Using simulation tasks to improve ESP vocabulary for the second year students of Automotive Engineering Technology Department at Sao Do University

iii

ABSTRACT


In teaching vocabulary in general and ESP vocabulary in particular, teachers employ many
techniques and activities in order to help their students retain learned lexical items.
Therefore, this thesis is carried out with the aim to: (1) investigates the difficulties
encountered by the second year students at AETD, SDU when learning ESP vocabulary,
(2) to find out the techniques/ activities that teachers at SDU used in teaching ESP
vocabulary, and (3) to find out how far the use of simulation tasks improve ESP
vocabulary for the second year students at AETD, SDU.
To achieve the given aim of the study, a pre – task survey questionnaire and a post – task
questionnaire have been designed to gather information from 170 students. The findings
show that pronunciation and retention of word meaning are factors prevent students from
mastering vocabulary and among various techniques employed by the teachers at SDU,
simulation tasks prove its effectiveness in the ESP vocabulary improvement of the
students.

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TABLE OF CONTENTS

Declaration…………………………………………………………………………….
i
Acknowledgements……………………………………………………………………
ii
Abstract………………………………………………………………………………
iii
Table of contents………………………………………………………………………
iv
List of tables and figures………………………………………………………………
viii
List of abbreviation……………………………………………………………………
ix
PART A: INTRODUCTION

1. Rationale……………………………………………………………………………
1
2. Aims of the study…………………………………………………………………
2
3. Research questions………………………………………………………………….
2
4. Research methodology……………………………………………………………
2
5. Scope of the study…………………………………………………………………

3
6. Design of the study…………………………………………………………………
3
PART B: DEVELOPMENT

CHAPTER I: LITERATURE REVIEW

1.1 Simulation………………………………………………………………………
4
1.1.1 Definitions……………………………………………………………………….
4
1.1.2 Characteristics of simulation……………………………………………………
5
1.1.2.1 Reality of function……………………………………………………………
5
1.1.2.2 Simulated environment………………………………………………………
5
1.1.2.3 Structured environment………………………………………………………
6
1.1.3 Advantages of simulation………………………………………………………
6
1.1.4 Criteria for applying simulation…………………………………………………
8

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1.2 Vocabualry………………………………………………………………………
9
1.2.1 Definitions……………………………………………………………………….
9
1.2.2 Vocabulary classification………………………………………………………

10
1.2.3 The role of vocabulary in language learning…………………………………….
10
1.2.4 Aspects of vocabulary teaching…………………………………………………
11
1.2.4.1 Form…………………………………………………………………………
11
1.2.4.2 Meaning……………………………………………………………………….
12
1.2.4.3 Usage………………………………………………………………………….
12
1.3 Techniques in vocabulary teaching…………………………………………….
14
1.3.1 Techniques in presenting and practising new words……………………………
14
1.3.1.1 Presenting techniques…………………………………………………………
14
1.3.1.2 Practising techniques………………………………………………………….
15
1.3.2 Vocabulary teaching in ESP……………………………………………………
17
1.3.3 Simulation tasks in ESP vocabulary teaching…………………………………
18
1.3.3.1 Simulation tasks……………………………………………………………….
18
1.3.3.2 Simulation tasks in ESP vocabulary teaching…………………………………
19
CHAPTER 2: RESEARCH METHODOLOGY

2.1 English teaching and learning context in SDU – background information…

21
2.1.1 The course objectives and the textbook “ English for Automobile Engineering
21
2.1.2 Students’ English background and vocabulary learning………………………
21
2.1.3 The teachers and current ESP teaching methods………………………………
22
2.2 Methodology……………………………………………………………………
23
2.2.1 Subjects of the study…………………………………………………………….
23
2.2.2 Methods of the study ……………………………………………………………
23

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2.2.3 Instruments………………………………………………………………………
23
2.2.3.1 The pre – task questionaire……………………………………………………
23
2.2.3.2 The post – task questionaire…………………………………………………
23
2.2.3.3 Interview……………………………………………………………………….
24
2.2.5 Study procedures………………………………………………………………
24
2.2.5 Data analysis…………………………………………………………………….
24
CHAPTER 3: DATA ANALYSIS AND FINDINGS

3.1 Data analysis of the pre – task survey questionaire……………………………

25
3.1.1 The students’ perception and purpose in learning ESP vocabulary……………
25
3.1.1.1 The students’ opinion of the importance of ESP vocabulary learning………
25
3.1.1.1 The students’s purpose in learning ESP vocabulary………………………….
25
3.1.2 The students’ evaluation of vocabulary in the coursebook English for
Automotive Engineering………………………………………………………………
26
3.1.2.1 How many terminologies? ……………………………………………………
26
3.1.2.2 How difficult is the terminology? ……………………………………………
27
3.1.3 The students’ difficulties in learning ESP vocabulary………………………….
28
3.1.3.1 Difficulties encountered by the students when learning ESP vocabulary……
28
3.1.3.2 Factors causing the difficulties………………………………………………
29
3.1.4 Techniques/ activities exploited by the teachers in teaching ESP vocabulary…
30
3.1.4.1 Techniques exploited by the teachers in presenting ESP vocabulary…………
30
3.1.4.2 Techniques exploited by the teachers in practising ESP vocabulary…………
31
3.1.4.3 Techniques exploited by the teachers in consolidating ESP vocabulary……
32
3.1.4.4 The students’ expectation toward teacher’s vocabulary teaching techniques
33

