Luận văn thạc sĩ: Nghiên cứu về giảng dạy từ vựng tại trường THPT Quang Oai, Hà Nội

Luận văn thạc sĩ VNU ULIS nghiên cứu phương pháp giảng dạy từ vựng tại trường THPT Quang Oai, Hà Nội, mang lại những giải pháp hiệu quả.

• Trường học: Quang Oai Upper-Secondary School
• Chuyên ngành: English Language Teaching
• Đề tài: Nghiên cứu về phương pháp giảng dạy từ vựng tại trường THPT Quang Oai, Hà Nội
• Loại tài liệu: Thesis
• Năm xuất bản: 2010-2011
• Địa điểm: Hanoi

Mục lục chi tiết

• ABSTRACT
• DECLARATION
• TABLE OF CONTENTS
• TRANSCRIP CONVENTION
• LIST OF ABBREVIATIONS
• LIST OF TABLES
• 1. PART A: INTRODUCTION
• 1.1. Rationale of the study
• 1.2. Aims and Objectives of the study
• 1.3. Scope of the study
• 1.4. Method of the study
• 1.5. Design of the study
• 2. PART B: DEVELOPMENT
• 2.1. CHAPTER I: LITERATURE REVIEW
• 2.1.1. What is Vocabulary?
• 2.1.2. Roles of Vocabulary in Second Language Acquisition
• 2.1.3. What is Involved in Teaching Vocabulary
• 2.1.4. Challenges in Vocabulary Teaching
• 2.1.5. Approaches to Vocabulary Teaching
• 2.1.5.1. The Grammar Translation Method
• 2.1.5.2. The Reading Approach
• 2.1.5.3. The Reform Movement
• 2.1.5.4. The Direct Method
• 2.1.5.5. The Oral Approach and Situational Language Teaching
• 2.1.5.6. The Audio-lingual Method
• 2.1.5.7. The Cognitive Approach
• 2.1.5.8. The Communicative Language Teaching
• 2.1.5.9. The Lexical Approach
• 2.1.5.10. Content-based Instruction
• 2.1.6. Techniques in presenting new vocabulary
• 2.1.7. Vocabulary learning strategies
• 2.1.7.1. Guessing meaning from context
• 2.1.7.2. Vocabulary notebooks and word cards
• 2.1.7.3. Learners' first language and dictionary use
• 2.1.8. Previous studies on vocabulary teaching in the classroom
• 2.2. Rationale of using a case study approach
• 2.3. Pre-observation interview
• 2.4. Post-observation Interview
• 2.5. Data collection and data analysis procedures
• 2.5.1. Data collection procedures
• 2.5.2. Data analysis procedures
• 3. CHAPTER III: ANALYSIS AND DISCUSSION
• 3.1. Teachers’ opinions of the role of vocabulary
• 3.1.1. Vocabulary is instrumental to language acquisition
• 3.1.2. Vocabulary as foundation of communication skills
• 3.2. Teachers’ perceptions of the opportunities for vocabulary teaching
• 3.2.1. Textbooks as resources
• 3.3. Teachers’ perceptions of the constraints on vocabulary teaching
• 3.3.1. Students’ vocabulary deficiency
• 3.3.2. Teachers’ limited knowledge of vocabulary teaching
• 3.4. Teachers’ self-reports of their vocabulary techniques
• 3.4.1. Use of translation
• 3.4.2. Use of visual aids and realia
• 3.4.3. Use of synonyms or antonyms
• 3.4.4. Integration of vocabulary into skills lessons
• 3.5. Consistency and inconsistency between teachers’ self-reports and actual practice regarding vocabulary teaching
• 3.5.1. Use of translation
• 3.5.2. Use of visual aids and realia
• 3.5.3. Use of synonyms
• 3.5.4. Integration of vocabulary into skills lessons
• 3.6. Common classroom vocabulary activities
• 3.7. Summary of main findings
• 3.8. Suggestions for further studies
• APPENDIX A: INTERVIEW QUESTIONS
• APPENDIX B: PRE-OBSERVATION INTERVIEW SCHEDULE
• APPENDIX C: SAMPLE OF PRE-OBSERVATION INTERVIEW
• APPENDIX D: CLASSROOM OBSERVATION SCHEDULE
• APPENDIX E: SAMPLE OF LESSON OBSERVATION
• APPENDIX F: SAMPLE OF POST-OBSERVATION INTERVIEW

