INTRODUCTION
Rationale
Vocabulary is universally recognized as a crucial component in mastering a second language According to Saleh (1997), the extent of one's vocabulary directly influences language proficiency, while Wilkins (1972) emphasized that vocabulary is essential for effective communication Without sufficient vocabulary knowledge, both language production and comprehension are severely hindered Unfortunately, many students possess a limited vocabulary, which restricts their ability to understand and produce spoken and written language Despite the importance of vocabulary, numerous English learners struggle with memorizing new words, including their spelling, meaning, and pronunciation Additionally, some students show a lack of motivation towards vocabulary acquisition Therefore, it is vital to approach vocabulary learning in engaging and innovative ways to enhance students' language skills.
Recent studies reveal that many educators struggle with effective vocabulary instruction due to a lack of confidence and clarity on best practices (Berne & Blachowicz, 2008) Consequently, the methods they employ often fail to yield positive results To enhance students' ability to learn, comprehend, and apply vocabulary in real-life situations, it is crucial to implement effective teaching strategies.
Since the 1990s, English language instruction has gained significant attention in Vietnam, engaging both researchers and educators Vocabulary acquisition is integrated into lessons focused on reading, speaking, listening, and writing Students increasingly recognize the vital role that English plays in their academic success and future opportunities.
Many students recognize the importance of English for their future careers, yet their proficiency levels vary significantly, with some being active learners while others remain passive and unmotivated Although their grammar skills are acceptable, their vocabulary is notably limited, and a surprising number are at a beginner level Vocabulary lessons often bore students due to unchanged learning habits, such as rote memorization and passive listening, leading to difficulties in retention Most students lack effective strategies for independent and creative learning, resulting in a negative attitude towards English Consequently, they quickly forget vocabulary and struggle to express their ideas in both speaking and writing.
At Yen Phong 1 High School, the author, an English teacher with over ten years of experience, observes that while most English teachers are dedicated and experienced, their vocabulary teaching methods vary significantly Some educators embrace a communicative and student-centered approach, actively exploring new methodologies and adapting their strategies to suit different student groups In contrast, other teachers rely on traditional methods, often introducing new vocabulary by writing words on the board, translating them into Vietnamese, and having students repeat them Occasionally, they use visual aids like projectors to enhance understanding Consequently, many students tend to learn vocabulary passively, primarily through their teachers' instruction.
Many students struggle with vocabulary acquisition because they memorize words without using them in real communication, leading to unengaging and uninspiring learning experiences Consequently, their vocabulary skills do not improve, and the effectiveness of vocabulary teaching and learning falls short of expectations.
To enhance student motivation in vocabulary lessons, this research investigates effective techniques for teaching English vocabulary, particularly focusing on methods for presenting new words The goal is to engage learners and improve their lexical knowledge, making vocabulary lessons more interesting Consequently, the thesis topic selected is “A Study on the Techniques of Presenting Vocabulary to Increase Motivation for Grade 10 Students at Yen Phong 1 High School.”
Aims of the study
This research aims to enhance vocabulary learning for students at Yen Phong 1 High School by improving presentation methods and applying effective techniques to boost student motivation The author examines the current state of English vocabulary teaching and learning at the school and proposes feasible solutions for teachers to implement more suitable instructional methods Additionally, the study explores engaging activities for presenting vocabulary, with the hope of making lessons enjoyable and motivating for students.
This study investigates effective techniques for presenting vocabulary to motivate language learners and enhance their proficiency Based on the findings, it offers suggestions for improving vocabulary instruction The research is guided by specific questions aimed at achieving these objectives.
1 What types of vocabulary presenting technique are used in vocabulary lessons at Yen Phong 1 High School?
2 What factors affect students’ motivation in learning vocabulary lessons at Yen Phong 1 High School?
3 What techniques should be applied to increase students’ motivation in vocabulary lessons at Yen Phong 1 High School?
Scope of the study
There are numerous effective strategies for designing vocabulary learning activities tailored for students, particularly in enhancing English vocabulary skills This article focuses specifically on teaching and learning vocabulary for 10th-grade students at Yen Phong, acknowledging the author's limited knowledge and time constraints.
At Yen Phong 1 High School, the focus is on enhancing vocabulary presentation techniques to boost motivation among Grade 10 students By concentrating on key methods, the aim is to engage students effectively and foster a more dynamic learning environment.
