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OUTLINE
Declaration
Acknowledgement
Abstract
Table of contents
Part I: INTRODUCTION
1. Rational
2. Aims of the study and the scope of the study
2.1. Aims of the study
1. Cover background knowledge of vocabulary.
2. Find out reality of teaching and learning English for eighth graders at Lien
Hong secondary school in Hai Duong city.
3. Find out appropriate methods for teaching vocabulary which draw student's
attention into the lesson. The students will feel interested, enjoyable and
funny when they come into the vocabulary lesson. Some good techniques
will be given out in order to improve their vocabulary.
2.2. Scope of the study
3. Method of the study
- Researching on reference books and websites.
- Attending English vocabulary periods at Lien Hong secondary school in Hai
Duong city
- Interviewing and conducting the survey questionnaires for 90 students and 3
teachers with a point to find out their attitudes of the matter and the difficulties in
learning and teaching vocabulary
4. Design of the study
Part II: DEVELOPMENT
Chapter1: Literature Review
I. Vocabulary
1. What is vocabulary?
2. The importance of vocabulary
3. Major types of vocabulary

1. Reading vocabulary
2. Listening vocabulary
3. Writing vocabulary
4. Speaking vocabulary
5. Receptive vocabulary
6. Productive vocabulary
7. Active vocabulary
8. Passive vocabulary
4. What need to be taught?
II. Characteristics of Middle School Students
III. Techniques for presenting new words.
IV. How to Teach Academic Vocabulary to Middle-School Students
Chapter II: A study on effective methods to improve English vocabulary for
eighth grade students at Lien Hong secondary school.
I The reality of learning and teaching vocabulary at Lien Hong secondary
school
1. Teachers
2. The students
3. English teaching and learning condition at Lien Hong secondary school
II The survey questionnaires.
1. Participants
1.1 Students
1.2 Teachers
2. Reasons for choosing survey questionnaires
3. Design of the survey questionnaires
III Data analysis
4.1. Student’s interest in learning English
4.2. Teachers’ and students’ opinion toward the role of English vocabulary
4.3. Students’ and teachers’ difficulties in learning and teaching vocabulary
5. Findings and discussion

Chapter III: Some suggested methods to improve vocabulary for eighth grade
students at Lien Hong secondary school
1. Introduction
2. Teaching through poems, songs
3. Using pictures in teaching vocabulary
4. Teaching through the funny games
5. Using mass media
6. Mime and realia
8. Story telling activities
9. Encouraging wide reading
10.Pair and Group works in teaching
Part III: The Conclusion
DECLARATION
I certify that the thesis entitled" A study on effective methods to improve English
vocabulary for eighth- grade students at Lien Hong secondary school" is the result
of my own research and the substance of this thesis has not been submitted for a
degree to any other university or institution
ACKNOWLEDGMENT
In the process of implementing my graduation paper, I have received lots of
encouragement, precious ideas and experiences from my teachers, family and
friends. Especially, thanks to all teachers’ support in Hung Yen University of
Technology and Education for their useful advices.

First of all, I would like to express my gratitude to my supervisor Mrs.
Le Thi Phuong, M.A who gives me great supports and guidance. Without her help,
my paper would have never been completed.

Besides, my sincere thank is also extended to all the teachers in the Foreign
Languages Department of Hung Yen University of Technology and Education for
their lectures and whole-hearted advices supporting this study.

I also would like to express my special thanks to English teachers and eighth-
grade students at Lien Hong secondary school in Hai Duong for their help that I
would completed my research.
Last but not least, I would like to thank my family who have encouraged and
supported me a lot.
Abstract
This study deals with the effective methods to improve English vocabulary for
eighth- grade students at Lien Hong secondary school in Hai Duong city. To
achieve the desired aims of the current study, the paper used survey questionnaires
as the main research instrument.
Based on the findings and the suggestions researcher gives some suggestions for
teachers to solve the problems. In detail, the teachers are advised to use some
effective methods to improve vocabulary for students. The paper also comes up
with some useful ways for students to learn English vocabulary effectively.


