VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDLES FACULTY OF POST-GRADUATE STUDIES ——-gsaElca--.— NGO THUY DUNG TEACIIERS’ ATTITUDES TOWARDS USING CHECKING TECHNIQUES IN TEACHING VOCABULARY AT BAC NINH SPECIALIZED HIGH SCHOOL BAC NINTI PROVINCE (Quan điểm của giáo viên đỗi với việc sử dụng các thủ thuật kiểm tra trong việc dạy từ vựng tại trường 1HPT Chuyên Bắc Ninh, tỉnh Bắc Ninh) MINOR PROGRAMME THESIS Field. ENGLISII TEACHING METIIODOLOGY Code: 601410 Supervisor. KHOA ANH VIET, MLA Ha Noi, 2011 VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ——-#aEAcs--.— NGO THUY DUN TEACIIERS’ ATTITUDES TOWARDS USING CHECKING TECHNIQUES IN TEACHING VOCABULARY AT BAC NINH SPECIALIZED HIGH SCHOOL BAC NINTI PROVINCE (Quan điểm của giáo viên đối với việc sử dung các thủ thuật kiểm tra trong việc đạy từ vụng tại trường TIIPT Chuyên Bắc Ninh, tỉnh Bắc Ninh) MINOR PROGRAMME THESIS Field: ENGLISH TEACHING METHODOLOGY Code: 60 1410 Ha Noi, 2011 TABLE OF CONTENT Declaration. Acknowledgements Abstract iti Table of contents.
Abbreviation viii List of tables and figure. Purpose the study. Scope of the study. Organization PART B: DEVELOPMEDT.
CTAPTER 1: THEORETICAL BACKGROUND LL. Definition of Vocabulary 1. Classification of Vocabulary 1. Principles of Vocabulary leaching 1.
Purposes for teaohing vooabullary. What te teach? LLB FOUN cece cscs ceceee soteeeeneee 1.4, Techniques af Vocabulary teaching currently used 1. Techniques in presenting voeabulary. Tectmiques in practicing vocabulary 1.
Techniques in consolidating and revising vocabulary 1. Strategies to teach vocabulary 1. Presenting new vocabulary 1. Memory and storage system 18 12.
Definition of attitudes. The role of altitudes in language teaching 20 1. 22 CHAPTER 2: RESEARCH METHODOLOGY 1. What te teach? LLB FOUN cece cscs ceceee soteeeeneee 1.4, Techniques af Vocabulary teaching currently used 1.
Techniques in presenting voeabulary. Tectmiques in practicing vocabulary 1. Techniques in consolidating and revising vocabulary 1. Strategies to teach vocabulary 1.
Presenting new vocabulary 1. Memory and storage system 18 12. Definition of attitudes. The role of altitudes in language teaching 20 1.
22 CHAPTER 2: RESEARCH METHODOLOGY 2 cary out a study to find the attitudes of teachers towards vocabulary checking loctmique after conveying the vocabulary in a forcign language lesson at a high schoo! 2, Purpose of the study ‘The aim of the study is to explore what activities are commonly used by teachers to check their students" vooahularics, the altiludes of tcachers of Enghsh at Bac Ninh Specialized High School (BSHS) towards the current checking vocabulary technique and some activities that teachers of linglish should do to help their students retain the words that they have lzarncd. The main purpose of the study is to find out the attitudes of teachers of English at BSHS towards the current checking vocabulary technique. Within this purpose, three main objectives are: (i) To explore what activities are commonly used by teachers to check their shudents™ vocabulary (Git) To investigate the attitudes of English teachers at BSHS towards the current checking vocabulary technique, (ii) To suggest some activities that teachers of English should da to help their students reiain the words that they have learned, 3. Scope of the study The studyis conducted al BSHS in order to investigate the alfitudes of lez chors of English towards the current checking vocabulary techniques, To go ahead, the study also offers some suggestions to better the current context.
Methodology To find answers to the research questions stated in Chapter 2, the study uses a combination of qualitative and quantitalive research approaches, which include document analysis and survey questionnaires, interviews and class observation, In order to gain the most successful results, data will be collected through questionnaires, interviews and observations. Coll d dala, then, will be processed and analyzed, 1. What te teach? LLB FOUN cece cscs ceceee soteeeeneee 1.4, Techniques af Vocabulary teaching currently used 1. Techniques in presenting voeabulary.
Tectmiques in practicing vocabulary 1. Techniques in consolidating and revising vocabulary 1. Strategies to teach vocabulary 1. Presenting new vocabulary 1.
Memory and storage system 18 12. Definition of attitudes. The role of altitudes in language teaching 20 1. 22 CHAPTER 2: RESEARCH METHODOLOGY 4 for his own way to define vocabulary.
Vocabulary is an important part of a language as well as the basis of linguistic abilities, TL may be worth leaching students an easier formulation of Wilkin’s (1972) view that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. Vocabulary is the total number of all the words that a language possesses, ranging from a single word, two or three words iloms expressing an idea lo multi-word idioms. It can not be denied that vocbulary is necessary in leaming and teaching a foreign language. One reason teachors arc conccmad aboul (sacking vouabulary is to facilitate the comprehension ofa text that students will be assigned to read.
If students do not know the meaning of many of the words that they will encounter in a text, their comprehension of that sectionis likely to be compromised. When the purpose of vocabulary instruction is to facilitate the comprehension of sclcction, it is obvious that this instruction must take place as an introduction before reading the selection. Tl is common knowledge that the more words a learner knows, tha larger the learner's vocabulary knowledge is. “If a language could be considered as a house, then its grammar could be considered as cement and its vocabulary could be figuratively compared to bricks.