Tóm tắt

I. Tổng quan về nghiên cứu phương pháp giảng dạy từ vựng tại THPT Quang Oai

Nghiên cứu này nhằm tìm hiểu các phương pháp giảng dạy từ vựng tại trường THPT Quang Oai, Hà Nội. Từ vựng đóng vai trò quan trọng trong việc học ngoại ngữ, ảnh hưởng đến khả năng giao tiếp và tiếp thu kiến thức. Việc giảng dạy từ vựng hiệu quả là một thách thức lớn đối với giáo viên. Nghiên cứu này sẽ phân tích các quan điểm của giáo viên về vai trò của từ vựng trong giảng dạy và học tập.

1.1. Vai trò của từ vựng trong việc học ngoại ngữ

Từ vựng là nền tảng cho việc giao tiếp và hiểu biết ngôn ngữ. Theo David Wilkins, "không có từ vựng, không thể truyền đạt ý nghĩa". Nghiên cứu cho thấy rằng việc nắm vững từ vựng giúp học sinh tự tin hơn trong giao tiếp.

1.2. Mục tiêu nghiên cứu và phương pháp thực hiện

Mục tiêu của nghiên cứu là tìm hiểu quan điểm của giáo viên về giảng dạy từ vựng. Phương pháp nghiên cứu bao gồm phỏng vấn trước quan sát, quan sát lớp học và phỏng vấn sau quan sát để thu thập dữ liệu.

II. Những thách thức trong giảng dạy từ vựng tại trường THPT Quang Oai

Giảng dạy từ vựng tại trường THPT Quang Oai gặp nhiều thách thức. Học sinh thường gặp khó khăn trong việc ghi nhớ và sử dụng từ vựng. Các giáo viên cũng phải đối mặt với những hạn chế về thời gian và tài nguyên giảng dạy.

2.1. Khó khăn trong việc ghi nhớ từ vựng

Học sinh thường quên từ vựng đã học do không có thời gian ôn tập. Việc học từ vựng mới trong khi chưa nắm vững từ cũ gây khó khăn cho quá trình học tập.

2.2. Hạn chế về phương pháp giảng dạy

Nhiều giáo viên vẫn sử dụng phương pháp dịch thuật truyền thống, dẫn đến việc học sinh không hiểu rõ nghĩa và cách sử dụng từ vựng trong ngữ cảnh thực tế.

III. Phương pháp giảng dạy từ vựng hiệu quả tại THPT Quang Oai

Nghiên cứu đã chỉ ra một số phương pháp giảng dạy từ vựng hiệu quả. Việc sử dụng hình ảnh, trò chơi và các hoạt động tương tác giúp học sinh ghi nhớ từ vựng tốt hơn.

3.1. Sử dụng hình ảnh và đồ họa

Hình ảnh giúp học sinh liên kết từ vựng với ý nghĩa một cách trực quan. Việc sử dụng đồ họa trong giảng dạy từ vựng đã được chứng minh là hiệu quả trong việc tăng cường khả năng ghi nhớ.

3.2. Tích hợp từ vựng vào các kỹ năng ngôn ngữ khác

Giáo viên nên tích hợp từ vựng vào các bài học nghe, nói, đọc, viết để học sinh có thể sử dụng từ vựng trong ngữ cảnh thực tế.

IV. Kết quả nghiên cứu và ứng dụng thực tiễn

Kết quả nghiên cứu cho thấy rằng giáo viên tại THPT Quang Oai nhận thức rõ vai trò của từ vựng trong việc học ngoại ngữ. Tuy nhiên, vẫn còn nhiều thách thức trong việc áp dụng các phương pháp giảng dạy hiệu quả.

