Khóa luận tốt nghiệp using some techniques for english vocabulary learning to improve the grade 6th students vocabulary at vinh lac primary and secondary school

Khóa luận tốt nghiệp nghiên cứu tốt nghiệp using some techniques for english vocabulary learning to improve the grade 6th students, vận dụng lý thuyết vào thực tế, đề xuất giải

• Tác giả: Hoang Thi Thu Huyen
• Người hướng dẫn: Bui Thi La, M.A
• Trường học: Vietnam National University of Agriculture
• Chuyên ngành: English
• Đề tài: Using some techniques for English vocabulary learning to improve the grade 6th students’ vocabulary at Vinh Lac Primary and Secondary School
• Loại tài liệu: thesis
• Năm xuất bản: 2021
• Địa điểm: Hanoi

Mục lục chi tiết

• CERTIFICATE OF ORIGINALITY
• TABLE OF CONTENTS
• 1. PART 1: INTRODUCTION
• 1.1. Rationale for the study
• 1.2. Aims and Objectives
• 1.3. Scope of the study
• 1.4. Significance of the study
• 1.5. Design of the study
• 2. PART 2: DEVELOPMENT
• 2.1. CHAPTER 1: LITERATURE REVIEW
• 2.1.1. REVIEW OF PREVIOUS STUDIES (AT HOME AND ABROAD)
• 2.1.1.1. Study at home
• 2.1.1.2. Study abroad
• 2.1.2. REVIEW OF THEORETICAL BACKGROUND
• 2.1.2.1. The definition of vocabulary
• 2.1.2.2. Types of vocabulary
• 2.1.2.3. The importance of vocabulary
• 2.1.2.4. The importance of learning vocabulary
• 2.1.2.5. The most common vocabulary teaching in English context
• 2.1.2.6. Vocabulary teaching and learning techniques
• 2.1.2.7. Reasons for the use of Action research
• 2.1.3. INSTRUMENT AND DATA COLLECTION
• 2.1.3.1. Classroom observations and teaching practice
• 2.1.3.2. Pretest and post-test
• 2.1.4. FINDINGS AND DISCUSSIONS
• 2.1.4.1. FINDINGS AND DISCUSSIONS FROM CLASSROOM OBSERVATIONS
• 2.1.4.2. FINDINGS AND DISCUSSIONS FROM INTERVIEWS AND PRE TEST AND POST-TEST
• 2.1.4.3. FINDINGS AND DISCUSSIONS FROM PRACTICE TEACHING
• 2.1.5. LIMITATION OF THE RESEARCH
• 2.2. CHAPTER 2: METHODOLOGY
• 2.3. CHAPTER 3: FINDINGS AND DISCUSSIONS
• 3. PART 3: CONCLUSION
• REFERENCES
• APPENDICES

Tóm tắt

I. Giới thiệu

Bài nghiên cứu này tập trung vào việc sử dụng một số kỹ thuật trong việc học từ vựng tiếng Anh nhằm cải thiện vốn từ vựng cho học sinh lớp 6 tại trường THCS Vĩnh Lạc. Phương pháp học từ vựng tiếng Anh không chỉ khó khăn cho học sinh mà còn là thách thức cho giáo viên trong việc tìm ra cách thức khuyến khích học sinh học từ vựng hiệu quả. Nghiên cứu này sử dụng phương pháp nghiên cứu hành động để xác định các phương pháp dạy từ vựng hiện tại và những khó khăn mà học sinh gặp phải trong quá trình học. Kết quả cho thấy việc áp dụng các kỹ thuật dạy từ vựng có thể tạo ra sự khác biệt trong thái độ học tập và tương tác của học sinh.

1.1. Tầm quan trọng của từ vựng

Từ vựng đóng vai trò quan trọng trong việc học tiếng Anh. Theo David Wikin (1972), "Không có ngữ pháp, ít điều có thể được truyền đạt, nhưng không có từ vựng, không có gì có thể được truyền đạt." Điều này cho thấy rằng việc học từ vựng là cần thiết để học sinh có thể hiểu và diễn đạt ý tưởng của mình. Nghiên cứu chỉ ra rằng học sinh có vốn từ vựng phong phú sẽ có khả năng hiểu văn bản tốt hơn, từ đó cải thiện kỹ năng đọc và giao tiếp. Việc thiếu hụt từ vựng sẽ gây khó khăn cho học sinh trong việc tiếp thu kiến thức và giao tiếp hiệu quả.