3.2 Data analysis of the post – task survey questionaires………………………….
34
3.2.1 The impact of simulation tasks on the students’ interest and participation……
34

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3.2.1.1 The students’ interest in simulation tasks……………………………………
34
3.2.1.2 The students’ participation in simulation tasks………………………………
34
3.2.1.3 The students’s feelings after taking part in simulation tasks…………………
35
3.2.2 The benefits and effectiveness of simulation tasks toward ESP vocabulary
learning………………………………………………………………………………
36
3.2.2.1 The students’ ESP vocabulary practice situation through simulation tasks….
36
3.2.2.2 The students’ confirmation of the effectiveness of simulation tasks toward
ESP vocabulary learning……………………………………………………………
37
3.2.3 The students’ preferences and expectations to make use of the simulation tasks
in ESP vocabulary learning……………………………………………………………
39
3.2.3.1 The students’s preference to make use of simulation tasks in ESP vocabulary
learning………………………………………………………………………………
39
3.2.3.2 The students’ expectation for the frequency of exploiting simulation tasks…
40
3.3 Findings…………………………………………………………………………
40

3.4 Sample of simulation tasks used in ESP teaching……………………………
42
PART C: RECOMMENDATIONS AND CONCLUSION

1. Summary of the findings……………………………………………………………
45
2. Suggestions on applying simulation tasks to improve ESP vocabulary……………
45
3. Limitations of the study and Recommendations for further study …………………
46
4. Conclusion………………………………………………………………………….
46
REFERENCES

APPENDICES







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LIST OF TABLES

Table 1: Knowledge of a word
Table 2: Garage job sheet

LIST OF FIGURES

Figure 1: Students' opinion of the importance of ESP vocabulary
Figure 2: Students' purpose in learning ESP vocabulary
Figure 3: Students’ evaluation of the amount of ESP terminologies
Figure 4: Students’ evaluation of the difficulty level of ESP terminologies
Figure 5: Students’ difficulties in learning of ESP vocabulary
Figure 6: Factors caused students’ difficulties in learning of ESP vocabulary
Figure 7: Frequency of techniques used in presenting ESP vocabulary.
Figure 8: Students’ preference toward vocabulary presenting technique
Figure 9: Students’ preference toward vocabulary practising technique
Figure 10: Students’ preference toward vocabulary consolidating technique
Figure 11: Students’ expectation toward vocabulary teaching technique
Figure 12: Students’ interest in simulation tasks
Figure 13: Students’ participation in simulation tasks
Figure 14: Students’ feelings after taking part in simulation tasks
Figure 15: Students’ ESP vocabulary practice in simulation tasks
Figure 16: Students’ confirmation of the effectiveness of simulation tasks toward ESP
vocabulary learning
Figure 17: How effective?
Figure 18: How beneficial?
Figure 19: Students’ preference to simulation tasks
Figure 20: The frequency of exploiting simulation tasks





ix

LIST OF ABBREVIATIONS

AETD : Automotive Engineering Technology Department
EAE : English for Automotive Engineering
EAP : English for Academic Purposes
ED : English Division
EGP : English for General Purposes
ESP : English for Special Purposes
L2 : Second language
SDU : Sao Do University
TFLD : Tourism and Foreign Language Department

1
PART A: INTRODUCTION

This part presents the rationale, aims, research question, research methodology and scope
of the study. In addition, design of the study is also briefly mentioned.

1. Rationale
Vocabulary teaching and learning plays an important role in the process of language
acquisition because there is a close relationship between vocabulary and the four language
skills of listening, speaking, reading and writing. Reality shows that due to the shortage of
vocabulary, many learners fail to communicate smoothly though their knowledge of
grammar is fairly good. Therefore, Wilkins (1972) emphasized: “Without grammar, very
little can be conveyed, without vocabulary nothing can be conveyed”(p.11).
In addition, with the development of profession in many fields such as engineering,
information science, finance and banking…, there is a worldwide increase in the need for
English for specific purpose (ESP). However, the prominent difference between ESP and
English for General Purpose (EGP) is the lexicon as Zimmerman (1997 as cited in Eyraud,
el al, 200, p.2) states “Vocabulary is central to language and of critical importance to the
typical language learner” and it is further described by Jahangard (2007, p.8) that