Significance of the study
The research provides valuable insights into the current state of English vocabulary instruction at Yen Phong 1 High School Additionally, the study explores the vocabulary teaching and learning strategies employed by both teachers and students, aiming to identify effective techniques that enhance student engagement in vocabulary acquisition.
Research indicates that English teachers are focusing on developing effective techniques for introducing new vocabulary to students They have recognized the importance of students' attitudes toward vocabulary learning, leading to the creation of tailored activities aimed at boosting motivation among Grade 10 students at Yen Phong 1 High School.
Introduction, rationale for the study, aims of the study, the research questions, the significance of the study, and the scope of the study
LITERATURE REVIEW
Concepts of vocabulary
There are many definitions of vocabulary which were proposed by the scholars and the linguists Here are some definitions of vocabulary:
According to Nation (2000:5), vocabulary encompasses various types of knowledge essential for understanding a word This includes the word's meaning, its written and spoken forms, grammatical behavior, common collocations, associations, and frequency of use.
In her book "A Course in Language Teaching," Penny Ur (1996:60) defines vocabulary as the words taught in a foreign language, emphasizing that new vocabulary items can encompass not just single words but also phrases, two or three-word combinations, or multi-word idioms.
According to Hornby (1994), vocabulary encompasses all the words that constitute a language In contrast, Brown (2001) described vocabulary items as tedious lists that students must define and memorize; however, he emphasized that lexical forms play a crucial role in creating contextualized and meaningful language.
Vocabulary serves as the foundation of communication, making it essential for educators to explore diverse teaching methods that encourage students to learn vocabulary effectively and positively.
Vocabulary encompasses all words and includes aspects such as meaning, formation, grammar, and usage It is a fundamental component of language and is essential for effective communication and expressing ideas.
In summary, vocabulary plays a crucial role in language and is fundamental to linguistic skills As Wilkins (1972) suggested, while grammar allows for some communication, vocabulary is essential for conveying any message Vocabulary encompasses the complete set of words, along with their meanings and information.
There have been different ways of vocabulary classification according to different criteria, features or functions The following ways are the most common ones to classify vocabulary
2.1.2.1 According to the concept of morpheme
Words can be divided into three kinds: simple word, derived word and compound word
Simple words consist of a root morpheme such as pen, book, cup, etc
Derived words consist of a root and one or more derivational morphemes such as happiness, beautiful, computer, etc
Compound words are formed by combining at least two roots, with or without derivational morphemes, such as "blackboard" and "swimming pool." These words consist of multiple parts, where each component functions independently as a word.
Words possess two primary types of meaning: lexical and grammatical Consequently, vocabulary can be categorized into notional and functional words Notional words carry distinct lexical meanings and constitute a significant portion of an individual's vocabulary.
Functional words play a crucial role in language by expressing grammatical relationships and indicating the speaker's attitude or mood These words, which include particles, prepositions, articles, and conjunctions, serve as the structural glue that connects other words in a sentence Their meaning is derived from their relationship with surrounding words, making them essential for constructing coherent and meaningful sentences.
2.1.2.3 According to the function of vocabulary items in a sentence
English vocabulary is categorized into various parts of speech, including verbs, nouns, adjectives, adverbs, prepositions, and pronouns, each serving distinct functions within a sentence Understanding the specific roles and grammatical rules governing these parts of speech is essential for learners, as they interact and relate to one another in meaningful ways Therefore, it is crucial for students to recognize the different functions of vocabulary items throughout their studies.
2.1.2.4 According to the frequency of use
Nation and Waring (2004) identified two categories of vocabulary: high frequency and low frequency words High frequency words, which are commonly used in everyday language, include simple verbs and nouns like "write" and "pair," as well as articles, pronouns (e.g., "I," "that," "your"), prepositions, auxiliaries, and forms of the verb "to be" (such as "am," "is," and "were") In contrast, low frequency words, like "tisane," are rarely used It is essential for teachers to help students distinguish between these types of words, as knowing the more commonly used vocabulary is more beneficial than memorizing less frequently encountered terms.
Vocabulary classification, as outlined by Nu, D (1992), can be based on context, communicative purposes, and lesson aims In language learning, vocabulary is categorized into active (productive) and passive (receptive) forms Active vocabulary encompasses words that learners can understand, pronounce accurately, and utilize effectively in both speaking and writing.
Passive vocabulary is words that students can recognize and understand when they meet in a context, but in teaching a language, the active words tend to be concentrated on more
Linguists categorize vocabulary into two main types: productive words and receptive words Productive words are those that learners can actively use in speaking and writing, while receptive words refer to the vocabulary that learners can comprehend and recognize in listening and reading contexts.