II. Phương pháp nghiên cứu

Nghiên cứu này được thực hiện thông qua việc quan sát lớp học, thực hành giảng dạy và phỏng vấn giáo viên cũng như học sinh. Kỹ thuật dạy từ vựng được áp dụng nhằm cải thiện vốn từ vựng cho học sinh lớp 6. Dữ liệu được thu thập từ các bài kiểm tra trước và sau khi áp dụng các kỹ thuật dạy học. Kết quả cho thấy rằng việc áp dụng các kỹ thuật này đã giúp học sinh cải thiện đáng kể vốn từ vựng của mình. Nghiên cứu cũng chỉ ra rằng giáo viên cần phải thay đổi phương pháp dạy học để phù hợp hơn với nhu cầu và khả năng của học sinh.

2.1. Kỹ thuật dạy từ vựng

Các kỹ thuật dạy từ vựng được đề xuất bao gồm việc sử dụng hình ảnh, trò chơi và các hoạt động nhóm. Những kỹ thuật này không chỉ giúp học sinh ghi nhớ từ vựng tốt hơn mà còn tạo ra môi trường học tập tích cực và thú vị. Việc áp dụng các kỹ thuật này đã cho thấy sự cải thiện trong thái độ học tập của học sinh, giúp họ cảm thấy hứng thú hơn với việc học tiếng Anh. Nghiên cứu cũng nhấn mạnh rằng giáo viên cần phải linh hoạt trong việc áp dụng các kỹ thuật này để phù hợp với từng đối tượng học sinh.

III. Kết quả và thảo luận

Kết quả nghiên cứu cho thấy rằng việc áp dụng các kỹ thuật dạy từ vựng đã mang lại hiệu quả tích cực trong việc cải thiện vốn từ vựng của học sinh lớp 6 tại trường THCS Vĩnh Lạc. Học sinh không chỉ cải thiện khả năng ghi nhớ từ vựng mà còn tăng cường khả năng sử dụng từ vựng trong giao tiếp. Giá trị thực tiễn của nghiên cứu này là rất lớn, vì nó cung cấp cho giáo viên những phương pháp dạy học hiệu quả, giúp nâng cao chất lượng dạy và học tiếng Anh tại trường.

3.1. Đề xuất cho giáo viên

Nghiên cứu đề xuất rằng giáo viên nên thường xuyên cập nhật và áp dụng các kỹ thuật dạy từ vựng mới để phù hợp với sự phát triển của học sinh. Việc tạo ra một môi trường học tập tích cực và khuyến khích học sinh tham gia vào quá trình học sẽ giúp nâng cao hiệu quả dạy và học. Ngoài ra, giáo viên cũng cần chú ý đến việc đánh giá và điều chỉnh phương pháp dạy học dựa trên phản hồi từ học sinh để đảm bảo rằng các kỹ thuật được áp dụng là phù hợp và hiệu quả.

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VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS USING SOME TECHNIQUES FOR ENGLISH VOCABULARY LEARNING TO IMPROVE THE GRADE 6TH STUDENTS’ VOCABULARY AT VINH LAC PRIMARY AND SECONDARY SCHOOL SỬ DỤNG MỘT SỐ KỸ THUẬT TRONG VIỆC HỌC TỪ VỰNG TIẾNG ANH ĐỂ CẢI THIỆN VỐN TỪ VỰNG CHO HỌC SINH KHỐI 6 TRƯỜNG TH&THCS VĨNH LẠC Student: HOANG THI THU HUYEN Student code: 621207 Major: ENGLISH Supervisor: BUI THI LA, M.A HANOI – 2021 i CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled “Using some techniques for English vocabulary learning to improve the grade 6th students’ vocabulary at Vinh Lac Primary and Secondary School” submitted in partial fulfillment of the requirements for the degree of Bachelor in English Language. Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis. Hanoi, 2021 Hoang Thi Thu Huyen Approved by SUPERVISOR (Signature and full name) Date:…………………… i TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY. i TABLE OF CONTENTS.

Rationale for the study. Aims and Objectives. Scope of the study. Significance of the study.

Design of the study. 6 CHAPTER 1: LITERATURE REVIEW. REVIEW OF PREVIOUS STUDIES (AT HOME AND ABROAD). Study at home.

REVIEW OF THEORETICAL BACKGROUND. The definition of vocabulary. Types of vocabulary. The importance of vocabulary.

The importance of learning vocabulary. The most common vocabulary teaching in English context. Vocabulary teaching and learning techniques. Reasons for the use of Action research.

