduction presenting the rationale, aims, objectives, research questions, scope, methods and design of the study
Part B, the Development, includes three chapters:
Chapter 1 provides a comprehensive Literature Review, establishing a foundational theoretical framework for the study It explores key issues concerning English vocabulary and emphasizes both explicit and implicit approaches to vocabulary teaching and learning.
Chapter 2, titled "Methodology," outlines the current state of English teaching and learning at YBMC, detailing the participants involved, the instruments used, and the procedures for data collection and analysis implemented to achieve the research objectives.
Chapter 3, titled Results and Discussions, presents a comprehensive analysis of the findings derived from data collected through interviews, class observations, and lesson analyses This section delves into the implications of the results, facilitating a thorough discussion on the insights gained from the research.
In the conclusion of Part C, the study is summarized, highlighting its limitations while emphasizing the pedagogical implications of explicit vocabulary instruction Additionally, the section provides recommendations for future research to further explore this area.
LITERATURE REVIEW
An overview of vocabulary
Vocabulary is a fundamental aspect of language, serving as the foundation for developing other skills such as grammar and phonology It has garnered significant attention from researchers, linguists, educators, and students alike Despite its importance, providing a precise definition of vocabulary remains challenging According to Hornby (2010), vocabulary encompasses the words and phrases that make up a language.
1 All the words that a person knows or uses
2 All the words in a particular language
3 The words that people use when they are talking about a particular subject
4 A list of words with their meanings especially in a book or learning a foreign language
Vocabulary is a fundamental aspect of language, intertwining sound and meaning to facilitate communication (Pyles & Algeo, 1993) Ur (1996) defines vocabulary as the words taught in a foreign language, emphasizing that it encompasses not only single words but also multi-word idioms, highlighting its broader scope.
6 than just the meaning of words It covers a huge aspect of language and it is the medium to express ideas or opinions
In summary, Ur (1996) defines vocabulary as the complete set of words in a language, encompassing both individual words that convey ideas and multi-word idioms that are understood within specific sentences or contexts This comprehensive definition of vocabulary is widely regarded as the most favorable.
1.1.2 The role of vocabulary in language teaching and learning
Vocabulary is a crucial component of mastering a foreign language, alongside grammar and phonetics Folse (2004: 3) highlights the significant role vocabulary plays in both teaching and learning languages, underscoring its importance in language acquisition.
Insufficient grammar knowledge may hinder conversation, but a limited vocabulary can severely restrict communication While learners can manage to express themselves with imperfect grammar, a lack of vocabulary significantly impedes effective interaction In summary, one can navigate conversations with basic grammar skills, but a rich vocabulary is essential for meaningful communication.
According to Shafaei and Nejati (2009), vocabulary is a crucial objective in foreign language teaching, and Gower et al (2005) emphasize its significance for effective communication, even more so than grammar This highlights that vocabulary is the key component in language use, as language learners aim to understand and convey their thoughts effectively A sufficient vocabulary size not only boosts confidence in communication but also enables individuals to express their opinions accurately and fluently in both spoken and written forms.
Teaching and learning vocabulary is a complex and demanding process As a crucial component of foreign language education, vocabulary instruction aims to enhance and expand students' word knowledge.
Vocabulary plays a crucial role in acquiring a foreign language, as learners aim to build a sufficient word bank A strong vocabulary enhances daily communication and allows access to a wider range of information from various sources like books and newspapers Consequently, vocabulary should be prioritized in foreign language education.
Principles in teaching and learning vocabulary
1.2.1 Selection of vocabulary items for students
Vocabulary is a crucial element in learning a foreign language, making it essential for English teachers to assist students in expanding their word knowledge Educators must carefully select appropriate vocabulary that aligns with learners' varying levels and assess the significance of each word to ensure effective teaching.
According to McCarthy (1990), introducing the most frequent words in a language is crucial at the beginning of language teaching Nation (1994) identified approximately 2,000 word families as high-frequency vocabulary essential for effective language use Nation (1995) further emphasized that mastering these 2,000 words is vital for meaningful communication, making them worth the effort to teach and learn explicitly Meara (1995) echoed this sentiment, advocating for a strong focus on these foundational words at the start of language courses By learning the first 2,000 words, students can significantly enhance their comprehension of spoken and written texts in their studies.
Schmitt (2000) emphasizes that reaching a 2,000-word vocabulary is just the starting point, and teaching words beyond this level can yield significant benefits that justify the effort involved He advocates for focusing on lower-frequency vocabulary to enhance language learning Similarly, Nation (1994) supports the idea that expanding vocabulary beyond the most common words is essential for language proficiency.
Language teachers should focus on helping students develop strategies for learning low-frequency words, as students are already familiar with high-frequency vocabulary Effective methods include utilizing dictionaries, making educated guesses from context, understanding word roots and affixes, and employing mnemonic techniques to enhance retention.
English teachers must carefully select vocabulary words to teach, considering factors such as lesson topics and student proficiency It is crucial to determine which aspects of vocabulary to emphasize during lessons, a topic that will be explored in detail in the following section.
1.2.2 Aspects of word knowledge included in vocabulary teaching
When teaching a new English word, it is essential for teachers to provide learners with its meaning, forms, grammar, and usage in context Without a clear understanding of these elements, learners will struggle to use the word correctly.
To effectively teach new vocabulary, educators must focus on several key aspects: the form of the word, including its pronunciation and spelling; its grammatical properties, such as whether it is regular or irregular and whether it is transitive or intransitive; collocation patterns; various aspects of meaning, including denotation, connotation, and appropriateness; relationships between meanings, such as synonyms, antonyms, co-hyponyms, superordinates, and translations; and finally, the processes of word formation.