The role of vocabulary in language teaching and learning
Vocabulary is essential in language learning, influencing various aspects such as usage, course design, evaluation, and learning strategies A robust vocabulary is crucial for effective communication, particularly for second language learners, as limited vocabulary can hinder successful interactions Schmitt (2000) highlighted that "lexical knowledge is central to communicative competence and to the acquisition of a second language," underscoring the importance of vocabulary acquisition in language mastery.
According to Folse (2014), mastering a language involves understanding various elements such as pronunciation, writing systems, and syntax; however, vocabulary stands out as the most crucial component As a fundamental tool for effective communication and knowledge acquisition, vocabulary plays a vital role in language learning.
According to Nation (2001), vocabulary knowledge and language use are interdependent; a strong vocabulary enhances language use, while practical language application fosters vocabulary growth Wilkins (1982), a notable British linguist, emphasized the critical role of vocabulary, stating that "without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed" (2002:35).
According to Carmen (2005), vocabulary plays a vital role in comprehending both written and spoken texts A lack of familiarity with essential vocabulary can hinder students' ability to grasp the intended message effectively.
In summary, teaching and learning vocabulary is a complex and demanding process It is crucial for language learners to grasp the fundamental components of a language before enhancing their language skills Thus, the importance of vocabulary in language education cannot be overstated.
Motivation and its role in language teaching and learning
Motivation in language learning is often defined as an "internal drive" that compels individuals to pursue their goals (Harmer, 1991, p.3) When learners find their objectives appealing and worthwhile, they are more likely to engage in efforts to achieve them, reflecting the concept of "action driven by motivation."
Motivation in second language learning is complex and influenced by two key factors: the learner's communicative needs and their attitudes toward the second language community (Lightbown & Spada, 1999, p 56).
Motivation is a crucial factor in the learning process, as highlighted by Parsons, Hinson, and Brown (2001) It plays a vital role alongside learning, with both elements supporting each other to facilitate the acquisition of new knowledge and skills Gardner (1982) identifies three key components of motivation in his socio-educational model: effort, desire, and affect Effort pertains to the time dedicated to language study and the learner's drive, while desire reflects the learner's aspiration to achieve proficiency Affect encompasses the emotional responses that learners experience during their language learning journey.
A motivated student is characterized by their dedication and persistence towards tasks, a clear set of goals and aspirations, and a genuine enjoyment of the learning process They actively engage with their studies, attributing their successes and failures to their efforts, which fosters a deeper commitment to their educational journey (Dornyei, 2003, p 137).
In summary, motivation plays a crucial role in a learner's approach to acquiring a second language Those who possess a positive attitude and strong motivation are more likely to achieve success in their language learning journey.
There have been different ways of motivation classification according to different features or functions
According to (Harmer, 1991, p 3) motivation in second language learning can be categorized into two types They are short-term goal and long-term goal
Short-term goals are essential for students aiming to achieve success in their academic pursuits, such as passing exams or obtaining high grades.
Long-term goals are aspirations that students aim to achieve in the future, necessitating careful planning and time investment For instance, learners may set long-term objectives to secure better job opportunities or to effectively communicate with speakers of the target language they are studying.
Besides, the motivation is further classified into two main categories: extrinsic motivation and intrinsic motivation
Extrinsic motivation is driven by the desire for rewards and the avoidance of punishment, highlighting the external factors that encourage learners to engage in educational activities, such as passing exams, completing homework, or pleasing teachers While it can prompt participation, this type of motivation may negatively affect students, as they often study not out of genuine interest or intention, but rather due to the pressure of external incentives or consequences.
Intrinsic motivation is an internal drive that encourages individuals to engage in activities for the sheer enjoyment and interest they bring, rather than for external rewards This type of motivation leads learners to willingly pursue knowledge they deem valuable, fostering a genuine desire to learn without the need for external validation When students are intrinsically motivated, they experience joy, challenge, and satisfaction from the learning process itself, free from the pressures of outcomes or rewards Maslow (1970) emphasized that intrinsic motivation is superior to extrinsic motivation, as it aligns with our pursuit of self-actualization Additionally, Bruner (1966, cited in Chalak & Kassaian 2010) argued that one of the best ways to support students is by liberating them from the constraints of reward-based learning.
