INTRODUCTION
Rationale of the study
As our country experiences significant economic growth, we are entering a new phase of technological advancement In this era, it is essential for individuals to not only possess manual skills but also to engage intellectually to reach the heights of wisdom To facilitate this development, fostering knowledge exchange with international peers is crucial Proficiency in foreign languages is necessary to effectively communicate and collaborate in this global landscape.
In Vietnam, English is increasingly emphasized in the education system, starting from elementary school as part of the national foreign language curriculum established for 2020 This initiative aims to transform the teaching and learning of foreign languages, ensuring that by 2020, most Vietnamese youth graduating from secondary schools, colleges, and universities can confidently communicate and work in a multilingual and multicultural environment The ability to speak foreign languages is seen as a vital strength for the Vietnamese people, highlighting the necessity of teaching foreign languages, especially at the elementary level, where foundational vocabulary is essential for effective communication.
The implementation of English language teaching, particularly at the elementary level, faces significant challenges in schools While urban areas may experience standard conditions for teaching and learning English, rural and remote regions encounter issues such as a lack of qualified teachers, inadequate resources, and poor learning environments As English is a new subject for elementary students, their initial engagement and motivation to learn are often low, which negatively impacts the overall quality of English education.
Students in rural areas face significant challenges in learning English due to limited access to reference books, English learning software, and the Internet Overloaded textbooks and large class sizes, combined with minimal family support, contribute to poor academic outcomes Third-grade students, who are new to English, often experience confusion with vocabulary and sentence structure, leading to a lack of confidence in communication This insecurity, fueled by the fear of making mistakes and inadequate listening skills, results in shyness and hesitation when speaking English, creating substantial barriers to improving their communication abilities.
In today's globalized world, mastering foreign languages, especially English, is essential for personal development It is crucial for educational institutions and families to work together to equip students with strong English language skills, enabling them to thrive as global citizens across all sectors.
To address the challenge of enhancing vocabulary retention among 3rd-grade students, I conducted a study outlined in my thesis, "Using Pictures to Teach Vocabulary." This approach aims to engage students during English lessons and improve their ability to remember new words effectively.
The objectives of the study
My research aims to utilize images as a tool for teaching English vocabulary to third graders, while also exploring the current methods of vocabulary instruction and learning The objective is to ignite students' passion and excitement for mastering the knowledge they acquire effectively.
Scope of the study
This article addresses the challenges of using images to teach English vocabulary to third graders, with a specific focus on the teaching process at Long Thanh Primary School By exploring effective strategies, it aims to enhance vocabulary acquisition among young learners through visual aids.
Design of the study
This study consists of five chapters:
Chapter 1: Introduction questions - This chapter explains the principles of the study, defines the research context, the purpose of the research, the scope and the research
Chapter 2: Overview of Literature and Theory - This chapter provides an overview of the literature related to research and provides theoretical concepts for the study
Chapter 3: Methodology in this chapter: survey, test, interview and application of vocabulary, practical exercises
Chapter 4: Findings and Discussions - This chapter discusses this finding after the needs are analyzed
Chapter 5: Conclusions and Suggestions - This chapter focuses on discussing the use of images to teach English to 3rd grade students in the elementary school.
LITERATURE REVIEW
Definition of vocabulary and its importance
There are many definitions about vocabulary
A vocabulary is defined as "all the words known and used by a particular person "and “all the words which exist in a particular language or subject” (Cambridge Advanced Learners Dictionary)
Sebastian Wren, Ph.D., emphasizes that an individual's vocabulary encompasses more than just the words they actively use; it also includes words they are exposed to but may not utilize Thus, a comprehensive vocabulary consists of both recognized and encountered words.
✓ Heard the word, but cannot define it
✓ Recognize the word due to context or tone of voice
✓ Able to use the word but cannot clearly explain it
✓ Fluent with the word – its use and definition
Another definition of vocabulary: vocabulary is knowledge of words and word meanings However, vocabulary is more complex than this definition suggests
Words exist in two primary forms: oral and print Oral vocabulary encompasses the words we understand and utilize in listening and speaking, while print vocabulary consists of the words we recognize and employ in reading and writing.