As regard to this issue, Nation (2001: 27) gave the following description of truly knowing a word:
- Form: - spoken, written, word parts
- Meaning: form and meaning, concept and referents, associations
- Use: grammatical functions, collocations, constraints on use (register, frequency…)
In conclusion, vocabulary lessons for language learners should encompass various aspects of word knowledge to achieve true mastery Understanding multiple dimensions of a word enhances the likelihood of using it correctly in appropriate contexts It is essential for teachers to regularly revise vocabulary, as learners tend to forget words without opportunities for practical application or integration into other skills.
1.2.3 Current approaches to L2 vocabulary teaching and learning
Vocabulary teaching and learning encompasses a variety of approaches and strategies, including both direct and indirect methods such as the Grammar-Translation Method, Direct Method, Situational Language Teaching, Audio-Lingual Method, Silent Way, and Communicative Language Teaching Traditional techniques for vocabulary instruction, as identified by Gairns and Redman (1986), include visual, verbal, and translation methods Researchers emphasize the importance of diverse vocabulary learning strategies to enhance learners' vocabulary acquisition Schmitt and McCarthy (1997) categorized these strategies into five groups: social, memory, cognitive, metacognitive, and determination strategies.
Hunt and Beglar (1998) considered three approaches to vocabulary teaching:
1) Incidental learning 2) Explicit or intentional instruction and 3) Independent strategy development
Incidental learning emphasizes vocabulary acquisition through extensive reading and listening, offering learners valuable opportunities to expand their vocabulary According to Hunt and Beglar (1998), this approach is particularly beneficial for learners at all levels, especially advanced students It encourages the development of sustained silent reading skills, with a significant portion of reading conducted outside the classroom.
Explicit instruction in vocabulary involves diagnosing essential words for learners, introducing them, expanding their understanding, and fostering fluency This method is particularly effective for beginning readers with limited skills Techniques such as word-pair translation, repetition, and review are recommended Additionally, activities to enhance word knowledge include sorting word lists, creating semantic maps, generating derivatives and synonyms, constructing word trees, identifying associated words, and engaging in cloze activities or vocabulary games like crossword puzzles and bingo.
The independent strategies development approach emphasizes fostering autonomy in language learners, who often employ common vocabulary learning techniques such as memorization, repetition, and note-taking Research by Hunt and Beglar (1998) highlights independent strategies like context guessing and dictionary use, noting that context guessing can be time-consuming and is generally more effective for proficient learners Nation (2001) identifies essential vocabulary learning strategies, including context guessing, word cards, word parts, mnemonic techniques, keyword techniques, and dictionary use Implementing specific strategies significantly impacts foreign language proficiency My study discusses vocabulary learning strategies such as vocabulary notebooks and word cards, alongside dictionary usage, to enhance learners' vocabulary acquisition and promote independent learning.
1.2.4 Explicit and implicit approaches to vocabulary teaching
According to Schmitt (2000), there is no universally "right" or "best" method for teaching vocabulary The effectiveness of a teaching approach varies based on factors such as the specific needs of the students, the vocabulary being taught, and the educational framework and curriculum in place.
Effective vocabulary programs should incorporate a balanced approach that combines explicit teaching with activities that foster incidental learning According to Graves (2006), students gain significant advantages from both indirect vocabulary acquisition through diverse reading and writing experiences, as well as direct instruction of specific words This dual approach allows learners to develop their vocabulary both implicitly through extensive reading and language-rich activities, and explicitly through targeted teaching and word-learning strategies.
According to a survey by Sửkmen (1997 cited in Schmitt, 2000: 146), explicit vocabulary teaching should be attached to the following principles:
• Integrate new words with old
• Provide a number of encounters with a word
• Promote a deep level of processing
• Make new words “real” by connecting them to the student’s world in some way
In addition to the core principles, Schmitt (2000) highlights the significance of addressing cross-association issues faced by learners, particularly when dealing with similar words like "left" and others.
Principles for explicit approach to vocabulary teaching
Teaching vocabulary should be a meaningful and systematic process that helps students develop effective learning routines Educators must first identify a list of potential words to teach and select the most relevant ones It is crucial to introduce vocabulary in spoken form initially to avoid mispronunciation, followed by explanations of the written form and meanings Additionally, placing new words in context and revisiting them regularly enhances retention and understanding.
Effective vocabulary teaching involves various techniques and activities to introduce and reinforce new words Educators must carefully select the most suitable methods for their specific contexts to ensure successful vocabulary acquisition.
Teachers of English must focus on several key aspects when teaching vocabulary, including presenting the form, explaining the meaning, and demonstrating the use of new words Additionally, it is essential to reinforce vocabulary learned in class Nation (2005) suggests various effective techniques for those interested in enhancing their English vocabulary instruction.
Teachers effectively convey the meaning of new vocabulary by employing various strategies, including providing L1 translations, using familiar L2 synonyms or simple definitions, showcasing objects or pictures, and offering quick demonstrations They may also illustrate concepts through simple drawings or diagrams, deconstruct words into their components to explain their meanings, and present multiple example sentences to contextualize the vocabulary Additionally, teachers often explore the underlying meanings of words and their related references to enhance understanding.
Teachers can enhance learners' understanding of word forms by highlighting similarities in spelling with familiar words, providing guidance on the word's stress pattern and pronunciation, and identifying any prefixes.
To enhance vocabulary acquisition, focus on 15 stems and suffixes that form the target word Encourage learners to practice the pronunciation by repeating the word aloud Write the word on the board for visual reinforcement, and highlight any spelling irregularities to deepen understanding.
Teachers can effectively teach the word "by" by demonstrating its grammatical pattern, such as whether it is countable or uncountable, and transitive or intransitive They should also provide similar collocates and highlight any usage restrictions, such as formality levels or regional variations Additionally, mentioning a well-known opposite or a term that describes the broader lexical set can enhance understanding.