To build ä complel hơus nol only cernent but also bricks are needed. Without bricks, no house can be built, cven when plenty of high quality coment is available.” (Huyen, 2004:1) This means that to be a competent English communicator, one must acquire a good knowledge of English grammar and have a tich amount of English vocabulary as well. Vocabulary is an 2sscntial clement of language. Kor a long time in the past, methodologists have continuously kept seeking effective ways to teach English vocabulary.
TUhas been wilnessed thal there bas been a promincut sbiflin the field of vocabulary teaching. Many bocks on vocabulary teaching have bean introduced by such experts as Allen (1983), Nation (1994), Nation (2008), Taylor (1990), Thomibmy (2002) and sa on. A lot of researchers have spent sa much effort to study on teaching English vocabulary, such as Joseph (2011), Solange (2001), Tahririan (2009), etc. Nation (2000) whose specialist interest are language teaching methodology and vocabufary, for example, claimed thai the major problem with vocabulary teaching was that only a few words and a small part of what was required to now a word could be dealt with at any one time.
He put a considerable stress on the issue of complexity which he pointed out the more complex the information is, the more likely the learners are to misinterpret i. Context of the study 23 2.4, Data collection instiuments .- 26 CHAPTER 3: DATA ANALYSIS, ĐESCUSSION 0# MAJOR FINDINGS: 27 AND RECOMMENDATIONS. Data analysis and discussion of major findings 3. Summary PART C: CONCLUSION.
Conelusion and fnuplications 2. Limitations and suggestions for futher studies REFERENCES. 3 Besides, the writer’s own experience in checking students’ vocabulary and the analysis of current, Loxtbaok and vocabulary touching methods applicd to Ioach English for students at BSHS will contibute nmuch te the completion of the study. Organization The thesis consists of three main parts as Follow: Part A: Introduction Part B: Development Part B is composed of three chapters, each of which focuses on.a particular issue: Chapter 1 deals with theoretical background conceming vocabulary teaching and attitude.
Chapter 2 describes the methods employed in the study and introduces the situation of teaching and leaning vocabulary at BSHS, Chapter 3 is the dolail description of analysis and summary of the findings. Part C: Conclusion Tiis park presenls conclusion, implications, limilations and suggestions for further studies The appendixes are the last part of the study following the reference. Theoretical background This part is concerned with some of the important issues in the theories of teaching vocabulary. It consists of the definition of vocabulary, classification of vocabulary, principtes of vocabulary leaching, leclniques of vocabulary teaching curently used, strategies to teach vocabulary, memory and storage system and attitude as well as the role of attitudes in language teaching.
Up to now, there has not been only anc but a wide varicty of definitions of vocabulary. In order to find the best and most easy-to-understand definition is such an unfeasible task. Each linguist or scholar, in his specialized field, with his own set of criteria has found out 5 In Vietnam, there has so far been some research on vocabulary. Nguyen & Khuat (2003) asserted using games in teaching vocabulary In Vigtname students.
Their researched subject was a group of 17 20 students at Distance Leaming Centre, By implementing and observing such games as: hangman, snakes and ladders, selling and buying things and so om. ‘The co-researchers successfully created an active and expectedly fin leaning cnvizomment for sludents involved. However, research on vocabulary checking and the attitudes towards this matter at BSHS has not been done yet. As a teach of English, T have deal with many qc ions ling lo vocabulary teaching as well as checking which raised by my colleagues and mry students.
For example, what is the best way to teach vocabulary? [low many words can be taught in each lesson? Low can teacher do to help students retain the new words? That is the main reason why I am interested in this topic. A summary of findings This chapter has covered the results from the questionnaire, interview and obscrvation. The results reveal some main problems as follows: All of the teachers at BSLIS agree that it is necessary to focus on the significance of lexical ements during classroom activities; therefore, they all find the important role of vocabulary teaching in language teaching. Most of therm teach vocabulary for communication and they agree thal teaching English vocabulary through communicative activities can motivate learning and therefore help students retain vocabulary.
However, according to some observed lessons, not all of the teachers teach vocabularyin communicative approach. All of them share the same idea that it is very important and necessary to teach students memory strategy as well as consolidate the vocabulary to make sure that their students understand all these words. However, most of them face with the problem, which is they do not have enough time to cover all the words. Due to lack of time, they can not design more interesting activities after presenting the words to help their students retain Teachers have not realized the potential of their pupils, Sindenis at BSTIS are the giled students, who are intelligent and creative.
Therefore, teaching trough communicative activities is very suitable for particular kind of students. In addition, most of them have 4 for his own way to define vocabulary. Vocabulary is an important part of a language as well as the basis of linguistic abilities, TL may be worth leaching students an easier formulation of Wilkin’s (1972) view that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. Vocabulary is the total number of all the words that a language possesses, ranging from a single word, two or three words iloms expressing an idea lo multi-word idioms.
It can not be denied that vocbulary is necessary in leaming and teaching a foreign language. One reason teachors arc conccmad aboul (sacking vouabulary is to facilitate the comprehension ofa text that students will be assigned to read. If students do not know the meaning of many of the words that they will encounter in a text, their comprehension of that sectionis likely to be compromised. When the purpose of vocabulary instruction is to facilitate the comprehension of sclcction, it is obvious that this instruction must take place as an introduction before reading the selection.
Tl is common knowledge that the more words a learner knows, tha larger the learner's vocabulary knowledge is.