vocabulary, particularly specialist vocabulary (or terminology), is a key element of ESP.
At Sao Do University, ESP is offered to both English majors and non – English majors.
However, ESP vocabulary teaching and learning have not been paid enough attention and
still far from satisfactory due to many reasons such as course book, mixed – level students,
large class, low learner motivation and poor participation. Thus, it is necessary for teachers
to create an active and motivated learning environment to get students to involve in
learning vocabulary.
Among various kinds of techniques, simulation is defined as “reality of function in a
simulated and structured environment” (Jones, K. 1982). Simulation with its
characteristics and advantages is considered one of the most useful activities that can help
students enlarge their vocabulary. Moreover, up to now, there has been little research on
the application of simulation tasks in improving ESP vocabulary for foreign language
learners.

2
For the above reasons, the author would like to carry out this research entitled, “Using
simulation tasks to improve ESP vocabulary for the second – year students of
Automotive Engineering Technology Department at Sao Do University”. The author does
hope that this study will help the teachers in some ways to find appropriate teaching
method to improve vocabulary for their students.

2. Aims of the study
The study aims at investigating the use of simulation tasks to improve vocabulary among
the second year students at Automotive Engineering Technology Department (AETD),
SDU. The main purposes of the study are summarized below:
1. To investigate the difficulties encountered by the second year students at AETD,
SDU when learning ESP vocabulary.
2. To find out the techniques that teachers at SDU used in teaching ESP vocabulary.
3. To find out how far the use of simulation tasks improved ESP vocabulary for the
second year students at AETD, SDU.

3. Research questions
1. What difficulties do students of Automotive Engineering Technology
Department face with during the process of acquiring vocabulary?
2. What are the techniques that teachers at SDU employ in teaching ESP
vocabulary?
3. How can simulation tasks improve ESP vocabulary for the second year students
at AETD, SDU?

4. Research methodology
The study primarily employs a survey questionnaire to find answers for the research questions
and is conducted mainly with the descriptive - quantitative method. Data is collected
through pre - task survey questionnaires and post – task survey questionnaires delivered to
170 students at SDU. Besides, informal interviews with students are carried out to collect
more information.




3
5. Scope of the study
Due to the limitation of time and scale of a minor thesis, it is impossible to cover every
aspect of language theory and practice in this study. Thus, the study focuses on examining
the use of simulation tasks to improve ESP vocabulary for the second year students at
AETD, SDU. Last but not least, the term “ESP vocabulary” is restricted to “vocabulary in
English for Automotive Engineering”.

6. Design of the study
The study is designed with 3 parts.
Part A: “Introduction” presents the rationale for study, aims of the study, the

scope of the study, methods as well as research questions.
Part B: “ Development” consists of three chapters
Chapter one “Literature review” displays the theoretical background of the
research related to vocabulary theory (definition, classification, roles) and simulation tasks
(definition, characteristics, advantages) and the discussion of simulation tasks in ESP
vocabulary teaching
Chapter two “Research Methodology” presents the methodology performed in
the study: subjects of the study, the data collection method, instruments as well as process
of data collection and data analysis.
Chapter three “Data analysis and findings” deals with documentation, data
analysis. This focuses on presenting, analyzing and discussing the results obtained from the
study based on the pre – task survey questionnaire, the post – task survey questionnaire
,interviews.
Part C: “Recommendations and conclusion” summarizes the findings,
implication, recommendations and future directions for further research.








4
PART B: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

As mentioned above, vocabulary plays an important role in learning and teaching a
language. Many techniques and activities are employed to enlarge learners’ vocabulary.

Simulation has recently considered one of the most useful activities in improving the
students’s word retention. The literature review has been made in the hope of
demonstrating the scope of the study theoretically in terms of ESP vocabulary and
simulation tasks.

1.1 Simulation

1.1.1 Definitions
Simulation is a kind of potential activity that shows much effectiveness to language
proficiency. The term “simulation” is defined by many researchers and the latest
definitions can be found in “Longman Dictionary of Language Teaching and Applied
Linguistics” by Jack C. Richards & Richard Smith(2002, p.487) as follows
“classroom activities which reproduce or simulate real situations and which
often involve dramatization and group discussion… In simulation activities,
learners are given roles in a situation, tasks, or a problem to be solved, and are
given instructions to follow (for example, an employer–employee discussion
over wage increases in a factory) The participants then make decisions and
proposals. Consequences are “simulated” on the basis of decisions the
participants take. They later discuss their actions, feelings, and what
happened.”
This definition seems to cover three definitions of following researchers.
Maley and Duff (1978) call simulation "an attempt to place learners in circumstances
resembling as closely as possible, those they will actually meet with in daily life". Through
this definition, they recognize simulations as involving overt role-playing. On the other
hand, Livingstone (1983) declares that simulation is often a problem-solving activity to
which the student brings his own personality, experience and opinions while Stephen M.
Smith (1984) defines a simulation as " a means of activating the knowledge and
language associated with topics you and your students are studying.”