Nation outlined key principles for effective vocabulary teaching: educators should maintain simplicity and clarity in their explanations, connect new vocabulary to prior knowledge through patterns or analogies, and utilize both oral and written methods, such as writing on the blackboard while explaining Additionally, teachers should focus on words that students are already somewhat familiar with, highlight high-frequency words for future reference, and avoid introducing other unknown or poorly understood related terms, such as near synonyms or antonyms.
To effectively retain new vocabulary, learners should practice these words in a controlled environment, transforming passive vocabulary into active usage While course books may not provide sufficient exercises, teachers play a crucial role in offering additional practice opportunities Repetition of new words is essential, and practicing them in context rather than isolation enhances retention Encouraging students to create sentences that illustrate the meaning and usage of new terms is beneficial Additionally, popular techniques for vocabulary practice include gap-filling and word-matching exercises.
Engaging in word games such as exploring synonyms and antonyms can enhance vocabulary skills Activities like paraphrasing, constructing sentences or dialogues, and role-playing encourage practical language use Additionally, picture stories can inspire creativity while teaching context Utilizing prefixes and suffixes to form new words from existing ones further enriches language learning, making it both enjoyable and educational.
Challenges in vocabulary teaching
Vocabulary is a crucial component of language, alongside grammar and phonology, significantly impacting listening, speaking, reading, and writing skills Therefore, enhancing students' vocabulary is a primary responsibility for English teachers The process of vocabulary acquisition is gradual and often recursive, requiring the integration of diverse lexical knowledge and effective teaching techniques However, teaching vocabulary poses challenges influenced by various factors, including learners' characteristics, the nature of the learning tasks, the context of learning, and the strategies employed.
Aganes (2008) identified several challenges in the teaching and learning process, primarily stemming from both student characteristics and teaching methods Students often struggle with vocabulary acquisition, facing difficulties in correct pronunciation and memorizing word meanings Additionally, a lack of interest in learning English arises from monotonous teaching techniques, such as reliance on translation at the start or end of lessons Effective vocabulary instruction is often missing, as teachers frequently neglect strategies like self-defining contexts, target language definitions, opposites, visuals, dramatization, and real-life applications Consequently, the issues in vocabulary teaching and learning are predominantly attributed to teachers' approaches.
(1) The teacher is not creative to use media as aids of teaching
Teachers often allocate limited time for students to practice correct pronunciation, which is insufficient for beginners or low-proficiency learners to develop accurate speaking skills.
The vocabulary teaching technique employed by the teacher appears to be ineffective, resulting in a lack of motivation among students to engage in learning Consequently, students remain passive in their approach to acquiring new vocabulary.
This chapter has reviewed the theoretical aspects related to the research topic, while the next chapter will outline the methods used in the study, detailing the procedures for data collection and analysis.
METHODOLOGY
The current situation of English teaching and learning at YBMC… 18 2.2 Participants
YBMC has been re-established for nearly a year, focusing on training future nurses, midwives, and nursing staff to meet the healthcare needs of Yen Bai province While English is a compulsory subject in the curriculum, it has not received adequate attention, with most language learning activities confined to the classroom The typical classroom setup includes a chalkboard and a textbook, often accommodating over 50 students, which presents significant challenges for effective language teaching Teachers struggle to implement new methods, particularly in vocabulary instruction, due to limited resources—only one cassette player, one overhead projector, and one computer are available for four teachers Consequently, these teaching aids are seldom utilized, primarily because of insufficient equipment for simultaneous use in multiple classes and a tendency to overlook listening skills, which are deemed unnecessary for the final semester tests of non-English major students.
The YBMC library offers limited resources for English studies, primarily focusing on medical topics, which restricts both teachers and students from expanding their knowledge in the English subject Consequently, the lack of diverse materials hinders the effective use of educational aids.
Teachers play a crucial role in the teaching process, necessitating a solid understanding of the syllabus and teaching experience At YBMC, one English teacher is pursuing an M.A., while the others hold B.A degrees from Thai Nguyen University of Training Teacher Generally, they enter the classroom without teaching aids, relying heavily on textbooks and lacking creative activities or pre-teaching support This results in excessive time spent explaining unfamiliar vocabulary, which limits their communicative competence and inadvertently makes students passive learners Nonetheless, the teachers are committed to enhancing their language teaching skills through research and collaboration to discover effective and innovative teaching methods.
Students play a crucial role in the learning process, particularly at YBMC, where many hail from remote and mountainous regions of Yen Bai province These students, aged eighteen to thirty, often come from impoverished backgrounds, with parents working as farmers or hired laborers, resulting in challenging living conditions Their English proficiency varies significantly; some have studied the language for up to seven years, while others have only three years of experience or none at all This mixed-ability environment leads to difficulties in speaking and writing due to limited vocabulary Furthermore, many students perceive English as an insignificant subject, questioning its relevance to their future careers.
20 is to pass the English exams in order to get necessary requirements for graduation
As a result, they learn English in a passive, independent and uncreative way They never prepare the lesson at home as well as review the lesson regularly
The teaching material used at YBMC is the Lifelines-Elementary course by Tom Hutchinson, aimed at equipping students with essential English skills for daily communication and social comprehension This course book consists of fourteen topic-based units that focus on vocabulary and grammar while enhancing the four key language skills: reading, writing, listening, and speaking Each unit typically includes five sections: grammar, vocabulary, reading and writing, listening and speaking, and pronunciation Additionally, after every two units, an extension is provided to assess the knowledge acquired The vocabulary is organized around specific topics, aligning with the fourteen units of the course.