CHAPTER 1: INTRODUCTION
1.1 Rationale of study
No one denies the importance of English language in the present time as global
language. English has become more and more dominant around the world
because it is used widen in many fields of life such as science, technology, foreign
trade, tourism business, education and so on. Actually, in some countries it is
used as the mother tongue and, other countries learn it as second language in their
schools. In Vietnam, since the implementation of the open door – policy, it is now
a great demand to learn English for the process of integrating into international
economic and diplomatic development. There is no doubt that English is language
of communication between the people from different cultures. The learning of
foreign languages, especially English, through a deep relationship between
language and culture, students have chances to know many interesting things
around the world. Moreover, English is also the language of computers so that it

can help people deal with science and technology. Therefore, the need of mastering
a foreign language especially English, is becoming more and more necessary.
As for as we are concerned, English learners, especially the secondary students
have to face up with many difficulties such as pronunciation, grammar, spelling,
vocabulary. However, almost students have difficulties in studying vocabulary at
first. It is true that the vocabulary is the focus of language. Studying vocabulary
well is one of the keys, which help learners step by step discover this interesting
language. It plays an important role in learning four basic skills: listening,
speaking, reading and writing. In order to use English as an effective tool in
communication, students should know how to apply them accurately in each real
situation. The more vocabulary we have, the more confident we are.
However, it is not easy to study perfect vocabulary because English is very variety
and complex. Students may feel difficult to memorize a new word with its
meaning, spelling and pronunciation. Many eighth- grade students are often
confused how to apply grammar into sentences. Sometimes, they can not
understand when listening to video and audio. In addition, a word may have more
than one meaning and more than one part of speech. For example, “present” may
be a noun, an adjective and a verb also. Some words with different spelling and
meaning have the same pronunciation, such as “hear” and “here”.
From my own experience as a English major student and my observation at Lien
Hong secondary school. I make a sketchy presentation on some effective methods
of studying vocabulary with the hope that students will be interesting in learning
English. Due to my English knowledge limitation and the frame of the graduation
paper, the author would like to carry out this study entitle" A study on effective
methods to improve English vocabulary for eighth grade students at Lien
Hong secondary school"
1.2. Aim of study
The main aim of this study is to provide some effective methods to improve
English vocabulary and to prepare for them to the basic knowledge of vocabulary
with higher requirement for the next grades. To achieve this aim, the specific

objects of the study are:
4. Cover background knowledge of vocabulary.
5. Find out reality of teaching and learning English for eighth graders at Lien
Hong secondary school in Hai Duong city.
6. Find out appropriate techniques for teaching vocabulary which draw
student's attention into the lesson. The students will feel interested,
enjoyable and funny when they come into the vocabulary lesson. Some
good techniques will be given out in order to improve their vocabulary
1.3 Scope of the study
In fact, there are lots of various methods to improve English vocabulary for eighth
graders. Due to the limited time and resources and knowledge of mine, the study
mainly focus on studying some effective methods in learning English vocabulary
for eighth grade students at Lien Hong secondary school in Hai Duong city.
1.4 Methods of the study
To finish this study, I carry out some following methods:
- Researching on reference books and websites.
- Attending English vocabulary periods at Lien Hong secondary school in Hai
Duong city
- Conducting the survey questionnaires for 90 students and 3 teachers with a point
to find out their attitudes of the matter and the difficulties in learning and teaching
vocabulary
1.5 Design of the study
The study is divided into three mains:
Part I is INTRODUCTION which provides an overview of the study including
rationale, aims, scope, methods of the study, and design of the study. An outline of
the thesis is also mentioned in this chapter.
Part II named DEVELOPMENT, which consists of three chapters:
- Chapter I: " Literature review" , presents the background knowledge of
English vocabulary and tips to study English vocabulary.
- Chapter II : “A study on the students’ learning vocabulary in Lien Hong