Word knowledge is categorized into two types: receptive and productive vocabulary Receptive vocabulary consists of words we recognize when we hear or see them, while productive vocabulary includes the words we actively use in speaking and writing Generally, receptive vocabulary is larger than productive vocabulary, encompassing many words that we may understand to some extent, even if we do not know their complete definitions or use them in our own communication.
Besides, according to Webster‟s Dictionary (1993-327) “ Vocabulary is a list or group of words and phrase, usually in alphabetical order”
Vocabulary is a crucial element of language that encompasses the meaning and usage of words (Harimurti Kridalaksana, 1993) It plays a significant role in learning English alongside sound systems, grammar, and cultural understanding As individuals age, their vocabulary expands and develops, becoming an essential tool for effective communication and knowledge acquisition Ultimately, a person's vocabulary represents the collection of words they know and utilize within a language.
Vocabulary is the fundamental unit of language learning, playing a crucial role in mastering English According to Penny Ur, vocabulary encompasses the words taught in a foreign language, which can include phrases made up of two or three words that convey a single idea (Penny Ur, 1996:60) Understanding and expanding one's vocabulary significantly impacts language acquisition and fluency.
Vocabulary encompasses the complete set of words within a language, as well as the words recognized by an individual or utilized in specific contexts, such as books or subjects It is defined as the total number of words, along with their meanings and associated information.
There are 4 types of vocabulary: Listening, Speaking, Reading, Writing
Children develop their listening and speaking vocabularies long before they start to build their reading and writing vocabularies Spoken language serves as the foundation for written language, with each type of vocabulary serving distinct purposes Fortunately, growth in one type of vocabulary supports and enhances development in the other.
From the moment they are in the womb, fetuses can detect sounds as early as 16 weeks, and babies actively listen during all their waking hours, contributing to their vocabulary development throughout life By adulthood, individuals typically recognize and understand around 50,000 words (Stahl, 1999; Tompkins, 2005) In contrast, children who are completely deaf lack exposure to a listening vocabulary; however, if they have access to signing models at home or school, they develop a "visual" listening vocabulary Unfortunately, the number of words they encounter is significantly lower than that of hearing children, which impacts their overall language acquisition.
Our spoken vocabulary is quite limited, with most adults utilizing only 5,000 to 10,000 words in everyday conversations and instructions This figure is significantly lower than our listening vocabulary, likely due to the simplicity and ease of using familiar words while speaking.
Reading expands our vocabulary significantly, allowing us to comprehend many words that we may not use in everyday conversation For avid readers, this leads to a second, larger vocabulary that enhances their understanding of language Conversely, those who do not engage with reading may struggle to develop this expansive vocabulary.
Expressing ourselves through writing can be more challenging than speaking, as we rely on facial expressions and intonation to convey our ideas verbally Our writing vocabulary is largely shaped by our spelling abilities; for instance, hearing children sound out words by recalling phonemes and guessing familiar words based on their mental lexicon In contrast, deaf students do not utilize auditory memory for this process; instead, they tend to memorize spelling patterns As a result, while learning, deaf students often exhibit a limited vocabulary in their writing.
Elfreida and Michael (2005 clearly stated that vocabulary can be presented in different types according to different purposes Further Lehrer
Vocabulary encompasses the understanding of words and their meanings, extending beyond a simple definition It includes knowledge of word meanings in various forms, such as oral and written, as well as different types, including receptive and productive vocabulary.
Oral vocabulary items refer to the words used and recognized in speaking and listening Whereas The print vocabulary items denote all words recognized in reading and writing
Additionally, word knowledge comes into two kinds: receptive (listening and reading) and productive (speaking and writing)
Figure 2.1 : Vocabulary Forms (Pikulsi J, Templeton, S 2004, p.2)
The significance of vocabulary in language learning is underscored by linguist David Wilkins, who stated, "without grammar little can be conveyed, without vocabulary nothing can be conveyed." Mastery of vocabulary is essential for effective self-expression in any language, and many learners recognize its importance As a teacher, I have observed that students often struggle to speak English fluently, finding speaking and writing activities exhausting due to their limited vocabulary This leads to interruptions in conversation as they search for the right words Additionally, some students forget vocabulary quickly after learning it, further hindering their communication skills Ultimately, the more words students acquire, the easier it becomes for them to retain and use them effectively.