5

However, Dougill (1987) in “Drama Activities for Language Teaching” states that
“Simulation can be defined as a structured set of circumstances that mirror real life and
participants act as instructed”. Meanwhile, in “Simulations in Language Teaching” it is
defined as “reality of function in a simulated and structured environment” Jones, K (1982,
p5). This definition shows three essential elements in simulations: reality of function,
simulated environment, and structure. The researcher further states that reality of function
is the key concept in simulation.
The two definitions agree in that simulation “mirror real life” and “reality of function in a
simulated and structured environment”, which means that simulation is not real life, it is
only a type of simulating real life in a simulated environment.

1.1.2. Characteristics of simulation
Jones (1989) draws the characteristics of simulation as follows:

1.1.2.1 Reality of functions
This covers not only what the participants say and do, but also what they think. They must
mentally accept the function the simulation requires of them. They must stop thinking of
themselves as students, and avoid standing one step away from their own activities. They
must step inside the function mentally and behaviorally, and do the best they can to carry
out their duties and responsibilities in the situation in which they find themselves.
The most important part of simulations is having participants accept the reality of function
(role and duties) fully, not thinking as students but taking the role; otherwise the simulation
simply will not work. Acceptance of the reality of function means that a participant who
has the function of doctor must examine the patient, communicating effectively to do the
job. The role of students in simulations, therefore, is (1) taking the functional roles such as
reporter, survivor, or customer as a participant, (2) stepping into the event, and (3) shaping
the event, carrying out their duties and responsibilities. (as citied on Lyu, Y, 2006, p13)
1.1.2.2 Simulated environment
The environment must be simulated; otherwise it is not a simulation. A learner - driver
under instruction on the roads, or a student-teacher involved in classroom practice, or a

medical probationer examining patients are not in a simulated environment.

6
There is real traffic, real pupils, real patients and real interaction. In order to fulfill the
essential condition of being a simulated environment, there must be no contact, interaction
or consequences between the participants and the world outside the classroom.

1.1.2.3 Structured environment
A simulation requires a structure. It must be a structure built around some problems, and
the structure must be sufficiently explicit to preserve reality of function. The essential
“facts” of the simulation must be provided, not invented, by the participants.
The cohesion of structure means that a simulation is more involved and involving than a
single transactional episode, such as a shopper returning a broken teapot, or a traveler
asking for the time of the next train.
In practice, a simulation can be thought of as a case study, but with the participants on the
inside, having the power and responsibility to shape the event and tackle the problem.

1.1.3 Advantages of simulation
Jones (1989) draws the advantages of simulations as follows:
a) Simulation removes the teacher, who as controller, is in an ideal position to monitor the
language and behavior.
b) Simulation provides realism of both action and (usually) documentation.
c) Simulation contains built-in motivation, and language which is cohesive in action,
focusing on points of duty and function.
d) Simulation helps break the ice and be used for cross-cultural purposes.
e) Simulation is an excellent means of assessing language ability.
Doff (1990) describes the benefits of using simulation in the language classroom as
follows:
a) They are fun.
b) They help to prepare students for real-life communication by simulating reality in

situations. In this sense, they bridge the gap between the classroom and the world outside
the classroom.
c) They can be used for assessment and feedback purposes at the end of a textbook unit.
d) They can consolidate learning and allow students the opportunity to discover their own
level of mastery over specific language content.

7
e) By simulating reality, they allow beginning students and EFL students to feel that they
are really using the language for a communicative purpose.
f) They heighten students’ self-esteem and improve their ability to work cooperatively.
g) They allow students to experiment with language they have learned.
h) They allow students to express who they are, their sense of humor, and their own
personal communication style.
i) They offer good listening practice.
j) They provide an opportunity for practicing the rules of social behavior and the various
sociolinguistic elements of communication.
k) They engage the learner physically. This involves the learner more fully and can be an
aid in language retention.
l) They can be liberating for many students who may enjoy expressing themselves through
a role or a mask but may be inhibited about expressing themselves otherwise during the
class.
m) They provide a context for understanding attitudes, expectations, and behaviors related
to the target culture.
n) They may be used as a stimulus to discussion and problem solving.
o) They can be extensions of more controlled practice using dialogues.
Furthermore, Sam (2008) has drawn the advantages of using simulation as the teaching
technique in ELT as follows:
a) Stimulates authentic conversations
b) The fluency activities.
c) Suitable for consolidation.

d) Creates sensitivity and a sense of awareness.
e) Increases motivation
f) A break from routine
g) Prepare students for real life and unpredictability
To mention advantages of simulation, these three linguists agree that simulation offers high
motivation, a useful assessment method, a practical communicative environment, as well
as fluency practice, etc.
1.1.4 Criteria for applying simulation tasks