Motivation can often stem from both internal and external sources simultaneously, leading to an overlap between intrinsic and extrinsic motivation.
In Vietnam, language learners are influenced by both intrinsic and extrinsic motivations, with social and family factors playing a significant role Key drivers include the pursuit of high academic scores, aspirations for well-paying jobs, and the pressure of examinations.
In conclusion, motivation significantly influences learning, as a lack of it can lead to procrastination Understanding the types and sources of motivation is essential for teachers to effectively address students' individual needs and enhance their learning behaviors.
2.3.3 The importance of motivation in language teaching and learning
Motivation is a crucial factor that significantly impacts the success and rate of language teaching and learning It serves as the primary driving force behind the initiation of language learning and determines the level of personal engagement in the process Without adequate motivation, even highly capable individuals struggle to achieve long-term goals, highlighting that effective curricula and quality teaching alone are insufficient for student success (Dürnyei, Z 2001a).
Motivation is a crucial factor in second language acquisition, as highlighted by Reece & Walker (1997, cited in Gomleksiz 2001), who argue that a motivated student can outperform a more intelligent but less motivated peer Teachers play a vital role in sustaining students' motivation, which significantly influences their success or failure in learning a new language Spolsky (1990) emphasizes that motivated learners tend to acquire knowledge more rapidly and effectively, while those lacking motivation may become disengaged, misbehave, and create discipline issues In contrast, highly motivated students are more likely to engage actively and focus on learning tasks, leading to a more productive educational experience.
According to Reece and Walker (1997, as cited in Gomleksiz, 2001), a motivated student can achieve greater success than a more intelligent but unmotivated peer In a language learning environment, the lack of desire to learn can hinder the teaching process Therefore, it is crucial for teachers to not only recognize motivated students but also to sustain their enthusiasm throughout the learning journey.
Principles of vocabulary teaching
Vocabulary plays a crucial role in learning and teaching foreign languages, as it enhances students' comprehension of assigned texts Before guiding students through a specific narrative, teachers must identify any unfamiliar words that convey essential concepts necessary for understanding the material in context.
Teaching vocabulary serves the dual purpose of helping students understand the meanings of words and equipping them to utilize these words across various educational, social, and professional contexts A robust vocabulary enhances language use, which in turn fosters further vocabulary development To effectively expand students' word knowledge, it is beneficial to introduce vocabulary in morphological or semantic clusters.
When teaching English vocabulary, it's crucial for educators to consider what specific words need to be taught Richard (1976) emphasizes the importance of selecting vocabulary based on its frequency and relevance to students' needs, as learners are not required to use every word they encounter Mastering a word involves more than just grasping its meaning, and it's unrealistic to expect students to learn every term in their textbooks Therefore, teachers should concentrate on key elements of vocabulary instruction to enhance the learning experience.
To effectively learn a word, it's essential for the learner to understand its pronunciation and spelling These fundamental aspects are crucial, as learners will recognize either the sound or the appearance of the word when it is presented correctly.
Pronunciation is crucial in both learning and teaching English vocabulary, as well as other languages globally It significantly impacts listener comprehension, making it essential for effective communication When instructing students on the pronunciation of specific English words, teachers must emphasize word stress and the intonation of entire sentences to enhance understanding.
Spelling refers to the correct arrangement of letters and diacritics in words according to an established standard It is a crucial aspect of orthography and plays a prescriptive role in alphabetic languages.
The grammatical features of a new word or phrase will need to be taught if this is not obviously covered by general grammatical rules A word may have an
When teaching verbs, it's essential to inform learners about their unpredictable changes in form, especially in specific grammatical contexts For instance, alongside the base form, educators should introduce the past form of irregular verbs, such as "take" and "took." Additionally, it's important to clarify whether the verb is transitive or intransitive to enhance understanding.
Teaching vocabulary effectively involves clearly conveying the meaning of words, as emphasized by Richard Frost (2001), who highlights the importance of ensuring students understand through checking questions Words possess two types of meaning: grammatical meaning and lexical meaning.
The meaning of a word primarily refers to its real-world reference, often defined in dictionaries Additionally, a crucial aspect of meaning is its connotation, which encompasses the associations and emotional implications that a word carries.
Teaching vocabulary involves not only identifying the right context for using specific words but also understanding how their meanings connect with one another This includes exploring relationships such as synonyms, antonyms, and hyponyms, which can significantly enhance language comprehension and usage.
Words possess multiple meanings, necessitating that teachers thoughtfully select which definitions to teach and determine the appropriate number of meanings and words to cover within the allotted class time.