Teachers play a crucial role in enhancing students' vocabulary, yet traditional vocabulary instruction has often fallen short Historically, methods like the Direct Method and Audiolingualism prioritized grammatical structures over vocabulary development, leading to a limited introduction of words that were often tied solely to the grammar being taught This lack of focus on vocabulary has hindered students' ability to build an extensive lexicon, highlighting the need for a more balanced approach in language education.
In the early 1970s, English language teaching underwent a significant transformation, shifting from the Direct Method and Audiolingualism to the Communicative Approach This new approach prioritized vocabulary acquisition and engaged students in a variety of speaking activities As a result, learners were introduced to an extensive range of words and were encouraged to express themselves freely in their language practice.
METHODOLOGY
The research questions
From the process of teaching and learning English vocabulary of elementary school students through pictures Therefore, this topic is being researched to address the following questions:
1 What is the attitude of students towards learning English vocabulary through pictures?
2 Does using pictures help 3rd graders remember vocabulary for a long time?
Research design
This study was conducted at Long Thanh Primary School, where English is taught as a foreign language It aims to explore the importance of using pictures in teaching and learning vocabulary To enhance the validity and reliability of the findings, both quantitative and qualitative methods were employed, including questionnaires for teachers and interviews with both teachers and students.
The research participants
This study will take place at Long Thanh Primary School in Thu Thua District, Long An Province, located in the Mekong Delta region of southern Vietnam, involving approximately 400 students aged six to ten years old.
Most students at the school in Long Thanh commune begin learning English in the third grade, with classes ranging from 3A1 to 3A4, accommodating around 100 students Due to their rural backgrounds, these students face challenging learning conditions, which contribute to their fear of learning English, primarily because they struggle to grasp the meanings of vocabulary As a result, teachers find it difficult to introduce new lessons effectively.
In this study, researchers focused on two classes, 3A1 and 3A2, each consisting of 25 students Class 3A1 served as the control group, utilizing a traditional vocabulary learning approach centered on action descriptions In contrast, Class 3A2, the test group, learned vocabulary through textbook images and interactive panel support devices, encouraging active participation The teacher also took on the role of a researcher, implementing suitable vocabulary teaching methods to enhance learning outcomes.
Material 39-43 3.5 Research methodology and produce
The material used for this study is The TIENG ANH 3 text
English 3 is the first level of the three-level textbook series for Vietnamese primary scholl pupil learning English as a foreign language (EFL) The series follows the syllabus approved by the Ministry of Education and Traning in August 2010, and covers a systematic, helical and topic-based development of the basic English language skills with emphasis on listening and speaking for early levels
English Textbook 3 incorporates innovative teaching methods that focus on communicative competence and a student-centered approach to enhance motivation and creativity Emphasizing the concept of "learning by playing, playing to learn," this textbook is specifically designed for third-graders, featuring topics that are suitable for their developmental level and age.
The English 3 student's book is designed to enhance basic English skills through a structured approach of presentation, practice, and production It features twenty engaging topic-based units and four comprehensive review units, all richly illustrated and aligned with cross-curricular themes This format ensures that students enjoy memorable lessons, making their English learning experience both effective and enjoyable.
Each unit comprises three lessons centered around one of four themes: Me and My Friends, Me and My School, Me and My Family, and Me and the World Around Us, all aimed at fostering a sense of familiarity The activities are structured to enhance skills in listening, speaking, reading, and writing.
THEME: ME AND MY FRIENDS
Unit 2: What is your name?
Unit 4: How old are you?
Unit 5: Are they your friends?
THEME: ME AND MY SCHOOL
Unit 8: This is my pen
Unit 9: What colour is it?
Unit 10: What do you do at break time?
THEME: ME AND MY FAMILY
Unit 11: This is my family
Unit 14: Are there any poster in the room?
Unit 15: Do you have any toys?
THEME: ME AND THE WORD AROUND
Unit 16: Do you have any pets?
Unit 17: What toys do you like?
Unit 18:What are you doing?
Unit 19: They’re in the park?
Each lesson is designed for two teaching periods, totaling seventy minutes, and includes clear, concise instructions for various activities These activities are logically organized to foster critical thinking, coordination, and interpersonal interaction among students, enhancing their understanding and usage of English in both spoken and written forms.