secondary school”, refers to the survey questionnaire and analyzed findings of
questionnaires results.
- Chapter III: " Some suggested methods to improve English vocabulary for
eighth graders at Lien Hong secondary school", contains some techniques to
learn English vocabulary effectively
Part III is CONCLUSION in which all the issued mentioned above are
summarized.
Briefly, this study consists of three main parts the first is Introduction, the second
is Development and the last part is Conclusion, of which the second is the very
important part.
PART II: DEVELOPMENT
CHAPTER I: LITERATURE OF REVIEW
I. Vocabulary
1. Definition
There are many definitions about vocabulary.
In Viet Nam, Nguyen Bang and Nguyen Ba Hoc (2002) considered their
following definition of vocabulary as “logical”. According to them, when the
term “vocabulary” of a language was mentioned, it should be mentioned as
consisting of all the words, compounds and idioms used to transmit information on
both “oral and written communication”.
Meanwhile, In some famous dictionaries, a vocabulary is defined as "all the
words known and used by a particular person" and “all the words which exist in a
particular language or subject” (Cambridge Advanced Learners Dictionary).
According to Webster's Dictionary (1993-327) “Vocabulary is a list or group of
words and phrase, usually in alphabetical order”.
Besides, foreign linguists define vocabulary according to some different
criteria. As Steven Stahl (2005) puts it "Vocabulary knowledge is knowledge, the
knowledge of a word not only implies a definition, but also implies how that word
first into the world" . Vocabulary knowledge is not something that can ever be
fully mastered, it is something that expands and deepens over the course of

a lifetime. Because instruction in vocabulary involves far more than looking
up words in a dictionary and using the words in sentence. Moreover,
vocabulary is acquired incidentally through indirect exposure to words and
intentionally through explicit instruction in specific instruction in specific
words and word-learning strategies. Lewis and Hill (1985) also considered a
vocabulary item more than one word. They also mentioned a temptation to think
that the core of learning a foreign language was to use words for old things.
In general, vocabulary can be defined roughly from the book entitled A
course in Language Teaching written by Penny Ur (1990:60). He stated
" Vocabulary can be defined, roughly, as the words we teach in foreign
language. However, a new item of vocabulary may be more than a single word, for
example," Post- office" and " mother-in-law" which are made of two or three
words but express a single idea. There are also multi-word idioms such as
"call a day" , where the meaning of the phrase can not be deduced from an
analysis of the component words. A useful convention is to cover all such cases by
talking about vocabulary "items" rather than "words".
2. Types of vocabulary
According to Clark (1993), we have a minimum of two mental vocabularies:
phonological (what we use when we listen and talk) and orthographic (what we
use to read and write). Researchers refer to these four types of vocabulary as
listening, speaking, reading, and writing vocabulary, each of which is integral
to vocabulary development (Armbruster, Lehr, & Osborn, 2001).
3.1 Reading vocabulary
Reading vocabulary is made up of the words in print that we recognize or
can figure out. A person's reading vocabulary is all the words he or she can
recognize when reading. This is the largest type of vocabulary simply because it
includes the other three.
The extent of students' vocabulary knowledge relates strongly to their
reading comprehension and overall academic success . This relationship seems
logical; to get meaning from what they read, students need both a great many

words in their vocabularies and the ability to use various strategies to establish
the meanings of new words when they encounter them.
2.2 Listening vocabulary
A person's listening vocabulary is all the words he or she can recognize when
listening to speech. This vocabulary is aided in size by context and tone of voice.
Listening vocabulary refers to the words we need to know to understand what we
hear.
2.3. Writing vocabulary
Writing vocabulary consists of the words we use in writing.
A person's writing vocabulary is all the words he or she can employ in writing.
Contrary to the previous two vocabulary types, the writing vocabulary is
stimulated by its user.
We expect that this writing should also enable students to use the vocabulary they
have studied in a realistic context, and that they could be motivated to learn even
more vocabulary they need to accomplish the task.
2.4 Speaking vocabulary
A person's speaking vocabulary is all the words he or she can use in speech. Due to
the spontaneous nature of the speaking vocabulary, words are often misused. This
misuse – though slight and unintentional – may be compensated by facial
expressions, tone of voice, or hand gestures.
Nation (1990:29) has divided vocabulary in the specific reference, such a word.
Receptive Vocabulary: Knowing a word involves being able to recognize it
when it is heard (What is the sound like?) or when it seen (What does it
look like?) and having an expectation of that grammatical pattern the word
will occurrence. This includes being able to distinguish it from word with a
similar form and being able to judge if the word form sounds right or look right.
- Productive Vocabulary: Knowing a word involves being able to pronounce the
word, how to write and to spell it, how to use it in grammatical pattern along
with the word in usually collocates with it, it also involves not using the word
too often if it is typically a low frequency word and using it in a suitable