4.1. Nhận thức của giáo viên về vai trò của từ vựng

Hầu hết giáo viên đều đồng ý rằng từ vựng là yếu tố quan trọng trong việc học ngoại ngữ. Tuy nhiên, họ cũng nhận thấy rằng việc giảng dạy từ vựng chưa được chú trọng đúng mức.

4.2. Đề xuất cải tiến phương pháp giảng dạy

Nghiên cứu đề xuất một số cải tiến trong phương pháp giảng dạy từ vựng, bao gồm việc sử dụng công nghệ và các tài liệu học tập phong phú hơn.

V. Kết luận và triển vọng tương lai của giảng dạy từ vựng

Giảng dạy từ vựng tại THPT Quang Oai cần được cải thiện để đáp ứng nhu cầu học tập của học sinh. Việc áp dụng các phương pháp giảng dạy hiện đại sẽ giúp nâng cao hiệu quả học tập.

5.1. Tương lai của giảng dạy từ vựng

Với sự phát triển của công nghệ, giảng dạy từ vựng có thể trở nên thú vị và hiệu quả hơn. Các giáo viên cần cập nhật các phương pháp mới để thu hút học sinh.

5.2. Khuyến nghị cho nghiên cứu tiếp theo

Cần có thêm nhiều nghiên cứu về giảng dạy từ vựng để tìm ra các phương pháp tối ưu hơn, giúp nâng cao chất lượng giảng dạy tại các trường THPT.

Trích đoạn nội dung tài liệu

ABSTRACT: The present qualitative case study is aimed at finding out the perceptions of vocabulary teaching held by a group of upper-secondary school teachers working in Quang Oai upper- secondary school in Hanoi and the connection between their beliefs and practices. The study was conducted from February through May of the 2010 - 2011 academic year, and the data were analyzed qualitatively. The study involves 8 teachers of English working with their teaching experience ranging from 1 to 31 years. 8 pre-observation interviews, 16 observations and 8 post-observation interviews were conducted to seek the answers for the following research questions 1) What are teachers’ opinions of the role of vocabulary in foreign language teaching? 2) What do they think of the opportunities for and constraints on vocabulary teaching in their school? 3) To what extent do their self-reports of vocabulary teaching diverge from their actual classroom teaching? 4) What are the common vocabulary exercises they use in the classroom? The overall findings of the survey show that the majority of respondents have understanding about the significance of vocabulary in English acquisition and English teaching, but that there exist some negative views on implementing the techniques in vocabulary teaching with regard to its classroom practice.

Additionally, some useful implications are proposed based on research findings in order to help teachers to construct and implement techniques in vocabulary teaching more effectively. iii LUAN VAN CHAT LUONG download : add [e-mail] TABLE OF CONTENTS DECLARATION:. iii TABLE OF CONTENTS:. iv TRANSCRIP CONVENTION.

viii LIST OF ABBREVIATIONS:. ix LIST OF TABLES:. Rationale for choosing the topic:. Aims and Objectives of the study:.

Scope of the study:. Method of the study:. Design of the study:. 4 Chapter I: Literature review:.

What is vocabulary?:. Roles of vocabulary in second language acquisition:. What is Involved in Teaching Vocabulary:. Challenges in vocabulary teaching:.

Approaches to vocabulary teaching: .The Grammar Translation Method:. The Reading Approach:. The Reform Movement:. The Direct Method: .The Oral Approach and Situational Language Teaching:.

The Audio-lingual Method. 10 iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail. The Cognitive Approach:. The Communicative Language Teaching.

The Lexical Approach. Content-based Instruction:. Techniques in presenting new vocabulary:. Vocabulary learning strategies:.

Guessing meaning from context. Vocabulary notebooks and word cards. Learners'first language and dictionary use. Previous studies on vocabulary teaching in the classroom:.

Rationale of using a case study approach:. 21 Pre-observation interview:. 21 Post-observation Interview:. Data collection and data analysis procedures:.

Data collection procedures:. Data analysis procedures:. 24 CHAPTER III: ANALYSIS AND DISCUSSION. Teachers’ opinions of the role of vocabulary.