Understanding collocations is crucial for teaching vocabulary effectively, as certain combinations of words sound more natural in specific contexts For instance, while both "to make" and "to do" mean "to perform," their usage differs based on the words they pair with; we say "to do homework" but not "to make homework." Educators should focus on teaching common collocations, particularly those that students find challenging, to enhance their language proficiency.
Words are often used differently depending on social contexts, styles, and registers, which means their meanings can be altered by their usage Vocabulary knowledge extends beyond understanding a word in isolation; it includes awareness of words that frequently co-occur with it Consequently, effective vocabulary teaching aims to provide learners with opportunities to use words in context rather than merely covering a list of terms.
In vocabulary lessons, it is essential for teachers to instruct students on the form, meaning, and usage of words Regular revision of vocabulary is crucial, as students are likely to forget words if they do not have opportunities to practice them Additionally, teachers should take into account students' motivation, ensuring that they remain engaged and attentive throughout the lesson.
Techniques in presenting vocabulary
Teaching vocabulary effectively involves three key stages: presenting, practicing, and revising This article focuses on the presenting stage, which is crucial for vocabulary acquisition During this stage, teachers must ensure that students grasp the meaning, spelling, usage, and pronunciation of new words To enhance engagement and motivation, it is essential for educators to employ diverse techniques that captivate students' interest in the lesson.
This section presents research findings on the methods employed by an English teacher to effectively convey the meaning and structure of vocabulary Various techniques exist for teaching vocabulary, but English teachers must keep certain key principles in mind when introducing new words or lexical items to their students.
It means that the English teachers want students to remember new vocabulary Then, it needs to be learnt, practiced, and revised to prevent students from
Teachers utilize various vocabulary presentation techniques based on factors like content, time, and learner value This leads them to combine multiple methods rather than relying on a single approach for each vocabulary item To enhance learning, it is recommended that teachers adopt a diverse range of planned vocabulary presentation techniques (Pinter, 2006).
The primary goal of vocabulary presentation is to aid students in understanding the meanings of words and phrases Additionally, teachers can highlight various aspects of vocabulary, including spelling, pronunciation, and contextual usage Numerous vocabulary presentation strategies have been proposed by renowned linguists.
Ur (1996) proposed ten effective methods for presenting new vocabulary, including concise definitions, detailed descriptions, examples, illustrations, demonstrations, context, synonyms, antonyms, translations, and associated ideas or collocations Complementing this, Allen (1983) emphasized the importance of using visual aids, real objects, and dictionaries to enhance vocabulary teaching for learners at all levels Nu (2004) reinforced Allen's approach by outlining eight strategies for introducing new words, such as employing visual aids, realia, gestures, contextual explanations, synonyms/antonyms, examples, translations, and a mix of techniques with suggested questions These methods align with those recommended by Gairns and Redman (1986) for effectively presenting new vocabulary items.
Visual techniques are essential for conveying the meanings of new words, serving as a primary method in language instruction Various visual aids, such as flashcards, photographs, blackboard drawings, wall charts, realia, facial expressions, and gestures, can enhance the teaching process, as noted by Gains and Redman (1986) These methods not only engage students but also create a comfortable learning environment, enabling them to associate materials meaningfully.
Flashcards and pictures are effective tools for teaching vocabulary, as they enhance context, add vividness, and alleviate boredom (Rijavec, 1991) By using these resources, learners can brainstorm and articulate their thoughts on new words Educators can source flashcards and images from various materials, including magazines, newspapers, textbooks, and online platforms.
Realia, or real objects brought into the classroom, enhances teaching and learning by providing tangible examples This approach is particularly effective for introducing new vocabulary, as it conveys meaning more directly and quickly than verbal explanations alone.
Incorporating gestures and mime into vocabulary instruction significantly enhances students' understanding and retention of new words This engaging technique fosters brainstorming, stimulates imagination, and sharpens observational skills Visual aids, such as pictures and real objects, not only clarify meanings but also make learning more memorable and enjoyable Moreover, these tools create a relaxed classroom atmosphere, encouraging student participation As learners observe visual aids and listen to explanations, they actively engage in guessing the meanings of new vocabulary, further enriching their learning experience.
In summary, visual aids play a crucial role in effectively conveying meaning and are particularly beneficial for teaching concrete vocabulary related to food, jobs, sports, furniture, and daily activities These engaging techniques not only enhance comprehension but also actively involve students in the learning process.