situation using the word to stand for the meaning it represents and being able to
think of suitable substitutes for the word if there any.
Jo Ann Aeborsold and Mary Lee Field (1997:139) Classified Vocabulary into two
terms there are:
- Active Vocabulary refers to items the learner can use appropriately in speaking or
writing and it is also called as productive vocabulary, although, in fact, it is
more difficult to put into practice. It means that to use the productive
vocabulary, the students are supposed to know how to pronounce it well, they
must know and be able to use grammar of the language target, they are also
hoped to familiar with collocation and understand the connotation meaning of the
words. This type is often used in speaking and writing skill.
- Passive Vocabulary refers to a language items that can be recognizes and
understood in the context of reading or listening and also called as
receptive Vocabulary. Passive Vocabulary or comprehension consists of the words
comprehended by the people, when they read and listen.
3. The importance of vocabulary
It is impossible to assume the importance of vocabulary in English learning
because of different reasons.
Firstly, Cynthia and Drew Johnson, Anaxos( 1981,p1) points out " Studies
have shown that reading comprehension and vocabulary knowledge are strongly
correlated, and researchers have found that word knowledge in primary school can
predict how well students will be able to comprehend texts they read in high
school. Limited vocabularies prevent students from comprehending a text".
Poor readers often read less, because reading is difficult and frustrating for
them. This means they don't read enough to improve their vocabularies, which
could, in turn, help them comprehend more. This perpetuating cycle can mean that
as students continue through middle school and high school, the gap between good
and poor readers grows wider.
The average student learns about 3,000 words a year, or six to eight words
per day- a remarkable achievement. If students are taught new words at a rate of

eight to ten words per week for 37 to 50 weeks, about 300 to 500 words per year
can be taught through direct instruction. This leaves a large portion of words to be
learned through interdependent reading, which is essential to acquiring word
knowledge.
Students with a limited vocabulary will be handicapped in their educational
progress. The most obvious effect of an underdeveloped vocabulary will be seen in
poor reading comprehension, as children struggle to extract meaning from reading
passages. Well-developed vocabulary and reading comprehension skills are central
to success on the standardized tests used in most states, with—in many cases—
students’ promotion to higher grades directly at stake. Vocabulary appears in two
main ways:
1) Reading questions that directly test vocabulary
2) Comprehension questions that require strong vocabulary knowledge.
Secondly, vocabulary is one of the three branches of a language beside
grammar and phonology. According to Wilkins, the role of vocabulary seems to be
more important as “without grammar, there are few things we can express; while
without vocabulary, there is nothing we can express.” It is indicated that if
language structures make up the skeleton of a language, vocabulary provides it the
vital organs and the flesh. Without the mediation of vocabulary, no amount of
grammatical or other types of linguistic knowledge can be employed in second
language communication or discourse. Obviously, the teachers should be aware of
the vital role of vocabulary in learning a foreign language, then they should have
plans to deal with teaching vocabulary.
Thirdly, insufficient vocabulary or vocabulary difficulties will result in
communicational barriers or failures. Lack of necessary vocabulary, it will be
difficult to express any ideas to others. If some one has adequate vocabulary,
he/she will feel more confident when communicating with others. Perhaps the
greatest tools we can give students for succeeding, not only in their education but
more generally in life, is a large, rich vocabulary and the skills for using those
words. Our ability to function in today’s complex social and economic worlds is