Table 2.1: Vocabulary designed in the course-book Lifeline - Elementary
Unit 1: Numbers (p 7) Unit 8: Giving dates (p 56)
Unit 2: Classroom language – (p 14) Unit 9: Verbs (p 64)
Unit 3: Describing people (p 22) Unit 10: Travel (p 70)
Unit 5: Food and drinks (p 36) Unit 12: Parts of the body (p 84) Unit 6: Daily activities (p 42) Unit 13: Phrasal verbs (p 92) Unit 7: Parts of a house (p 50) Unit 14: The world (p 98)
In this course book, vocabulary is seamlessly integrated throughout all sections of each unit, highlighting its importance in the overall learning process.
In this study, teachers were identified as the primary focus, as they play a crucial role in the teaching and learning process, significantly influencing students' educational outcomes Among the four teachers at the college, their impact on promoting or hindering student learning was a key consideration.
Due to her enrollment in an M.A course, Participant 21 is unable to take part in the study The research focuses on three remaining English teachers at YBMC, referred to as Teacher 1, Teacher 2, and Teacher 3 to maintain their anonymity General information about these participants is summarized in Table 2.
Participants Age Gender Years of teaching experience Qualifications
Data collection instruments
In social science research, interviewing is a fundamental tool that involves asking participants questions to gather detailed information McDonough (1997) highlights that in-depth interviews allow for individual expression, facilitating the exploration of participants' opinions on advantages, challenges, and suggestions While interviews can be time-consuming for both the interviewer and interviewee, they are an effective method for data collection Oppenheim (1992) notes that interviews yield higher response rates than questionnaires, as they engage respondents more deeply and are better suited for complex, open-ended inquiries Therefore, the researcher selects interviews as the primary method for data collection in her study.
2.3.2 Classroom observation and lesson analysis
Classroom observation is an effective method for gathering valuable insights related to the research topic, benefiting everyone involved in the collaborative process For participants in the study, this observation offers constructive feedback that may not be captured through other means.
Classroom observation serves as a vital assessment method, allowing researchers to gain insights by witnessing fellow teachers in action This approach fosters active engagement and creativity in the study of vocabulary instruction By observing how teachers select and explicitly teach vocabulary items, the researcher can better understand the dynamics of the classroom Detailed notes were taken on key events, including teachers' questions, students' responses, and their participation in activities, providing a comprehensive view of the teaching and learning process.
Lesson analysis serves as a valuable tool to assess the alignment of teachers' explicit vocabulary techniques with lesson content and the teaching context at YBMC This approach enables the researcher to identify any discrepancies between teachers' self-reported practices and their actual vocabulary instruction during specific lessons.
2.4 Data collection and data analysis procedures
The process of data collection involved the following steps:
To effectively prepare for the data collection process, I focused on designing interview questions for teachers and creating an observation schedule With the invaluable support from my supervisor and friends, I was able to develop well-structured and thoughtful interview questions.
Prior to conducting interviews with English teachers at YBMC, I met with each of them to explain the research purpose and seek their cooperation I was pleased to receive a warm welcome from all the teachers, who expressed their willingness to collaborate on my study.
Due to participants' busy schedules, the researcher opted to conduct interviews via chat software, allowing for real-time communication between the interviewer and respondents Each interview was divided into two sections: the first focused on the respondents' backgrounds, while the second addressed specific topics relevant to the study.
The study involved 23 participants who shared their perceptions and solutions regarding explicit vocabulary teaching, guided by eight specific questions outlined in the interview guide (refer to Appendix A) Each interview, conducted in a comfortable and friendly atmosphere, lasted approximately 15 to 20 minutes and was conducted in Vietnamese The conversations were subsequently transcribed and translated into English for analysis (see Appendix B for the interview transcript).
To assess discrepancies between teachers' interview responses and their classroom practices, the researcher conducted observations of three teachers, focusing on vocabulary instruction Two lessons were observed for each teacher, totaling six lessons (refer to Appendix C for the observation schedule) Due to large class sizes, the researcher was unable to record the sessions but took detailed notes on classroom events This meticulous documentation provided valuable insights into the teachers' choices of vocabulary items, the aspects of word knowledge emphasized, and the explicit techniques employed during instruction.
The lessons observed in the study were meticulously analyzed to assess the connection between the respondents' explicit vocabulary techniques and the content taught within the context of YBMC For detailed lesson plans, refer to Appendix D.
The research process spanned over two months, during which comprehensive data collection was conducted, including interviews, class observations, and lesson analyses This data was then transformed and analyzed both descriptively and interpretively, categorized to address three primary research questions The main categories identified include teachers' perceptions of explicit vocabulary teaching at YBMC, their selection of vocabulary to teach, the aspects of word knowledge to be taught, and the common explicit vocabulary techniques utilized in the classroom along with their relevance The qualitative findings from the interviews and observations will be detailed in the subsequent chapter.
RESULTS AND DISCUSSIONS
Research question 1: Teachers' perceptions of explicit vocabulary
Teachers at YBMC, where students generally exhibit low English proficiency, unanimously agree that explicit vocabulary teaching is effective in this context They recognize that this method involves directly providing word meanings to enhance students' English learning Additionally, the teachers design exercises and activities aimed at helping learners practice and retain new vocabulary One teacher expressed her perspective on the importance of this approach.
In my opinion, teaching vocabulary explicitly is as simple as providing students with the meanings of the words directly I often use this approach in my vocabulary teaching (Teacher 2)
Explicit vocabulary teaching is my preferred method in the classroom, as it involves using targeted activities and exercises to focus learners' attention on specific vocabulary items.
To enhance English learning and maximize class time, I prioritize introducing new vocabulary by providing its spelling, pronunciation, and meaning directly This approach is a regular practice in my classroom.