The curriculum incorporates diverse extra activities such as singing, chanting, Total Physical Response (TPR) exercises, engaging games, and a creative project at the end of each unit, all designed to enhance students' language reproduction skills in a fun and interactive manner.
Each unit is separated into 3 lessons: lesson 1, lesson 2 and lesson 3
Each lesson consists of 6 parts However, the school is teaching English 2 periods / week Therefore, 3rd graders take only the first three parts of each lesson:
Part 1: Look, listen and repeat
This section presents key vocabulary and srtuctures in comic from to provide pupils with reading, listening and oral practice
This section focuses on the controlled practice of essential vocabulary and grammar Students engage in choral and individual repetition of new terms and structures, aided by visual prompts, before practicing speaking in pairs Mechanical drills, including repetition, substitution, question-and-answer, and transformation, help familiarize learners with vocabulary and grammar structures, enabling them to use the language in broader contexts.
This section presents various scenarios where students can select the most appropriate English to communicate effectively It includes illustrations and prompts designed to inspire and assist students in their interactions with peers.
The research will employ a pre-test and post-test design, utilizing tests and observation cards for data collection Analysis methods will be outlined, and the study's findings will be presented in a table format.
The study conducted over an 8-week period at Long Thanh Primary School involved 50 students from classes 3A1 and 3A2 Participants were divided into two groups: the Test group, which learned vocabulary through illustrations, and the Control group, which used traditional vocabulary and writing methods Prior to the instruction, a detailed lesson plan was developed, and all participants in both groups completed a preliminary test.
The initial activity for both groups involves a pre-lexical test, where each of the 50 nine-year-old students, who are learning English as a second language, will write five words provided by the teacher in the previous lesson within a 5-minute timeframe Both teachers and students actively participated in the well-prepared test plan, ensuring that all participants have the same level of English knowledge.
In the second activity, the teacher presented a test featuring two columns: one with vocabulary words and the other with their meanings, though the ideas were not arranged in order Students in both groups were instructed to research and match the vocabulary with the correct definitions Ultimately, the teacher shared the results of the vocabulary matching exercise.
In the third activity, the teacher gave students both groups a look at animals and write vocabulary about animals such as dogs, cats, rabbits, fish, chickens
The test team outperformed the control group in both writing and vocabulary skills, as they learned vocabulary through illustrations In contrast, the control group focused on vocabulary acquisition through lexical and written methods.
3.6 Research instruments for data collection
In the survey study, a questionnaire was a tool that included a set of questions asked to the respondents Questionnaires often ask questions that elicit ideas and interests, characteristics, attitudes, and events
In this study, questionnaires were provided after the teacher introduced the new vocabulary
Accordingly, the questionnaire was considered as an effective data collection tool in this study Student questionnaires are designed to determine the acquisition of vocabulary knowledge through third - graders students
The questionnaire (see Appendix 1) contained five questions The contents of the questions were about using pictures to teach vocabulary to the third graders in Long Thanh primary school
A vocabulary test effectively assesses a student's knowledge acquisition and provides valuable data on their second language learning progress To accurately reflect a student's academic performance, these tests are tailored to align with their proficiency level The vocabulary included in the tests is derived from the subject textbooks that students have studied and practiced.
Data collection produre 45-46 3.8 Analytic produre
Data collection procedures will be conducted during the academic year
2017 - 2018 from the beginning of September 2017 to the end of April 2018 All procedures related to the following steps:
In early September, a total of 50 students divided into two groups took a cumulative test designed to evaluate their academic achievement prior to the commencement of the first semester.
- The test of vocabulary on the test group lasted 12 weeks, from the first week of January to the last week of February
- During the fourth week of March, all students in the two groups are required
Following the collection and analysis of test scores, a comparison with pre-test scores was conducted to evaluate the effectiveness of vocabulary instruction on students' speech performance After the assessment, students were surveyed by the teacher to gather insights into their attitudes and ability to retain vocabulary.
All this work is completed in the second week of April 2018
This study employs quantitative methods to analyze pre- and post-test data, utilizing questionnaire responses to enhance the teacher's understanding of students' perceptions regarding vocabulary learning through imagery.
The scores of the two pre- and post-test tests are used to compare standard deviations, average through the acquisition of student vocabulary
Table query observation include 5 question to the following words of your learning, words and convenient words in words.