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Simulation tasks require some teaching procedures in implementing them in ELT
classroom.
According to Littlewood (1988), steps in applying simulation are as follows:
1) The students are asked to imagine themselves in a situation which could occur outside
the classroom, such as a series of business negotiations.
2) The students are asked to adopt a specific role in the situation. In some cases, they may
simply have to act as themselves. In others, they may have to adopt a simulated identity.
3) The students are asked to behave as if the situation really existed, in accordance with
their roles.
Furthermore, Joyce and Weil in Savage (1996) draw a complete simulation phase as
follows:
1) Overview: During the phase, we introduce pupils to the simulation. Parts to be played
by individual learners are described, and assignments to these parts are made. General
rules of the simulation are introduced at this time.
2) Training: This amounts to a “walk through” of processes to be followed once the
simulation begins. We select several learners, assign those parts, and use them to illustrate
how class members will be involved once the simulation begins.
Following this introductory information, pupils should be allowed to review their roles. If
the simulation features several groups, group members should be allowed to meet to
discuss their roles and to plot preliminary strategy.

3) Activity: This is when the actual simulation activity takes place. During this time, we
play the roles of discussion, coach and referee. At times, students may not grasp the point
of the simulation. We may find it necessary to stop the action for a moment to help pupils
think about their decisions and to explain the purpose of the activity.
It is common for disputes to arise during simulation activities. Often there are situations for
which the rules fail to provide a specific action guideline. When this happens, we need to
intervene and make a ruling that will allow the simulation to continue.
4) Debriefing: This is a critical important part of any simulation activity. During
debriefing, we lead a discussion highlighting various events that occurred during the
activity. The discussion help students recall things that might have escape their notice
during the fast pace of the activity itself. Debriefing discussions sometimes focus on
specific decisions made and their desirability relative to alternatives. Sometimes,

9
debriefing concerns the design of the simulation. Often, individuals will want to critique
their own performances and suggest ways they might act differently were they to do the
exercise another time.
Jones (1989) particularly emphasizes that the procedure of simulation should include the
following steps:
1) Decide on the priority of aims – icebreakers, assessment and so on
2) Estimate the interactive language competence of the students
3) Search a wide area, including simulation literature
4) If the language level is suitable, then examine the mechanics of the simulation: time,
numbers, hardware, space, organization and so on
5) If it seems suitable, then participate in it personally
6) Consider whether it needs adapting, but bear in mind that over adaptation can kill a
good simulation by removing or altering elements which help the simulation to run
smoothly in practice.

1.2 Vocabulary

1.2.1 Definition
Vocabulary is defined differently by many linguistics depending on the field that he
specialized such as semantics, lexicology, etc…According to Pyles and Algeo (1970, p.96)
“When most of us think about language we think first about words. It is true that
vocabulary is the focus of language with its sound and meaning, which interlock to allow
us to communicate with one another, and it is words that we arrange together to make
sentences, conversation and discourse of all kinds”. It implies that vocabulary is the
essence of learning a language.
Ur (1996, p.60) defines “vocabulary is words we teach in the foreign language”. However,
she explains in detail that words are not just single ones but may be a compound of two or
three words or multi word idioms. In addition, the Longman dictionary of language and
linguistics defines vocabulary is “a set of lexemes, including single words, compound
words and idioms”. These two definitions are similar in the point that vocabulary consists
of not only single words but also phrases, idioms, chunks, etc.
From the mentioned definitions, it can be concluded that vocabulary is a number of words
or a bunch of words that should be familiar with someone and have in his/her mind. In

10
other words, vocabulary is the word capacity of someone when he is writing or reading a
text, or when he or she is expressing own ideas in practical communication. So, it would be
impossible for one who does not have enough vocabulary to communicate his ideas as
clearly as he would like either in oral or written.

1.2.2 Vocabulary classification
There have been different ways of classifying vocabulary according to different criteria.
Semantically, vocabulary items are divided into notional or lexical words and functional or
grammatical words. Notional words form a large amount of the speakers’ vocabulary and
address objects, actions, qualities and have meaning in themselves while functional words
only have their meaning in relation to other words with which they are used. Particles,
articles, prepositions, etc. belong to that category.