Participants in the study predominantly employed explicit vocabulary teaching methods, which they found effective for students with low English proficiency and limited vocabulary The interviewed teachers noted that this approach facilitates quick comprehension of word meanings and requires minimal time to introduce new vocabulary While the respondents recognized a distinction between explicit and implicit teaching methods, they unanimously favored the explicit approach, utilizing direct techniques to present new words and engage students in practice activities However, their understanding of this method was somewhat limited, focusing primarily on direct word meaning rather than the careful selection of vocabulary items and the application of explicit teaching techniques throughout the learning process.
The researcher aligns with Teacher 1's perspective that explicit vocabulary instruction is essential for enhancing EFL learners' language skills Many students struggle with remembering pronunciation, spelling, and meanings of new words, which hinders their vocabulary acquisition To support learners in expanding their vocabulary, teachers should present new words in engaging ways and incorporate various practice activities The more effectively new vocabulary is introduced and practiced, the better students will retain it over time.
Teachers at YBMC should create additional vocabulary activities to enhance learners' effectiveness in acquiring new words This approach can significantly boost students' motivation to learn English, particularly in vocabulary, leading to a gradual increase in their vocabulary size.
Research question 2: Teachers' selection of vocabulary to teach and
All three participants agreed on the vocabulary selection for teaching, outlining their criteria for choosing specific words Classroom observations revealed that they frequently opted to teach select words rather than covering all vocabulary presented in the lesson.
Teachers at YBMC face challenges in vocabulary instruction due to several factors, including time constraints, students' limited vocabulary, and their struggles with vocabulary learning strategies Observations reveal that many students adopt passive learning methods, such as silently noting down what the teacher writes or simply adding Vietnamese pronunciations next to unfamiliar words Additionally, students often come to class unprepared, complicating the teaching process for English instructors.
All interviewed teachers concurred on the importance of selecting specific vocabulary items for each lesson, as it is impractical to address every new word due to various constraints The researcher emphasizes the need for educators to consider students' limited vocabulary learning strategies To enhance independent learning, teachers should encourage students to create vocabulary notebooks and word cards, as well as utilize dictionaries and context clues to deduce word meanings.
When selecting vocabulary for teaching, educators should consider frequency of use, as recommended by methodologists and linguists like Nation (1990) and Schmitt (2000) Prioritizing the most commonly used words enhances language acquisition Additionally, teachers should evaluate the utility of words based on their semantic breadth; words with broader meanings that encompass various concepts are generally more beneficial for learners than those with narrow, specific definitions.
In this study, interviewed teachers emphasized the importance of selecting high-frequency and useful words for their students' daily conversations, exams, and future careers, particularly in contexts with many ethnic minority learners They noted that their choices were based on personal judgment rather than established principles To enhance their word selection, the researcher recommends that teachers consult resources like the General Service List, which includes the 2000 most common words in English, and the Academic Word List, featuring essential academic vocabulary This approach can help ensure that their selections of useful and high-frequency words are appropriate for their students' needs.
The observations revealed discrepancies between the teachers' statements in interviews and their actual teaching practices During classroom observations, it was noted that teachers systematically covered all new vocabulary from the designated sections, while selectively teaching certain active words in other skill areas This is illustrated by two excerpts from lessons conducted by Teacher 2 and Teacher 3.
T You are going to learn some names of clothes, today Look at the pictures and tell me what they are wearing
T Ok, I'll give you some words of clothes in these pictures (Writes all the names of the clothes and explains their meaning by pointing to the pictures)
+ T-shirt (n) + sweatshirt (n) + trainers (n) + high-heel shoes (n) + baseball cap (n) + dress (n)
T (Reads the new words and asks Ss to repeat in chorus and individually)
Ss (Listen to the T and repeat)
Extract 2: Reading and writing- A model pupil
T Are there any new words in the reading text?
Ss Yes, there are a lot of
Before proceeding to exercises 2 and 3, let's introduce some new vocabulary from the text The words include "to appear," which means to become visible or noticeable; "catwalk," a noun referring to a narrow platform used by models; "different," an adjective describing something that is not the same; "contract," a noun for a formal agreement; "to offer," which means to present something for acceptance; and "GCSE exam," a standardized test taken in the UK.
T Any new words? (points at a boy raising his hand)
Bao competition? education? prize? (pronounces with some mistake)
T Yes (writes those words on the board and gives their meanings)
Ss (Note down these words, listen to the teacher and repeat)
(Observation 2: Unit 11- Reading and writing)
Aspects of word knowledge to be taught
All three teachers emphasized the importance of integrating vocabulary instruction in their grammar and reading lessons They consistently focused on teaching vocabulary through its form—covering aspects such as spelling, pronunciation, and grammar—while also addressing its meaning and usage As one teacher noted, this approach enhances students' understanding and application of new words.
When introducing new vocabulary, teachers must consider effective methods for instruction Understanding a word encompasses its meaning, form, and appropriate contextual usage.
The research revealed a discrepancy between teachers' verbal explanations and their actual classroom practices, as they primarily concentrated on word meanings and forms, with minimal emphasis on word usage This indicates that effective vocabulary instruction involves more than merely imparting definitions; it requires a deeper engagement with how words are used in context.
Memorizing vocabulary through rote learning can be effective for short-term tests but is not a sustainable method for mastering a foreign language Language learners should adopt alternative strategies for vocabulary acquisition, such as utilizing dictionaries, understanding context, and employing word cards and vocabulary notebooks Teachers unanimously support equipping students with these strategies to foster independent learning While extensive reading and listening can aid vocabulary development, this approach may not benefit students with lower English proficiency, who often rely on ineffective learning methods To enhance students' vocabulary size, it is crucial for educators to diversify their teaching activities, as many students still struggle to incorporate new words into their spoken and written communication.
To promote independent vocabulary learning, I encourage my students to maintain vocabulary notebooks and utilize dictionaries or create word cards Despite these efforts, I observe that their vocabulary remains limited, largely due to a lack of motivation; many view learning English solely as a means to pass final exams and meet graduation requirements.