mightily affected by our language skills and word knowledge.
In general, vocabulary plays an important role not only in a language but also in
language teaching and learning
II. TEACHING VOCABULARY
1. The methods used in language teaching
The success of a language teaching and learning depends on the methods of
teachers use. As Mackey stated:" The method used has often been said to be the
caused of success or failure in language learning; for it is ultimately the method
what determines the what and the how of language instruction" ( Makey-1971-
P:138).
Following is a brief discussion of some major foreign language teaching methods
and their role in the teaching of vocabulary:
1.1.1 The grammar- translation method
The grammar-translation method is a way of teaching foreign languages derived
from the classical method of teaching Greek and Latin. Students learn grammatical
rules and then apply those rules by translating sentences between the target
language and their native language. Students may be required to translate whole
texts word-for-word. There are two main goals to grammar-translation classes. One
is to develop students’ reading ability to a level where they can read literature in
the target language. The other is to develop students’ general mental discipline.
a. Advantages
Reduced Teacher Stress: Class activities or learning games are unnecessary,
because students are required to translate text to another language directly. This
methods stress on translations. Communication between student and teacher is
reduced so that it avoids misunderstandings and prevents language barriers.
Focus on Grammar, Sentence Structure and Word Meanings: Grammar
translation method focuses on the application of grammar and correct sentence
structure. This is helpful in teaching students how to write and read in another
language, allowing them to explore interchangeable words and phrases more
effectively

b. Disadvantages
Learner Motivation and Participation: Students are required to learn from a
textbook and use the same method throughout their learning. Because lessons
using translation method is not interactive and engaging for students, they become
more likely to lose interest in their subject and less motivated to learn. As a result,
they will not learn how to use the language in a real- situation.
Unnatural and Inaccurate Pronunciation: As children, people generally learn
how to speak before they learn how to write and read. In the GTM approach, this
natural learning method is reversed. Students are only taught how to read and write
the language. This can affect how they learn to speak the learned language.
Students are only taught how to read and write the language. This can affect how
they learn to speak the learned language.
1.1.2 The direct method
The direct method of teaching, sometimes called the natural method. The method
refrains from using the learners' native language and uses only the target language.
It means that people study a foreign language by speaking and listening to it.
During the process of teaching and learning, only target language is used, no
mother tongue is allowed. Through the use of picture and pantomime, meaning
was to be conveyed. The objective was to make links between meaning and the
target language. This method requires no translation between first and second
languages. It emphasizes correct pronunciation and grammar
a. Advantages
- Students are able to understand what they learn, think about it and then express
their own ideas in correct English about what they have read and learnt. As a
result, students become more active and they could listen and practice the target
language both inside and outside classroom.
- Through this method, fluency of speech, good pronunciation and power of
expression are properly developed. They are more likely to acquire fluency in
speech since they concentrate in expressing themselves through English rather than
understanding English. Students can speak or write the foreign language without

the need of translating their thought or idea from the mother tongue into the second
language.
b. Disadvantages
- Teaching and learning process will be passive if the teacher can not motivate the
students to participate the class discussion. Some students who do not speak often
in class because they are reflective learners, who typically develop ideas and
questions in their minds before speaking. As a result, Teachers must use many
techniques to attract students in her lesson. They will need to take extra steps to
encourage quiet students to speak up.
- Unprepared teachers can be disastrous. The teacher must have a mastery of the
subject matter. They also must prepare a well-organized content. Communication
skills must be excellent. Without these points, the teacher could not carry out direct
teaching effectively as well as they might not develop higher order thinking skills
in the students.
1.1.3 The audio- lingual method
The Audio-lingual method is a method of foreign language teaching which
emphasizes the teaching of listening and speaking before reading and writing. It
uses dialogues as the main form of language presentation and drills as the main
training techniques. This method is different from the direct method because it
allows teacher to use the mother tongue but only very little. As a result,
pronunciation is considered a great importance. There is little or no grammatical
explanation in this method.
a. Advantages
Students of Audio-Lingual method were rather good at listening and speaking.
Therefore, Students taught in this method were more active than those taught in
others. Their motivation were high reflected through the enjoying learning to use
language from lively text and pictures
- The use of visual aids has proven its effectiveness in vocabulary teaching. A
benefit of visual aids is their function as educational tools for learning more
effectively. Piece of text or classroom notes can't fully convey charts, graphs and