Grammatically, vocabulary items are classified into different parts of speech such as
nouns, verbs, adjectives, adverbs, prepositions, pronouns, etc. Each part of speech has it
own position complying with certain grammatical rules and relating to others.
Morphologically, vocabulary is separated into simple words, derived words and compound
words. Simple words consist of a root morpheme; derived words comprise of a root and
one or more derivational morpheme and compound words have at least two roots with or
without derivational morphemes.
However, methodologically, vocabulary is categorized into active and passive vocabulary
or productive or receptive vocabulary. The words which learner can understand, pronounce
correctly, use effectively in speaking and writing are active words. The words which
learner can recognize and understand when they occur in a context, but which he cannot
produce or use correctly himself even when he wants to are passive words.
A foreign language teacher should understand these classifications in order to choose the
most relevant words that suit the learners’ level of proficiency so that they can enlarge
their vocabulary actively and productively.
1.2.3 The role of vocabulary in language learning
Regarding the function of vocabulary in language teaching and learning, Wilkins (1972,
p.11) stresses that “vocabulary is one of the three dimensions of a language (phonetic,
grammar, vocabulary). Without grammar, very little can be conveyed, without vocabulary,
nothing can be conveyed”. To talk about the importance of vocabulary McCarthy (1990:

11
viii) also states that no matter how well the student learns grammar, no matter how
successfully the sounds of L2 are mastered, without words to express a wider range of
meanings, communication in an L2 just cannot happen in any meaningful way. It can be
seen that one can use grammar correctly, but he cannot express himself properly because
word source is inadequate. Reed (2000, p. 1) agree that words are the basic building blocks
of language, the units of meaning from which larger structures such as sentences,
paragraphs and whole texts are formed. Thus, to become a successful communicator in a
foreign language, it is important to master the meaning as well as the use of a word.

Wallace (1982) further emphasizes that “failure to find the words one needs to express
himself is the most frustrating experience in speaking another language”. Without having
sufficient vocabulary, it is impossible to communicate effectively in English. Increasing
the size of one’s vocabulary, also called vocabulary building, is generally considered to be
an important part of both learning a language and improving one’s skills in a language in
which one is already proficient. Therefore, it is highly essential for English teachers to help
their students in mastering vocabulary.

1.2.4 Aspects in vocabulary teaching
Nation (2001) divides word knowledge into three areas: knowledge of form, knowledge of
meaning and knowledge of use. It is clear that words enable learners to convey any of
language skills and can be a key of success of language learning. Introducing or teaching
new vocabulary is not an easy task, therefore, the instructor should provide his learners
with its form, meaning, and use simultaneously.
1.2.4.1 Form
In learning a language, learners need to know how to pronounce and write the words
correctly. That means the word’s oral form (pronunciation) and written form (spelling)
should be carefully, accurately presented and learned. However, there exist so many
exceptions in English pronunciation. It is really difficult for foreign language learners to
tackle the pronunciation of new vocabulary because of the complex relationship between
sound and spelling.
In addition, grammar of a new word should be instructed, for example, the grammatical
function, the unpredictable change of form in certain grammatical context, the regularity
and irregularity, the singular and plural forms of the new word. Therefore, Nation (2005)

12
recommends quick ways of drawing attention to the form of the word, e.g. (a) writing the
word on the board, (b) showing how the spelling of the word is like or unlike the spelling
of known words, (c) giving stress pattern of the word and its pronunciation, (d) getting the
learners to repeat the pronunciation of the word, and (e) pointing out any spelling

irregularity in the word.
1.1.4.2 Meaning
According to Nations (2001, cited in Milton, 2009, p.14) word meaning can be divided into
three parts. The first sub-division, form and meaning, is the part most of us will think of in
terms of knowing a word. It involves being able to link the form, however it occurs, to a
meaning, and often in a foreign language this involves forming a link between a foreign
language word and its translation in the native language. Languages are not exactly parallel
to each other in the way they use their vocabulary, however. The other sub-divisions,
concepts and referents and associations, indicate, therefore, that a word in one language
might require several translations or carry subtly different meanings and associations in
another language. A word such as “fat” carries very negative connotations in English when
describing a person, and native speakers should use this word with some care.
It should be noted that meaning of words is closely related to each others. There are
various such relationships as synonyms, antonyms, hyponym, chunks of language, etc.
Thus, the teacher is required to select and decide on which meaning and how many
meanings of a word to teach in a given class time to help learners avoid confusion.
1.1.4.3 Usage
Knowing how to use a word appropriately and effectively is considered one of primary
aspects that both learners and teachers have to pay attention to. Nations (2001, cited in
Milton, 2009, p.15) also categorizes knowledge of word use is also divided into three parts.
Grammatical functions concerns knowing what part of speech a word is and how it will
link with other words as a consequence. If you know the word young, for example, and
know that it functions as an adjective, then in English it should be placed before the noun it
qualifies and not after: a young woman is right, therefore, but a woman young is not. The
collocations sub-section refers to the company words like to keep. Some words occur very
frequently alongside certain others and these words are said to collocate with each other. A
frequent English verb such as do forms many phrasal verbs with prepositions (do up, do in,
do away with), and links with nouns and noun phases (do homework). Some words are

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highly restricted in their company, for example, kith almost never occurs outside the phrase
kith and kin. Other words do not show this kind of preference and can mix with other
words much more widely according to the meaning the speaker or writer is trying to
express.
In sum, Nation (2001, p.27) summarizes the knowledge of word students should be taught
in the following table.
Table 1: Knowledge of a word

Note: R = receptive, P = productive
Form

Spoken
R
What does the word sound like?
P
How is the word pronounced?
Written
R
What does the word look like?
P
How is the word written and spelled?
Word parts
R
What parts are recognisable in this word?
P
What words parts are needed to express meaning?
Meaning
Form and meaning
R
What meaning does this word form signal?