Research question 3: The explicit vocabulary teaching techniques
When discussing explicit vocabulary teaching techniques in the classroom, the participants emphasized the importance of integrating vocabulary with language skills and grammar rather than teaching it in isolation They highlighted that effective vocabulary instruction involves not just presenting long lists of words but also incorporating new vocabulary into the practice of other language skills and grammatical structures.
In addition to dedicating specific sections to vocabulary in each unit, I frequently incorporate vocabulary instruction within language skills and grammar lessons New vocabulary is introduced during both the pre-teaching and while-teaching phases, utilizing techniques such as L1 translation, visuals like pictures or drawings, and realia to enhance understanding.
Before teaching a new section, I often provide students with some new words as followings: write the word on the board, read it aloud, use some techniques to explain its meaning
Some extracts of teaching vocabulary by different teachers are as followings:
Extract 3: Listening and speaking- What's the matter?
Today, we will focus on identifying problems and offering helpful advice To enhance our vocabulary, I will introduce some new words related to this topic Please pay attention to my gestures as I demonstrate their meanings Are you ready to begin?
T (Making gestures accompanied with saying the sentences including the new vocabulary items, write the words on the board, read them and ask Ss to repeat)
I'm hungry; I'm thirsty; I'm tired; I've got a headache; I've got a stomach ache; I've got a toothache; I've got a sore throat; I've got a cough; My back hurts
Ss (Listen and repeat, take notes)………
T Now, look at the following advice at the page of 86 You have to choose some advice for each above problem Do you find any new words?
T (points at a girl) Mien, can you?
Mien (read the words with some pronunciation mistakes) painkiller optician's stay up late put on
T (write the new words on the board while Mien is talking Then provide their meanings to the students) Listen and repeat in chorus
(Observation 3: Unit 12- Listening and speaking)
Extract 4: Unit 11: Grammar- The present continuous tense
T Among these verbs, which words you don't know? Who can?
Luc (reads the new words with some wrong pronunciation) grab? hold? smile? park? take off?
T Thanks (writes the words on the board and gives their meaning)
T Listen and read after me
Effective vocabulary teaching techniques should be tailored to meet the specific needs of learners, particularly in diverse educational settings like YBMC, where many ethnic minority students struggle with English proficiency Teachers must prioritize motivation and the identification of learners' needs to select appropriate methods Common strategies employed include clearly articulating words, writing them on the board, and using various techniques such as L1 translation, visuals, gestures, and synonyms or antonyms to explain meanings Vocabulary consolidation activities, such as memory games, sentence creation, word networks, and crossword puzzles, are crucial for helping students practice and retain new vocabulary However, classroom observations reveal discrepancies between teachers' self-reported techniques and their actual practices, highlighting the importance of analyzing lesson content and teaching context to ensure effective vocabulary instruction.
From the observations, the researcher realized that the most frequent explicit vocabulary teaching techniques used by the participants were using L1 translation and using visual aids
In the study, teachers frequently utilized L1, or mother tongue, to explain new word meanings, despite ongoing debates among English language teaching professionals regarding its use in modern, communicative classrooms Critics argue that L1 can lead to excessive reliance on the first language, reducing the time spent practicing the second language However, many experts in second and foreign language acquisition advocate for the inclusion of L1, particularly for learners with low proficiency in the target language Nation (1990) highlighted the negative psychological impact of undermining the mother tongue, while also noting the benefits of translation as being quick, simple, and easily understood (Nation, 2001) A study by Ramachandran and Rahim (2004) found that employing L1 in translation methods significantly enhanced elementary ESL learners' ability to recall vocabulary Thus, L1 is vital in language teaching, especially for low proficiency learners, such as ethnic minority students at YBMC.
In Unit 11 of the Fashion reading and writing lesson, Teacher 2 effectively utilized L1 translation to clarify new vocabulary before students engaged with the text This approach ensures that by the lesson's end, students can comprehend the material and respond to comprehension questions The researcher highlights the appropriateness of L1 translation as a vocabulary teaching strategy, particularly for introducing abstract terms that may pose challenges if taught through other methods Alternatives like synonyms, antonyms, or contextual explanations in the target language may not be as effective in this scenario.
Using L1 translation is the most effective method for teachers to introduce new vocabulary, as it minimizes confusion and misunderstanding among students However, to gradually expand their vocabulary, teachers should also present additional forms of the taught words For instance, related forms of "appear" such as "appearance," "disappear," and "disappearance," as well as variations of "different," including "differ," "difference," and the phrase "to be different from."
Using visual aids: pictures from textbook, realia, actions or gestures
Visual aids, such as flashcards, photographs, and realia, play a crucial role in language teaching by enhancing vocabulary acquisition and comprehension According to Gairns and Redman (1986), these aids are particularly effective for teaching concrete vocabulary related to food, clothing, and professions, as well as actions and activities The use of visual aids not only helps learners visualize word meanings, making them more memorable, but also fosters a more interactive classroom environment Respondents in a recent study highlighted the benefits of visual aids, noting that they reduced teacher dominance and encouraged students to express their opinions freely Observations revealed that participants effectively utilized pictures and gestures to introduce new English vocabulary, facilitating greater interaction and discussion among students and teachers.
The observation from Unit 11 on Fashion Vocabulary highlights the effectiveness of using textbook images to teach clothing-related vocabulary By the end of the lesson, students will enhance their clothing vocabulary and learn to categorize these terms by body parts The reading text features unfamiliar clothing names, which Teacher 2 addresses by incorporating visual aids This approach captivates students, increases their enthusiasm for participation, and aids in comprehending new vocabulary The researcher believes this method is well-suited for the YBMC teaching context, suggesting that the lesson could be even more engaging and effective if enhanced with PowerPoint and additional teaching resources For visual references, see appendix E for recommended clothing images.