One effective technique for introducing new vocabulary is through the use of definitions, synonyms, antonyms, and translations, which aids students in grasping abstract concepts By incorporating illustrative sentences alongside definitions, teachers can enhance understanding and provide context, allowing learners to see how new words fit within the language.
22 words is used However, it may be difficult for the students to understand definition because they may contain words, which students do not know
Utilizing synonyms and antonyms is a powerful method for enhancing students' vocabulary By teaching new words through their similar and opposite meanings, educators facilitate better retention and understanding This approach enables students to connect new vocabulary with familiar terms, reinforcing their learning Ultimately, this technique effectively engages students and fosters a deeper interest in language acquisition.
A highly effective technique for vocabulary acquisition involves encouraging students to deduce word meanings independently through context By emphasizing the importance of context, educators can facilitate a deeper understanding of how words are utilized in both speech and writing Teachers should provide clear contexts and illustrative example sentences to enhance comprehension Additionally, reinforcing vocabulary through varied contextual usage significantly aids in retention.
Using translation to demonstrate the meaning of new vocabulary is often viewed as a traditional approach, yet it proves to be an effective strategy in the classroom This method allows teachers to convey concepts more quickly and easily, enabling them to allocate more time to other educational activities.
Translation is a valuable tool for clarifying abstract concepts, as it simplifies the explanation of difficult vocabulary, making it easy for learners to grasp This technique not only enhances understanding but also saves time in the classroom However, it is important to be mindful of its drawbacks, as excessive reliance on translation can hinder the use of the second language in educational settings.
METHODOLOGY
Method of the study
To find answers to the research questions, the study uses a combination of qualitative and quantitative research approaches, which include document analysis and survey questionnaires, interviews.
Subjects of the study
The participants are placed into two groups
The study focuses on a group of 15 experienced English teachers aged between 30 and 45 at Yen Phong 1 High School, each with a minimum of 8 years of teaching experience Among them, 6 hold a Master's degree in English Teaching Methodology, while the remaining 9 are graduates from the College of Foreign Languages at Vietnam National University Committed to adapting to the evolving curriculum and requirements of the New Textbook, these educators employ a diverse range of engaging activities to enhance vocabulary instruction and actively involve students in the learning process.
A study was conducted among 95 tenth-grade students aged 16 in classes 10A1 and 10A2 at Yen Phong 1 High School to assess their attitudes towards vocabulary learning While some students excel in English, many struggle with vocabulary retention and lack effective methods for learning new words Although most possess basic grammatical knowledge, their limited vocabulary hampers their overall language proficiency The research aims to identify the challenges they face and the factors influencing their motivation to learn vocabulary.
Research procedure
The research was carried out and followed these steps:
The initial step in conducting the survey involves utilizing questionnaires, as this data collection method is time-intensive Researchers designed surveys for both teachers and students to gather essential information for analysis.
The research will proceed with a second data collection method involving interviews The researcher will conduct interviews with four English teachers from Yen Phong 1 High School, asking them five targeted questions to explore their perspectives on the significance of vocabulary, the challenges they face, and the strategies they employ to enhance student motivation in their lessons.
Finally, the researcher sums up the results from these two research instruments that are questionnaires and interviews.
Data collection instruments
The study employs a combination of questionnaires and interviews to gather reliable data, effectively addressing all three research questions This strategic approach ensures that each method complements the other, enhancing the overall findings By collecting insights from both teaching staff and students, the research aims to provide valuable recommendations for boosting 10th-grade students' motivation in vocabulary learning through the implementation of effective techniques in lesson presentations at Yen Phong 1 High School.
To collect data for the research, two distinct questionnaires were distributed: one targeting teachers and the other aimed at students This approach was selected for its convenience in construction and its versatility, allowing for the efficient gathering of substantial information in a brief period (Dornyei).
The author developed questionnaires for 15 teachers and 95 students to gather valuable insights based on a thorough examination of available tools and an understanding of the learners' needs.
Students’ attitude towards vocabulary learning
Students’ styles in learning vocabulary
Students’ comments on their teachers’ techniques in presenting vocabulary and their expectation
Teachers’ attitude towards the role of vocabulary in language teaching and their difficulties in teaching vocabulary at Yen Phong 1 High School
Teachers’ current techniques in presenting vocabulary
Techniques used by teachers to increase students’ motivation
Interviews are a vital technique for understanding the experiences of others, often regarded as the primary method in qualitative research (Burnard, 1994; Doody & Noonan, 2013; Myers & Newman, 2007; Ryan, Coughlan & Cronin, 2009) They represent the most direct interaction between researchers and participants (Kazmer & Xie, 2008; Kvale, 1996) This study utilized interviews to explore teachers' current vocabulary teaching methods, the challenges they face, and effective techniques to enhance student motivation.