P
What word form can be used to express this
meaning?
Concepts and referents
R
What is included in the concept?
P
What items can the concept refer to?
Associations
R
What others words does this word make us think
of?
P
What other words could we use instead of this
one?
Use
Grammatical functions
R
In what patterns does the word occur?
P
In what patterns must we use this word?
Collocations
R
What words or types of word occur with this one?
P
What words or types of words must we use with
this one?
Constraints on use
R
Where, when and how often would we meet this

word?
P
Where, when and how often can we use this word?

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Teachers should ensure that the form, the meaning, and the use of words are regularly
recycled/ revised because students will easily forget the words they learn otherwise they
get chance to put it into use.

1.3 Techniques in vocabulary teaching
1.3.1 Techniques in presenting and practicing new words
1.3.1.1 Presenting techniques
The main aim of presenting vocabulary is to insert the meaning, the correct form and
appropriate usage of the new word into the student’s memory. There are quite lots of
methods and techniques to present the form and meaning of new lexical items. It depends
on teachers to decide which form of presentation is the most suitable for the particular
topic. According to Gairns and Redman (1986, p.73), there are some traditional methods
and techniques used to present new vocabulary:
a) Visual techniques:
 Visuals – photographs, flashcards, blackboard drawings, pictures, videos, wall
charts, pictograms and real objects; they are useful for teaching concrete words.
 Demonstrating: mime/facial expression and gesture – useful for teaching action
verbs.
b) Verbal techniques:
 Illustrative situations (oral or written) – this technique is helpful when the words
are more abstract.
 Synonyms and antonyms – using the words students have already known to teach
them similar words.
 Definitions and explanations – appropriate for intermediate learners. To make
definition of words can be difficult, especially at elementary levels.

 Scales – if students know 'big' and 'small', for example, other steps could be to
teach 'short' and 'long' etc.
 Examples of the type – give examples of words you want to introduce.
 Translation – it has been the most widespread activity used for presenting the
meaning of a word in classes.

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 Guessing from the context, matching/labelling – learners match words to words
or sentences or pictures. It belongs to so called discovery techniques: they
activate the learner’s previous knowledge of a language and initiate the work with
the new vocabulary. Discovery techniques demand the autonomous students with
higher knowledge of English.
Taking into consideration the specific factors of ESP vocabulary teaching, we can see
“many of the techniques traditionally used in ELT work can be exploited in ESP
vocabulary teaching especially at the early stages when both subject and linguistic content
are at an elementary level” (Kennedy and Bolitho, 1984, p.59). Consequently, presenting
ESP vocabulary can be fully realised by methods and techniques mentioned above. Often
even translation may be useful, necessary and appropriate because of the level of students
at the vocational secondary schools and to avoid the fatal misunderstanding. During
presentation vocabulary, teachers have a great opportunity to explain the purposeful
meaning of a word in the context of the real life and work at the school workshops.
However, this kind of presentation should be simple, interesting and amusing to motivate
and encourage students’ interest.
1.3.1.2 Practising techniques
Presenting a word in the class does not secure that it will be remembered for a long time.
There are many practice activities that include repeating the new vocabulary to fix the new
words in the learners´ memory. The practice activities are divided into two main groups:
receptive and productive.
According to Thornbury (2002, p.94-99) receptive practice (the learner does not really
produce the target words) includes these following types:

 Identifying – means finding words in a text or listening, e.g. underline specific
words or expressions in the text, or tick, put in the correct column or list items that
you hear.
 Selecting – means recognizing words and making choices among them, e.g. circle
the odd word in the line
 Matching – includes recognizing words and then pairing them with their
synonym, antonym, definition, pictures to words etc. It can be intended to match
parts of lexical items to create collocations.

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 Sorting – putting the lexical items into different categories, e.g. put these adjectives
in two groups – positive and negative.
 Ranking and sequencing – putting the lexical items in some kind of order, e.g.
ordering items chronologically, ranking items according to personal preference etc.
Productive practice (the productive skills – writing or speaking – are incorporated in the
vocabulary teaching,) includes these types (Thornbury, 2002, p.100): completion and
creation.
 Completion tasks (context is given), often called gap-fills, are widely used not only
in practice but also in revision stages. They include open gap-fills or closed gap-
fills (multiple choice activities), crosswords
 Creation tasks: the learner use the word in a sentence or a story, in writing,
speaking or both forms, use affixes to build new naming units from given words.
Generally speaking, vocabulary practice is divided into controlled and free. Controlled
practice has to come first, because controlled activities require the student to produce a
certain structure, they practice accuracy and fix the pattern. The second phase, which
demands productive use of vocabulary, is free practice. The specialists point out the usage
of free practice in the class, because according to Lewis (1993, p.151-152) “to know a
word means how to use it in the real life to be able to communicate”. This is a typical
example of the lexical approach where there is a primary role of words which determine
grammar. Free practice is aimed at fluency and is productive. However, Gairns and