Using gestures to convey the meanings of new vocabulary is an effective teaching technique, as demonstrated in Unit 12 of the Health Listening and Speaking curriculum This approach enhances classroom engagement and excitement Unfortunately, listening skills are often overlooked at YBMC due to a curriculum focus on grammar, vocabulary, reading, and writing, particularly in final semester assessments Additionally, inadequate and scarce teaching resources hinder effective foreign language instruction Teacher 3 addresses this gap by helping students learn how to discuss health-related issues Before engaging students in matching problems with corresponding images, she introduces relevant vocabulary related to common ailments, such as "hungry," "thirsty," and "headache," using gestures to illustrate their meanings While some gestures may lead to confusion, they ultimately facilitate quick and direct comprehension of the vocabulary This method equips students with the necessary language skills to communicate about health problems effectively.
In a study involving 35 students, the researcher emphasizes the importance of using L1 translation to introduce vocabulary such as "painkiller," "optician's," and "stay up late." The researcher recommends that teachers break these terms into their components, explaining the meanings of each part before presenting the complete words This method enhances students' comprehension and retention of the vocabulary, particularly since these terms are related to the 'health' topic, which is relevant to their future careers Consequently, students are more likely to remember these words over time.
Interviews with teachers revealed a consensus on the necessity of consolidation activities to aid learners in using and retaining new vocabulary Educators frequently assigned workbook exercises, sentence creation, dialogue practice, word games, and repetitive writing to enhance memorization However, classroom observations indicated that teachers allocated minimal time for vocabulary revision, often focusing on completing lesson tasks instead Typically, they spent only two to three minutes at the end of lessons for students to review new words and encouraged them to study at home Notably, in two out of six observed classes, teachers implemented effective consolidation activities, such as gap-filling exercises and brainstorming word networks related to the lesson topic.
Fill in the gaps with the correct forms of the words given in the box fit healthy relaxed slim good long difficult expensive excellent popular bad heavy
1 Last year I was very fat I lose 3 kilos, now and look………
2 Football is one of the ………sports in the world
3 She often goes to aerobic club because she feels……….and
4 Walking along the street in the morning makes you………
5 I hope my next result will be……… than last term
6 Among these shirts, which is the………?
7 Who is the……… soccer player in Vietnam?
8 English is …………than any other subjects in the curriculum at my college
9 This film is very long and boring It is the……….film I've ever seen
10 In reality, women live………than men
The lesson aims at teaching students how to use the comparative and superlative of the adjectives After teaching some vocabulary explicitly, the Teacher
Using a gap-filling exercise is an effective method for helping students revise vocabulary from lessons, as it allows them to apply learned words in the correct context This approach aids in retention, enabling students to remember vocabulary without the need for extensive home study Therefore, English teachers at YBMC should focus on creating or sourcing vocabulary exercises for student practice Additionally, encouraging students to construct their own sentences with the taught words can enhance engagement and effectiveness in English lectures This not only helps students remember word meanings, spellings, and usages but also improves their speaking skills.
In the realm of fashion, various clothing items can be categorized based on their placement on the body For headwear, we have hats, while items worn above the waist include shirts and blouses Below the waist, we find trousers and skirts, and for footwear, trainers and boots are popular choices.
This lesson focuses on fashion, a popular topic among youth, aiming to teach students the names of clothing items so they can describe their outfits and those of their classmates To reinforce vocabulary, the teacher utilizes word networks and categorizes clothing terms by body parts, helping students remember them more easily By using concrete nouns that can be visually presented, the lesson becomes more engaging and effective Incorporating a consolidation activity, such as labeling pictures of clothing, enhances vocabulary retention, despite the time investment required for preparation.
Pedagogical implications
The study reveals that explicit vocabulary instruction for first-year students at YBMC has not effectively increased students' vocabulary size or long-term retention of vocabulary items Consequently, several pedagogical implications for improving explicit vocabulary teaching methods should be considered to enhance student outcomes.
Explicit vocabulary teaching is essential for students at YBMC with low English proficiency and limited vocabulary Teachers must carefully select high-frequency and useful words for each lesson, utilizing resources like The General Service List and the Academic Word List It is important to explore various aspects of a word, including its meaning, stress, collocations, and grammatical patterns, while providing meaningful learning opportunities By engaging with words in context, both in written and oral forms, learners can enhance their understanding and retention of vocabulary.
To enhance vocabulary teaching, it is essential to employ a variety of techniques rather than relying on a single method, which can lead to student boredom Traditional approaches, such as clearly articulating words, writing them on the board, and providing translations in Vietnamese, should be complemented with innovative strategies Teachers at YBMC are encouraged to incorporate synonyms and antonyms, as well as simple definitions in the target language, to create a more engaging and effective learning experience.
40 part strategy and giving several simple example sentences with the word in context are proposed to be necessary in explicit vocabulary teaching
Teachers should enhance vocabulary lessons by incorporating engaging tools such as TV sets, head-projectors, songs, and word games to introduce new words Utilizing methods like mind-mapping, role-playing, and various exercises can help students practice vocabulary effectively Additionally, providing students with self-directed word learning strategies is essential Creating a supportive teaching and learning environment, although time-consuming for teachers, is crucial for motivating students in English lessons.
Teachers should have increased opportunities to enhance their knowledge of English language teaching methodologies and improve their language competence through regular workshops and training courses These programs should focus on updating vocabulary teaching methods and refreshing effective teaching strategies Additionally, colleges must encourage teacher participation in these initiatives and invest in upgrading English language teaching facilities, including providing more computers, projectors, radios, and reference books for both teachers and students.
Limitations of the study
Despite the writer's efforts, the research presents several limitations Firstly, the study's scope is restricted, focusing solely on explicit vocabulary teaching without exploring other methods Secondly, the small participant pool from a college in Yen Bai province limits the generalizability of the findings, making them potentially unrepresentative of all students in the college or across Vietnam.