25 Vocabulary is instrumental to language acquisition:. 25 Vocabulary as foundation of communication skills:. 26 v LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Teachers’ perceptions of the opportunities for vocabulary teaching.

26 Textbooks as resources:. Teachers’ perceptions of the constraints on vocabulary teaching:. 28 Students’ vocabulary deficiency:. 28 Teachers’ limited knowledge of vocabulary teaching.

Teachers’ self-reports of their vocabulary techniques:. 29 Use of translation:. 30 Use of visual aids and realia:. 30 Use of synonyms or antonyms:.

31 Integration of vocabulary into skills lessons:. Consistency and inconsistency between teachers’ self-reports and actual practice regarding vocabulary teaching:. 33 Use of translation:. 33 Use of visual aids and realia:.

34 Use of synonyms:. 36 Integration of vocabulary into skills lessons:. Common classroom vocabulary activities:. Summary of main findings:.

Suggestions for further studies:. Suggestions for further studies. 42 vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail. 43 APPENDIX A: INTERVIEW QUESTIONS.

I APPENDIX B: PRE-OBSERVATION INTERVIEW SCHEDULE. II APPENDIX C: SAMPLE OF PRE-OBSERVATION INTERVIEW. III APPENDIX D: CLASSROOM OBSERVATION SCHEDULE. VII APPENDIX E: SAMPLE OF LESSON OBSERVATION:.

IX APPENDIX F: SAMPLE OF POST-OBSERVATION INTERVIEW:. XI vii LUAN VAN CHAT LUONG download : add [e-mail] TRANSCRIP CONVENTION T: teacher S: Student Ss: Students Tuan: Student’s name Italics: translation of original speech in vernacular viii LUAN VAN CHAT LUONG download : add [e-mail] LISTS OF ABBREVIATIONS CLT Communicative Language Teaching EFL English as a foreign language ELL English language learner ESL English as a second language L1 First language L2 Second language MOET Ministry of Education and Training OHP Overhead Projector QOUS Quang Oai upper-secondary school VLS Vocabulary learning strategy ix LUAN VAN CHAT LUONG download : add [e-mail] LIST OF TABLE Table 2.1: Background of participants x LUAN VAN CHAT LUONG download : add [e-mail] Thank you for evaluating AnyBizSoft PDF Splitter. A watermark is added at the end of each output PDF file. To remove the watermark, you need to purchase the software from http://www.com/buy/buy-pdf-splitter.html LUAN VAN CHAT LUONG download : add [e-mail] 1 PART A: INTRODUCTION 1.Rationale of the study: As one of the fundamental building blocks of language, vocabulary knowledge plays a prominent role in foreign language learning.

In other words, vocabulary is the basis for communication, reading, and writing. Therefore, an effective approach to vocabulary is always one of the great concerns of every language teacher. The reason is that learning vocabulary is really challenging requiring many cognitive processes, and teachers have to make sure that the students understand the word and its meaning as well as how to use the word accurately and appropriately. At supper-secondary schools in Vietnam, with a short duration of 3 periods (135 minutes) per week for all language skills and language focus, vocabulary instruction has been paid less attention than it should have been.

Students have to learn so many new words every week, and by the time they learn the new words in the new lesson they have forgotten most of the words they have learned in previous lessons. Consequently, word retention has always been a difficult problem for the students. As an English teacher, I found out that one of the major reasons for which the students were not successful users of English is their vocabulary deficiency. This motivates the researcher to conduct this study in an attempt to find out how vocabulary is taught and learned in one particular upper secondary school in Hanoi.