INSTRUMENT AND DATA COLLECTION. Classroom observations and teaching practice. Pretest and post-test. FINDINGS AND DISCUSSIONS.

FINDINGS AND DISCUSSIONS FROM CLASSROOM OBSERVATIONS. FINDINGS AND DISCUSSIONS FROM INTERVIEWS AND PRE TEST AND POST-TEST. FINDINGS AND DISCUSSIONS FROM PRACTICE TEACHING. LIMITATION OF THE RESEARCH.

59 iii ABSTRACT In this research, the writer have focused on the effectiveness of using some techniques in teaching and learning English vocabulary in order to improve vocabulary for 6th grade Ss at Vinh Lac Primary and Secondary School. Learning vocabulary is not only difficult for students, but it is also difficult for teacher to figure out how to motivate students to learn vocabulary and effectively teach vocabulary. That is also the question that prompted me to conduct research on techniques for teaching and learning English vocabulary. The writer used the action research method as the main research method to complete the thesis.

In this method, the writer performed two main activities at the same time, which were researching which vocabulary teaching methods are currently being used by English teacher in this area and researching the difficulties that students face in the process of learning vocabulary, followed by researching which vocabulary teaching and learning techniques will be appropriate to apply, following all these research steps, the writer began to take action by applying with some techniques in vocabulary teaching and learning to observe how effective these techniques are. To collected data for the study, the writer observed class, practiced teaching, conducted numerous interviews with English teacher and students, and required students to take a pretest and post- test. The writer observed the class to determine what vocabulary teaching methods are being used by English teachers here. Suggestions for using some techniques in teaching English vocabulary to increase vocabulary for students have been proposed, as have conclusions and assessments of student progress.

According to research findings, the theme was discovered: Using some techniques in vocabulary teaching and learning to increase students’ knowledge and improve vocabulary has shown a difference in interaction and learning attitudes. On the basis of these findings, recommendations are made to teacher and students to improve the quality of English teaching and learning. iv ACKNOWLEDGEMENT Firstly, I would like to express my heartfelt gratitude to my honorable teacher, Mrs Bui Thi La, M.A who wholeheartedly supported me with the right guidance and promptly provided detailed comments in the shortest time possible to assist me in completing this thesis. Secondly, I am grateful to Vietnam National University of Agriculture and the Faculty of Education and Foreign Language for providing me with an intensive study environment in which I can gain both practical experience and the necessary skills when confronted with actual work conditions.

I would especially like to thank all of the teachers in the Department of Professional English in the faculty of foreign language, who wholeheartedly imparted knowledge to me during my four years of study. Finally, with the deepest and sincere affection, I would like to express my heartfelt gratitude to the school board, the teachers, and the students of Vinh Lac Primary and Secondary School for enthusiastically assisting me during my internship time. In particular, I would line to thank Mrs. Tran Khanh Van, who directly guided and taught me very meticulously and enthusiastically during my research here.

Furthermore, she shared her work experiences with me, which is extremely valuable practical knowledge for my future. My thesis has capacity limitations as well as shortcomings in the research process. I would like to listen to and absorb the teacher's feedback in order to improve and supplement my knowledge. Sincerely thanks! v LIST OF ABBREVIATIONS Englsih = EL Second language = L2 Teacher =T Students = Ss vi PART 1: INTRODUCTION 1.

Rationale for the study We cannot deny the importance of EL in all aspects of modern life or how widely it is used. Nowadays, more and more people are learning EL, and this language can be found almost anywhere in the world. EL has four main aspects and skills that are spelling, pronunciation, vocabulary, and grammar. Meanwhile, listening, reading, writing, and speaking are the four skills.

These four factors will help learners strengthen their EL skills. This research focuses on one of the aspects that can build up the four skills in EL, the aspect which is known as vocabulary. There are some reasons that make vocabulary is important to be learned. Talking about the importance of vocabulary, the linguist David Wikin (1972) argued that, “Without grammar little can be conveyed, without vocabulary nothing can be conveyed.

Indeed, people need to use words in order express themselves in any language. Learners cannot understand others or express their own ideas unless they have a solid command of the EL. Without knowledge of the key vocabulary in a text, learners may struggle to comprehend the message; in other words, word knowledge is critical to reading comprehension and determines how well Ss will understand the texts they read, having Ss with a large amount of vocabulary knowledge is essential to language comprehension. Vocabulary is always very important in all languages, and EL is no exception.