images while visual aids can do this. Teachers usually make their visual aids
accessible, such as handouts to take home and slide shows to review. It helps
students retain more information.
b. Disadvantages
- The lessons are built on static drills in which the students have little or no control
on their own output; the teacher is expecting a particular response and not
providing that will result in a student receiving negative feedback
- The teacher would then continue by presenting new words for the students to
sample in the same structure. They were uncertain of its meaning and unable to use
perfectly memorized materials in various contexts except the give one.
2. What aspects of a vocabulary item need to be taught
During teaching process, many teachers often get confused when determining what
aspects of a word need to be taught such as: meaning, word use or pronunciation.
The course book entitled " ESL/EFL CLASSROOM TECHNIQUES AND
PRACTICES" will help them answer this problem by giving seven following
aspects:
Form: Pronunciation and Spelling
The learner has to know what a word sounds like (its pronunciation) and what it
looks like (its spelling). In teaching, we need to make sure that both these aspects
are accurately presented and learned.
Grammar
The grammar of a new item will need to be taught if this is not obviously covered
by general grammatical rules. An item may have an unpredictable change of form
in certain grammatical contexts or may have some idiosyncratic way of connecting
with other words in sentences; it is important to provide learners with this
information at the same time as we teach the base form. When teaching a new
verb, for example, we might give also its past form, if this is irregular (think,
thought), and we might note if it is transitive or intransitive. We may present verbs
such as want and enjoy together with the verb form that follows them (want to,
enjoy-ing), or adjectives or verbs together with their fallowing preposition

(responsible for, remind someone of).
Collocation
The collocations typical of particular items are another factor that makes a
particular combination sound "right" or "wrong" in a given context. So this is
another piece of information about a new item which may be worth teaching.
Aspects of meaning (1): denotation, connotation, appropriateness/ formality
The meaning of a word is primarily what it refers to in the real world, its
denotation; this is often the sort of definition that is given in a dictionary. For
example, dog denotes a kind of animal; more specifically, a common, domestic
carnivorous mammal; and both dank and moist mean slightly wet.
A less obvious component of the meaning of an item is its connotation: the
associations, or positive or negative feelings it evokes, which mayor may not be
indicated in a dictionary definition. The word dog, for example, as understood by
most British people, has positive connotation of friendship and loyalty, whereas
the equivalent in Arabic, as understood by most people in Arab countries has
negative associations of dirt and inferiority.
Aspects of meaning (2): meaning relationships
How the meaning of one item relates to the meaning of others. It is also useful to
teach. There are various such relationships: here are some of the main ones.
- Synonyms: items that mean the same, or nearly the same; for example, bright,
clever, smart may serve as synonyms of intelligent.
- Antonym: items that mean the opposite; rich is antonym of poor.
- Hyponyms: items that serve as specific examples of a general concept; dog, lion,
mouse are hyponyms of animal.
- Co-hyponyms or co-ordinates: other items that are the "same kind of thing; red,
blue, green and brown are co-ordinates.
- Super-ordinates: general concepts that "cover" specific items; animal is the
super-ordinate of dog, lion, mouse.
- Translation: words or expressions in the learners' mother tongue that are (more or
less) equivalent in meaning to the item being taught.

1.7. Word formation
Vocabulary items, whether one-word or multi-word, can often be broken down
into their component "bits". Exactly how these bits are put together is another
piece of useful information perhaps mainly for more advanced learners.
You may wish to teach the common prefixes and suffixes: for example, if learners
know the meaning of sub, un and able, this will help them guess the meanings of
words like substandard, ungrateful and untranslatable. They should, however,
be warned that in many common words the affixes no longer have any obvious
connection with their root meaning (for example, subject, comfortable). New
combinations using prefixes are not unusual, and the reader or hearer would be
expected to gather their meaning from an understanding of their components
(ultra-modern, super-hero).
Another way vocabulary items are built is by combining two words (two nouns, or
a gerund and a noun, or a noun and a verb) to make one item: a single compound
word, or two separate, sometimes hyphenated words (bookcase, follow-up,
swimming pool). Again, new coinages using this kind of combination are very
common.