FINDINGS AND DISCUSSIONS
Data analysis
* Result and discussion from teachers’ questionnaires
4.1.1.1 Teachers' attitude towards the role of vocabulary teaching in language teaching (Question 1)
Figure 1: Teacher's attitudes towards the role of vocabulary teaching in language teaching
The pie chart illustrates the findings of a survey conducted among teachers regarding the significance of vocabulary instruction in language education According to the data, 62% of teachers acknowledged the crucial role of teaching vocabulary, emphasizing its importance for learners In contrast, 30% of the respondents downplayed the necessity of introducing new words, while 8% believed that vocabulary instruction was not particularly important.
Very importantRather importantNot very importantNot important at all
4.1.1.2 Teachers' purposes of teaching English vocabulary (Question 2)
Figure 2: Teachers' purposes of teaching vocabulary
The survey results indicate that 52% of participants emphasize the significance of vocabulary instruction for effective communication in English, believing that a diverse vocabulary enhances students' ability to engage in conversations In contrast, 30% prioritize the enhancement of language skills like reading and writing, while only 18% view vocabulary teaching primarily as a means to prepare students for exams.
4.1.1.3 Teachers' current methods in presenting vocabulary
The data collected from questions 3 to 7 aim to offer valuable insights into the first research question: What vocabulary presentation techniques are utilized in vocabulary lessons at Yen Phong 1 High School? Specifically, question 3 explores teachers' perspectives on selecting vocabulary for student instruction.
Figure 3: Teachers' ideas about choosing vocabulary to teach
Improvement of students' language skills
Vocaulary that difficult to pronunce and use
Vocaulary that appears many times in the text
Vocabulary that students askOnly active words
Which new words to be taught by the teachers are revealed through question 3
Figure 3 illustrates that 40% of teachers focus on vocabulary items that students find difficult to pronounce and use, while 25% emphasize frequently occurring words in the text Additionally, 20% of teachers consider vocabulary requested by students, and only 15% prioritize active words This highlights a significant challenge in vocabulary instruction: selecting the appropriate words to teach Consequently, it is essential for language teachers to carefully choose word selections for each lesson to enhance students' understanding and effective use of vocabulary.
Figure 4: Aspects of a word teachers use to teach their students
A recent survey revealed that all participating teachers prioritize teaching vocabulary meanings, with a strong emphasis on ensuring students understand the definitions of words Additionally, approximately 90% of teachers believe that learning the pronunciation of new words is essential, while 60% consistently incorporate pronunciation instruction into their lessons.
In a study involving 30 forms for students, it was found that 45% of teachers utilize a new item for learners, while 37% focus on introducing word collocations Despite the belief that all aspects of a word are essential for student comprehension, only 10% of teachers cover every facet due to time constraints in 45-minute class periods, which limits their ability to incorporate various activities.
Figure 5: Teachers' current methods in presenting vocabulary
Question 5 aims at finding out what technique teachers often use to present vocabulary As can be seen from Figure 5, it can be recognized that 40% of surveyed teachers always use translation for the vocabulary teaching They show that translation is a traditional way but it is an effective technique which is used in classroom context It is the simplest and clearest way to show the meaning of the words 31% of the asked teachers always use visual aids for their vocabulary teaching They reveal that using visual aids such as pictures, realia and mimes can convey the meaning clearly and help students understand the meaning better Many teachers points out that using realia is a good way to attract the students' attention
40% visual aids verbal means translation contexts
In a recent survey, it was found that participants primarily use verbal methods to present vocabulary, accounting for 20% of responses In contrast, only 9% of teachers utilize context and explanations This disparity may stem from students' limited vocabulary, which hinders their ability to infer word meanings from context To improve vocabulary learning, it is recommended that teachers adopt a combination of techniques to better engage students.
Figure 6: The frequency of teachers' using techniques of presenting vocabulary
Figure 6 illustrates the frequency with which teachers employ vocabulary presentation techniques, highlighting that translating and visual aids are the most commonly used methods A significant 71% of teachers prefer translating, citing its time-saving benefits, while 65% utilize visual aids, such as pictures, real objects, mimes, posters, and facial expressions, which are readily accessible online or within the classroom However, there is a noticeable lack of emphasis on using real or created situations to present new words, indicating an area for improvement in vocabulary instruction.