In order to communicate, learners must have a vocabulary; in addition to learning grammar, learners must also focus on learning vocabulary. Currently, in most schools, EL Ts frequently focus on teaching grammar rather than teaching vocabulary; the writer are also paying close attention to this 1 situation; specifically, the writer want to learn about the current state of Ss’ learning vocabulary at Vinh Lac Primary and Secondary School. During my internship at Vinh Lac Primary and Secondary School, I was particularly interested in and focused on each of the Ss' vocabulary lessons, and I had numerous opportunities to practice teaching vocabulary and learn more about the situation of Ss' vocabulary learning, which is a major concern for me, I decided to look into some more effective techniques for teaching and learning vocabulary. The lack of vocabulary makes it difficult for Ss to learn and improve EL skills, the writer discovered that three major factors influence Ss' vocabulary learning, resulting in Ss no longer placing a high emphasis on learning vocabulary.

The three main reasons are: The limited methods of learning vocabulary; objective factors from the Ss' environment and living circumstances; and the T's teaching method. For the reasons stated above, I hope to present some effective techniques for teaching EL vocabulary for Ss at grade 6 in secondary schools in the hopes that Ss will be interested in learning EL. Due to my limited EL knowledge and the time constraints of the graduation paper, I decided to choose the research paper entitle "Using some techniques for EL vocabulary learning to improve the grade 6th Ss’ vocabulary at Vinh Lac Primary and Secondary School" 1. Aims and Objectives * Aims: This study was conducted with the goal of determining problems of the grade 6th Ss at Vinh Lac Primary and Secondary School in learning vocabulary in order to devise a strategy for implementing applying techniques of teaching and learning EL vocabulary in order to observe Ss’ change, and finally, to provide comments and solutions to improve Ss' vocabulary.

2 * Objectives: The objectives of the paper are: - To observe what vocabulary teaching methodologies are used at Vinh Lac Primary and Secondary School. - To apply some certain vocabulary techniques to teaching vocabulary in order to examine how they can improve the process of learning vocabulary of Ss at Vinh Lac Primary and Secondary School. - To suggest suitable vocabulary techniques in EL teaching and learning. The aim of this research is to answer the following questions: - What are the vocabulary teaching methods used at Vinh Lac Primary and Secondary School? - To what extent do EL vocabulary teaching and learning techniques improve Ss' vocabulary at Vinh Lac Primary and Secondary school? - What suggestions should be given to enhance Ss’ learning vocabulary? 1.

Scope of the study. The research focused on a class of the grade six at Vinh Lac Primary and Secondary School and focused on the use of some techniques in EL vocabulary teaching and learning to class 6A1 Ss at Vinh Lac Primary and Secondary school in order to improve their vocabulary. To accomplish, the writer investigated the causes of ineffective EL vocabulary teaching and learning. The writer conducted the research with class 6A1 with the participation of 32 Ss.

The textbook "Tieng Anh 6 thi diem" will be used to apply vocabulary teaching and learning techniques. Significance of the study. The purpose of this research is to find better techniques of teaching and learning vocabulary to Ss so that they will know how to remember vocabulary and be able to use them to practice language skill such as four skills: Speaking, listening, reading and writing in the most effective way. I strongly attach much importance to this study, the knowledge and the experiences are presented in this study will help me comprehend a lot of meaningful things.

Hopefully this study will be helpful and have a contribution for further study in the field of vocabulary teaching, if I become an EL T in the future, I hope that it will be helpful to my colleagues to have many references in vocabulary teaching techniques and organizing practice activities in EL lessons to improve effectiveness of teaching and learning process. The result of this study can be used as a consideration to improve the teachesing and learning language to young learners, especially for teaching vocabulary at secondary school. Design of the study Apart from abstracts, acknowledgement, references and appendices, the study includes 3 main parts. Part 1: Introduction This part presents rationale for the study, aims and objectives of the study, research questions; scope of the study; significance of the study and design of the study.

Part 2: Development: This part consists of 3 chapters Chapter 1 – Literature review: It provides theoretical background of the study including a review of previous studies; definitions of vocabulary, EL teaching 4 methodologies; list used of effective vocabulary teaching and learning techniques and a review of action research. Chapter 2 - Methodology: In this part, it includes the writer forward the reason for choosing the research method used in the study, research setting; data collection instruments; data collecting procedures; data analysis. Chapter 3 - Findings and Discussions: The writer reports and discusses the findings of the study.