Redman (1986, p.137) warn against “a certain degree of stress involved in productive
practice”. According to them, practice should be challenging, but not frustrating or
stressful for the learner. They give several arguments in favour of productive practice of
vocabulary in the classroom; above all, it promotes fluency and improves pronunciation, it
helps the memory to store words, and retrieve them later, conversation in English is very
motivating and it builds learner’s confidence. Learners expect to get the opportunity to
practise new language.
Another division includes spoken and written practice. Many vocabulary activities used in
the class are based on discussions, dialogues, descriptions, role-play activities, or different
written tasks.


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1.3.2 Vocabulary teaching in ESP
Most learners acknowledge the importance of vocabulary acquisition. According to
Thornbury(1) “the acquisition of new words is the process which never stops”. To build a
good storage of vocabulary is the first and one of the most important steps when starting to
learn a new language. People learn new words permanently and identify their meaning.
Vocabulary learning does not officially belong to the language skills (listening, speaking,
reading and writing) but there is no way of making advance in language without building
vocabulary that can be applied into grammar structures and make meaningful utterances. It
is difficult for students to communicate without creating and developing their own lexicon.
English for Specific Purposes (ESP) represents a specific reason for learning a foreign
language. There are distinguishedly two types of ESP: English for Specific Purposes and
English for Academic Purposes (EAP). At present these streams include a lot of other
fields, e.g. English for Technicians. According to Hatch and Brown (1995, p.312), “special
lexical items are present in nearly all professions, and each branch has special vocabulary
to cover abstract concepts”. Kennedy and Bolitho (1984, p.56 - 58) distinguish these word
categories for teaching technical vocabulary:
• Technical Abbreviations, Symbols and Formulae: they partly cause the problems.

Teachers´ role is to explain patiently their form and meaning, and students should practise
them in spoken and written exercises.
• Sub - technical vocabulary: words which are not directly a part of specific technical
branch, but they occur generally in scientific and technical texts - e.g. derivation,
conversion, dense and isolation.
• Highly technical vocabulary: words that have a close thematic relationship and
belong to the specific technical field.
The fundamental problem which has to be solved by authors’ designing technical teaching
materials is that: English non - major students at most vocational schools, colleges or
universities have little knowledge of ESP . This fact reflects in these two factors: teaching
material should be managed by students in both the language and specialization. Hatch and
Brown (1995, p.370) stress that “the specificity of any individual’s knowledge about a
word depends on the person and his or her motivation, desires, and needs for the word”.
There is also an important role of teachers to facilitate learning of technical vocabulary
with the favourable secondary impact on the good general knowledge of English.

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The students should be encouraged to think about the importance of the word, therefore the
examples in context are highly useful. Moreover, this approach must be focused
predominantly on learners, each unit has to have clear aims, motivating topics and
challenging practical activities. The appropriate issues must be presented in the context of
the real life. In this way, teachers can support the naturalness of learning vocabulary, and
in such an enriched atmosphere, learners find ideal authentic reasons for learning a foreign
language.
According to Morgan and Rinvolucri (2004, p.7) the new words are not learned
mechanically, but associatively. Therefore, the most progressive methods in ESP
vocabulary teaching should be sorting words by process or activity, by categories
(materials: rigid and brittle), by word families (to assemble, assembly), by theme/topic
(interior car parts. exterior car parts) and synonyms/ antonyms. Vocabulary tasks should be
revised thematically. Moreover, it allows learners to work independently on vocabulary

areas that they are interested in.
ESP vocabulary can be practised and consolidated by similar methods and techniques used
for practising and consolidation of general vocabulary. Writing tasks can include reports
and different instructions for car processing, making summaries from technical journals,
describing processes and techniques, labelling diagrams and pictures, describing graphs
and comments on charts etc.

1.3.3 Simulation tasks in ESP vocabulary teaching
1.3.3.1 Simulation tasks
Methodologically, tasks are often the central part of the practical learning activity.
According to Oxford (2006, p.97), in second language teaching and learning, task is now
often viewed as an outcome oriented instructional segment or as a behavioral framework
for research or classroom learning.
The main idea of task-based learning is that students study more effectively when their
brain is occupied with a specific task or topic offering, besides concentration on language,
its grammar or vocabulary, also another practical experience, e.g. solving problems or
making decisions. In this way, students are forced to communicate in the target language
and therefore they use a wider range of language items, not only a particular pattern or
vocabulary group. Tasks may include projects for producing pictures, presentations,