Chapter II: A study on effective methods to improve English vocabulary for
eighth grade students at Lien Hong secondary school.
I. Reality
Subjects of this study are students and teachers from Lien Hong secondary school.
Teaching and learning condition is also very important factor because it brings
success to teachers and students. The focus of survey questionnaires depended on
the characteristics of teachers and students and the teaching and learning condition.
All of them are the decisive factors for the achievement of the learning.
1. Teachers
According to my survey, there are thirty- two teachers at Lien Hong secondary
school in Hai Duong city. There are total three English teachers in this school.

They are all enthusiastic, responsible their work and always prepare their lectures
carefully and thoroughly.
All of them graduated from university and most have experience in teaching for
more than ten years. Furthermore, They lead their English team to reach the
district' s prizes in good student' s test. They have won many prizes in good
teacher's test. They always set goal how to communicate knowledge in the best
way to help students understand and acquire in almost effectiveness. However,
they still keep the traditional teaching methods, teachers only use their book and
material related with the lesson in accordance with the teachers' book.
In my opinion, interesting teaching aids need to be used in each lesson, especially
at secondary schools. The English teachers should be taken more care by
author and government to have the best teaching condition.
2. Students
Most of students are interested in learning English and attracted by the new
methods in textbook guided by the teacher. They are fully aware of the fact that
English is really important and necessary for their future work. They also have
been learning English for many years.
However, they still do not have effective method in English vocabulary lesson
which require students memorize words as much as possible. Although students
are very enthusiastic, the traditional methods are not satisfied their expectation. For
example, when teacher lectures on the board, and students takes down words and
grammar in notebook. Therefore, students can not express their ability of logic and
activeness.
3. English teaching and learning condition at Lien Hong secondary school.
At Lien Hong secondary schools, the teaching and learning condition is satisfied
the demands of students and teachers with the best teaching-equipment. All
infrastructures are in good condition: classroom is large and bright, new
blackboards, chairs and tables are quite comfortable. They are designed according
to national standard to help students prevent from diseases of the eyes.
Each classroom is equipped a radio and many English cassette, teachers also use

many pictures to make English lessons more interesting and effective. In addition,
teaching aids such as cassette players, micros are always available. The students
also have a lab where they study English every week with various English books
One projector is ready whenever they need to use. It is the reason why students
have more chance to improve their English better.
Besides, school always creates good condition for teacher having opportunities to
organize English contests to encourage students to express their abilities.
Sometimes students have chance to talk with foreigners so that students are very
interested and pleased with extra activities. The school also have large halls for
teachers and students taking part in the English contests to celebrate the school's
anniversaries.
To sum up, with these learning and teaching condition, Lien Hong secondary
schools are good environment to teach English. If English learning and teaching
condition is being taken care more, this will be the good educational environment.
It is really the good place for teachers and students to work in.
II The survey questionnaires.
1. Participants of the study
Subjects of the study are eighth grade students and teachers from Lien Hong
secondary school in Hai Duong city.
1.1 Students
The subjects of the study are 100 eighth grade students at Lien Hong secondary
school.
1.2 Teachers
They are three English teachers at Lien Hong secondary school. They have much
experience of giving lectures in English. They have had a BA degree.
2. Reasons for choosing survey questionnaires
Survey questionnaires are considered one of the most effective methods for
studying. There are several reasons for the authors choice of questionnaire.
Firstly, questionnaires are enable for the researcher to collect data about
knowledge, beliefs, attitudes, and behaviors. The most important questions of

research comprehend students' attitude and their knowledge to vocabulary.
Questionnaires are familiar to most people and they are very helpful for author to
collect unique information such as attitudes or knowledge.
Secondly, well- constructed questionnaire can help author save time, cost because
processing the data can also be fast and relatively straightforward by using some
modern software. The data is instantly available and can easily be transferred into
specialized statistical software or spreadsheets when more detailed analysis is
needed. Moreover, the results of the survey questionnaires can usually be quickly
and easily quantified by either a researcher or through the use of a software
package. In addition, the cost of using questionnaire in research is relatively
inexpensive for researcher. Survey questionnaires become even more cost effective
as the number of research questions increases.