32 e Students' reflections about teachers' current techniques of presenting new words (Question 7)
Figure 7: Students' reflections about teachers' current techniques of presenting new words
Figure 7 illustrates the effectiveness of various techniques employed by teachers to introduce new vocabulary to students A significant 75% of students express that visual aids effectively engage and motivate them Additionally, verbal strategies, including definitions, synonyms, and antonyms, also capture their interest Conversely, 25% of students report feeling bored when teachers translate all new words into Vietnamese Therefore, it is crucial for teachers to consider students' preferences to enhance their motivation in vocabulary acquisition and select appropriate teaching techniques.
4.1.1.4 Factors affecting students' motivation in learning vocabulary
The findings from questions 8 to 11 aim to offer valuable insights into research question 2, which explores the factors influencing students' motivation in vocabulary lessons Specifically, question 8 examines the impact of teachers' attitudes towards teaching vocabulary through communicative activities.
Not interested Not very interested Neutral
Figure 8 Teachers' attitudes towards teaching vocabulary through communicative activities
According to Figure 8, a significant majority of teachers (65%) strongly agree that using communicative activities to teach vocabulary enhances learning motivation and facilitates better retention of vocabulary among students Additionally, 30% of participants agree, noting that these activities promote interaction and communication among learners Only a small minority of teachers (5%) disagree with this perspective.
Figure 9: Students' motivation in the vocabulary lessons
Students' motivation in the vocabulary lessons to pass the examination to get a reward and avoid punishment to find a good job to use English vocabulary everyday
The chart indicates that 35% of participants believe their students are motivated in vocabulary lessons primarily to pass exams, while the same percentage is driven by the desire to earn rewards and avoid punishment, reflecting short-term, extrinsic motivation In contrast, only 15% of students are motivated by intrinsic factors, such as the aspiration to learn English for better job opportunities and everyday communication.
Figure 10: Factors affecting students' motivation in the vocabulary lessons
Table 10 reveals a strong consensus among teachers regarding the significant impact of teaching methods on students' motivation to learn English vocabulary An overwhelming 90% of educators believe that utilizing engaging and suitable teaching strategies enhances students' enthusiasm for vocabulary acquisition Additionally, the findings highlight that teachers play a crucial role in influencing both motivation and academic success Those who maintain a positive, friendly demeanor and are eager to assist students with their learning challenges foster a motivating environment that benefits student engagement.
A significant 65% of teachers believe that the physical environment of the classroom, including its atmosphere, plays a crucial role in motivating students Classrooms equipped with modern technology, such as projectors, laptops, and internet access, along with audio tools like speakers and cassette players, can significantly improve vocabulary learning effectiveness Conversely, poor lighting and overcrowded conditions can diminish students' motivation to learn.
Discussion
This section aimed to discuss the results in the study The collected data will be discussed to illustrate for research questions
An analysis of survey questionnaires and interviews, in conjunction with a theoretical comparison, reveals the techniques employed in vocabulary teaching activities at Yen Phong 1 High School This study also highlights the perspectives of both teachers and students regarding these activities, as well as the challenges faced in implementing these techniques in each lesson.
Finding of the study showed that all the participants of the study were aware of the importance of vocabulary in teaching and learning English They agreed that
Acquiring a robust vocabulary is crucial for developing English language skills, yet teaching vocabulary effectively poses significant challenges These challenges include time constraints during lessons and students' limited vocabulary knowledge Additionally, many learners exhibit laziness, passivity, and a lack of motivation, further hindering their vocabulary acquisition.
Teachers also pointed out some main factors affect to students' motivation such as teachers' methods, teachers' attitude, physical condition, and suggested ways to increase students' motivation in learning
A recent survey of 10th-grade students revealed a strong positive attitude towards the importance of vocabulary learning Students expressed a keen interest in acquiring new vocabulary, especially when teachers utilized engaging techniques and visual aids, which significantly boosted their intrinsic motivation However, they also indicated challenges with pronunciation and requested that teachers focus more on this aspect of language learning.
Interviews revealed that teachers have attempted to implement effective vocabulary presentation techniques; however, translation emerged as the most commonly used method In contrast, other strategies, such as visual aids and contextual learning, were employed infrequently in lessons.