Aims and Objectives of the study: The aim of this study is to investigate the perceptions of vocabulary teaching held by the upper-secondary school teachers working in Quang Oai upper-secondary school (QOUS) in Hanoi and the connection between their beliefs and practices. The objectives of the study are: a) to understand teachers’ opinions of the role of vocabulary in foreign language teaching as well as their perceived opportunities for and constraints on vocabulary teaching b) to investigate their teaching approach to vocabulary in the classroom and the extent to which their self-reported teaching approach diverges their actual classroom teaching LUAN VAN CHAT LUONG download : add [e-mail] 2 In order to achieve the above-mentioned aims and objectives, I decided to carry out a qualitative case study, which is aimed at seeking answers to the following research questions: 1) What are teachers’ opinions of the role of vocabulary in foreign language teaching? 2) What do they think of the opportunities for and constraints on vocabulary teaching in their school? 3) To what extent do their self-reports of vocabulary teaching diverge from their actual classroom teaching? 4) What are the common vocabulary activities they use in the classroom? 3. Scope of the study: The study is confined to the investigation of the teachers’ perceptions related to vocabulary teaching as well as the way they taught vocabulary in the classroom within the context of one particular upper secondary school. I therefore had no intention of generalizing the findings.

Rather, I wanted to identify the space where improvements in vocabulary teaching can be improved so as to make a small contribution to the effort to make English language teaching in the researched upper secondary school more effective. Method of the study: This study is designed as a single qualitative case study and uses a combination of various methods to achieve its objectives such as pre-observation interviews, observations, and post-observation interviews. The case here is an upper secondary school on the outskirts of Hanoi. Qualitative data were collected through semi-structured interviews and classroom observations.

First, pre-observation interviews were conducted. The obtained data help to investigate teachers’ attitudes towards English vocabulary teaching in Quang Oai Upper-Secondary Schools in Hanoi, the opportunities as well as constraints. After that, classroom observations were conducted to find out how effectively the teachers taught English vocabulary. Finally, I carried out post-observation interviews to gain understanding of teachers’ reasoning for their classroom practices.

LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Design of the study: There are three main parts in my thesis: Part A is the Introduction presenting the rationale, aims, objectives, scope, research questions, methods and design of the study. Part B, the Development, includes three chapters: Chapter I is the Literature Review, which reviews theoretical issues related to the definitions, roles of vocabulary in English language acquisitions, techniques in vocabulary teaching as well as previous studies on vocabulary teaching in the classroom. Chapter II is the study which is composed of some smaller parts: rationale for choosing the case study, the settings (the case), the participants, the instruments and research procedures of the study.

Chapter III is the analysis and discussion of the findings through an analysis of the data collected by means of classroom observations and semi-structured interviews. Part C is the Conclusion. In this Chapter, major findings of the study will be briefly summarized to answer the research questions. Also, the limitations of the study and suggestions for the future researches will be presented in this chapter.

LUAN VAN CHAT LUONG download : add [e-mail] 4 PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW This chapter reviews the literature on vocabulary teaching. It begins with definitions and relevant knowledge around vocabulary teaching, followed by the significance of vocabulary in language acquisition as well as the challenges of vocabulary teaching and a review of related studies in the same field.What is Vocabulary? In some literature, vocabulary is defined differently by different scholars. Below is the presentation of some definitions that are relevant to the present study. According to Websters Collegiate Dictionary (9th ed., 1978:1320), vocabulary is defined as: a) a list or collection of words and phrase usually alphabetically arranged and explained or defined.

b) a sum or stock of words employed by a language group individual or work or in a field of knowledge. c) a list or collection of terms or codes available for use. This definition is echoed by Hatch and Brown (1995). Ur (1996) elaborates further and she uses the term ‘vocabulary item’ to refer to ‘word’.

This is because, she argues, a vocabulary item can be either a single world or a multi-word phrase. According to her, “Vocabulary can be defined, roughly, as the words we teach in the foreign language. However, a new item of vocabulary may be more than just a single word: for example, post office, and mother- in-law, which are made up of two or three words but express a single idea. A useful convention is to cover all such cases by talking about vocabulary “items” rather than “word” which is made up of two or three words but express a single idea”.

60) Similarly, Lewis, an advocate of the lexical approach to second language teaching, views vocabulary either as individual words or as full sentences, which he terms as LUAN VAN CHAT LUONG download : add [e-mail] 5 ‘institutionalized utterances, that “convey fixed social or pragmatic meaning within a given community” (Lewis, 1993: 89). Roles of Vocabulary in Second Language Acquisition: “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” David Wilkins, linguist This is how linguist David Wilkin sums up the importance of vocabulary learning.