41 third, the time limitation prevents the researcher from observing some more lessons and conducting interviews with larger numbers of respondents
This research provides valuable insights into the explicit vocabulary teaching methods employed by teachers at YBMC, revealing that their techniques are often ineffective and uninspiring The study highlights a lack of focus on contextual word usage, with educators relying heavily on textbooks and offering minimal vocabulary activities and exercises To enhance vocabulary teaching and learning, English teachers at YBMC must address these shortcomings Additionally, this research serves as a useful reference for those seeking to understand explicit vocabulary instruction for beginners with limited vocabulary, such as YBMC students.
Suggestions for further studies
Vocabulary teaching is a time-intensive process in English language education, and conducting research on explicit vocabulary instruction can yield valuable insights To enhance the validity and reliability of findings, future studies should include larger participant samples and utilize experimental methods Implementing trial techniques for explicit vocabulary teaching in classrooms could lead to surprising and beneficial outcomes.
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This interview aims to explore the explicit teaching of vocabulary to first-year students at Yen Bai Medical College Your responses will remain confidential, and we appreciate your cooperation in this important study.
Section 1: General and Demographic Information
Total years of teaching vocabulary: …… years
1 Anh/chị hiểu như thế nào về việc dạy từ vựng bằng cách cho nghĩa trực tiếp? Anh/chị có thường dạy từ vựng bằng cách này không?
2 Anh/ chị đánh giá thế nào về vốn từ vựng tiếng Anh của học sinh? Nguyên nhân vì sao họ có vốn từ vựng như vậy?
3 Theo anh/chị học sinh có những khó khăn gì khi học từ vựng? Anh / chị có giúp học sinh phát triển phương pháp học từ vựng để họ có thể tự học không? Cho ví dụ?
4 Khi dạy từ vựng anh/chị thường dạy tất cả các từ mới trong bài hay chỉ chọn ra một số từ để dạy? Tại sao anh / chị làm như vậy?
Nếu lựa chọn một số từ để dạy anh / chị lựa chọn những từ nào và dựa trên nguyên tắc gì để chọn?
5 Khi dạy những từ được chọn đó anh/chị thường dạy những gì?
6 Trên lớp, anh /chị thường dạy từ vựng bằng cách cho nghĩa trực tiếp như thế nào (Thủ thuật dạy từ vựng)? Anh / chị thường sử dụng thủ thuật nào giới thiệu từ vựng?
7 Anh/ Chị có thường xuyên cho học sinh ôn tập lại những từ đã học không? Anh chị thường sử dụng những hình thức ôn tập từ vựng nào?
8 Một trong những cách học từ vựng là học sinh đọc và nghe tiếng Anh nhiều rồi các em sẽ phát triển vốn từ vựng của mình một cách không chủ ý, theo anh / chị cách học này có phù hợp với đối tượng học sinh của trường không? Vì sao?
Nếu không phù hợp thì giáo viên phải làm gì để giúp học sinh học từ vựng tốt hơn?
APPENDIX B INTERVIEW TRANSCRIPT Question 1: In your opinion, what is explicit vocabulary teaching? How often do you teach vocabulary explicitly?
Explicit vocabulary teaching is a fundamental approach in my classroom, involving targeted activities and exercises that focus learners' attention on specific vocabulary items.
T2: In my opinion, teaching vocabulary explicitly is as simple as providing students with the meanings of the words directly I often use this approach in my vocabulary teaching
To enhance English learning efficiency and minimize wasted class time, I prioritize introducing new vocabulary by providing its spelling, pronunciation, and meaning directly to my students This method is a regular practice in my classroom.
Question 2: How large is your students' vocabulary from your point of view? Why do they have such an amount of vocabulary?
My students struggle with a limited vocabulary, which hinders their ability to express opinions in class, even with simple sentences This vocabulary deficiency stems from a lack of motivation and engagement in learning English.
Many of my students struggle with motivation and engagement in learning English, particularly when it comes to vocabulary acquisition In class, they tend to remain quiet and primarily focus on copying what I write on the board, avoiding speaking out the new words This reluctance to participate poses significant challenges in my efforts to effectively teach vocabulary.
Many students at this college struggle with a limited vocabulary despite years of studying English The ability to expand vocabulary often hinges on the teacher's methods for teaching vocabulary By employing diverse and engaging techniques, teachers can capture students' attention and enhance their learning experience.
Question 3: What are your students' difficulties in vocabulary learning?
Do you teach them the word learning strategies in order that they can learn new words independently? If yes, for example?
Many students struggle with pronouncing new words, remembering their spellings, and using them correctly To address this, I encourage them to maintain vocabulary notebooks and engage in repetitive reading and writing exercises Additionally, I emphasize the importance of learning new words in context to enhance their understanding and retention.
Learning English vocabulary can be challenging for students due to difficulties in spelling, pronunciation, and word usage To enhance independent vocabulary acquisition, employing effective word learning strategies is essential For instance, I encourage my students to compile a list of vocabulary words taught in class and memorize them at home Additionally, I utilize word cards to assess their memorization skills and prompt them to infer meanings from context or consult dictionaries for definitions.
Many students face challenges in vocabulary learning, including pronunciation, spelling, meaning, and usage of new words To promote independent vocabulary acquisition, I encourage my students to maintain vocabulary notebooks and utilize dictionaries or create word cards Despite these efforts, I observe that their vocabulary remains limited, primarily due to a lack of motivation, as they often view learning English merely as a means to pass exams and fulfill graduation requirements.
Question 4: Do you often teach all the new words in the lesson or choose some words to teach? Why do you do like that? What are the criteria of your selection if you choose some words to teach?