Teaching text-based vocabulary to the first year non-English major students at Hoa Binh University Dạy từ vựng dựa trên văn bản cho sinh viên không chuyên tiếng

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES




VŨ THỊ TUYẾT


TEACHING TEXT-BASED VOCABULARY TO THE FIRST
YEAR NON- ENGLISH MAJOR STUDENTS AT HOA BINH
UNIVERSITY: CURRENT TEACHING SITUATION AND
PEDAGOGICAL IMPLICATIONS


DẠY TỪ VỰNG DỰA TRÊN VĂN BẢN CHO SINH VIÊN KHÔNG CHUYÊN
TIẾNG ANH NĂM THỨ NHẤT TẠI TRƯỜNG ĐẠI HỌC HÒA BÌNH:
THỰC TRẠNG VÀ ỨNG DỤNG TRONG GIẢNG DẠY

MA MINOR THESIS



Major: English Teaching Methodology
Code: 60.14.10

HANOI, 2011

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES




VŨ THỊ TUYẾT


TEACHING TEXT-BASED VOCABULARY TO THE FIRST
YEAR NON- ENGLISH MAJOR STUDENTS AT HOA BINH
UNIVERSITY: CURRENT TEACHING SITUATION AND
PEDAGOGICAL IMPLICATIONS

DẠY TỪ VỰNG DỰA TRÊN VĂN BẢN CHO SINH VIÊN KHÔNG CHUYÊN
TIẾNG ANH NĂM THỨ NHẤT TẠI TRƯỜNG ĐẠI HỌC HÒA BÌNH:
THỰC TRẠNG VÀ ỨNG DỤNG TRONG GIẢNG DẠY

MA MINOR THESIS




Major: English Teaching Methodology
Code: 60.14.10
Supervisor: Vũ Thúy Quỳnh, M.A

HANOI, 2011

v
TABLE OF CONTENTS
Declaration p. i
Acknowledgements ii
Abstract iii
List of charts and tables iv
Table of contents v

Part A: INTRODUCTION 1
1. Rationale 1
2. Aims of the study 1
3. Significance of the study 1
4. Scope of the study 2
5. Research questions 2
6. Methods of the study 2
7. Design of the thesis 2
Part B: DEVELOPMENT 4
Chapter 1: LITERATURE REVIEW 4
1.1 Vocabulary 4
1.1.1 Definitions of vocabulary 4
1.1.2 The roles of vocabulary in language teaching and learning 4
1.1.3 Classification of vocabulary 6
1.1.4 Criteria for selection of vocabulary to teach 7
1.2 Teaching vocabulary through texts 8

1.2.1 Definitions of texts 8
1.2.2 Roles of texts in enriching students’ vocabulary 9
1.2.3 Techniques to teach vocabulary through texts 9
1.2.3.1 Pre-stage 9
1.2.3.2 While-stage 11
1.2.3.3 Post-stage 13
1.3 Summary 14
Chapter 2: METHODOLOGY 15
2.1 The participants 15

vi
2.2 The instruments 16
2.2.1 The teachers’ survey questionnaires 16
2.2.2 The students’ survey questionnaires 17
2.2.3 Class observation 17
2.3 Procedure of data collection 17
2.4 Procedure of data analysis 18
2.4.1 Data analysis methods 18
2.4.2 Data analysis procedures 18
2.5 Summary 18
Chapter 3: DATA PRESENTATION AND DISCUSSION 20
3.1 Data presentation 20
3.1.1 The current situation of teaching text-based vocabulary to first year non-English
major students at Hoa Binh university 20
3.1.2 The effectiveness of using texts to teach vocabulary to first year non-English
major students at Hoa Binh university 30
3.2 Discussion and findings 33
3.3 Pedagogical implications 34
3.4 Summary 39
Part C: CONCLUSION 41

1. Conclusions 41
2. Limitations of the study 41
3. Suggestions for further study 41
REFERENCES 42
APPENDICES


iv
LIST OF CHARTS AND TABLES

Chart 1:
Chart 2:
Chart 3:
Chart 4:

Chart 5:

Chart 6:

Chart 7:
Chart 8:
Chart 9:

Chart 10:

Table 1:

Table 2:

The frequency of teachers’ using texts to teach vocabulary (p.21)
Kinds of vocabulary chosen to teach by teachers (p.22)
Text-based vocabulary techniques used by teachers in the pre-stage (p.23)
Text-based vocabulary techniques used by teachers in the while-stage
(p.24)
Text-based vocabulary techniques used by teachers in the post-stage
(p.26)
Difficulties that teachers and students have in teaching and learning
vocabulary through texts (p.30)
Necessity of using texts to teach vocabulary (p.31)
Teachers’ idea about the benefit of texts (p.31)
Ideas from students about the effects of texts in vocabulary teaching
(p.32)
Ideas from teachers about the effects of texts in vocabulary teaching
(p.32)
Text-based vocabulary techniques preferred by students with reasons
(p.27)
Teachers’ help for students’ difficulties (p.30)

1

Part A: INTRODUCTION

1. Rationale
The recent years have witnessed a shift in focus in foreign language learning and
teaching in general and in English in particular from the linguistic competence to the
communicative one. This trend has clearly led to the increasingly important role of teaching
and learning vocabulary. Generally, vocabulary is considered to be one of the main tasks in
acquiring a foreign language as one cannot make himself/ herself well-understood with his/
her poor vocabulary. Wilkins (1972) emphasized the importance of vocabulary when
saying: “without grammar very little can be conveyed; without vocabulary nothing can be
conveyed” (p.111).
However, in Vietnam in general and at Hoa Binh university in particular, vocabulary
teaching has not been paid due attention as it deserves. Traditionally, vocabulary has not
been a particular subject for students to learn but has been taught within the lessons of
listening, speaking, reading and writing. For most teachers, the common way of teaching
vocabulary is to give explanations and definitions of the word-list. Then many learners use
rote strategies like writing words on papers, trying to learn by heart as their major ways of
vocabulary learning. As a result, they rarely remember the meanings of vocabulary items
and do not know how to use these words appropriately in the context. Whereas, texts are
considered to be a rich source of vocabulary and they provide contexts in which new items
are used. Therefore, the study on how vocabulary is taught through texts to first year non-
English major students at Hoa Binh university and how effective this method is is carried
out.
2. Aims of the study

The aims of the study are:
- To investigate the current situation of teaching vocabulary through texts to first year
non-English major students at Hoa Binh university.
- To investigate the effectiveness of using texts to teach vocabulary to first year non-
English major students at Hoa Binh university.
- To suggest some pedagogical implications to English teachers at Hoa Binh university.
3. Significance of the study

2
The study was carried out with the hope that it can be a good source of reference to
teachers, learners and those who concern about vocabulary teaching and learning. It is also
hoped to provide an insight into the current teaching situation of using texts to teach
vocabulary to first year students at Hoa Binh university. Therefore, it is believed that this
study will raise the teachers’ awareness of the situation and then they can have proper
adjustment to their teaching methods in order to help their students to learn English,
especially its vocabulary effectively. Students are also exposed to a new way of learning
vocabulary through this study.
4. Scope of the study
The study is limited to the area of teaching English vocabulary at Hoa Binh university.
Specifically, this minor thesis deals with the current situation of using texts to teach
vocabulary to first-year non-English major students at Hoa Binh university and suggests some
pedagogical implications to teachers.
5. Research questions
The research aims at answering the following questions:
1. What is the current situation of teaching text-based vocabulary to first year non-
English major students at Hoa Binh university?
2. How effective is the teaching text-based vocabulary to first year non-English major
students at Hoa Binh university?
6. Methods of the study
The study uses a combination of qualitative and quantitative research approaches, which

include observation and survey questionnaires. The quantitative data were collected from two
questionnaires and were analyzed statistically, while the qualitative data were obtained from
the class observation. Survey questionnaires were used to collect information and evidence
for the study with the hope that the research would be reliable and the processing of data
would be manageable within the limited time budget. Class observation was carried out to
supplement the survey questionnaires. It is hoped that the combination of the two methods
would make the data more valid and reliable.
7. Design of the thesis
The thesis was presented in three main parts as follows:
Part A: Introduction provides a general introduction of the study with the specific reference
to the rationale, the aims, the significance, the scope, the methods and the design of the thesis.

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Part B: Development consists of three chapters:
Chapter 1: “Literature Review” gives a brief view on the theoretical background of English
vocabulary, texts and the benefits of using texts in teaching vocabulary.
Chapter 2: “Methodology”, shows an insight into the research methods to find out the
answers to the research questions. This chapter also gives a brief view on the subjects, the
procedures and the instruments to collect data employed to reach the aims of the research.
Chapter 3: “Data presentation and discussion” presents the data collected from the survey
questionnaires and class observation and the discussion of these data.
Part C: Pedagogical Implications and Conclusions suggests implications for teaching and
learning vocabulary through texts and concludes the report of the study with the suggestions
for further research.

4
Part B: DEVELOPMENT
Chapter 1: LITERATURE REVIEW

This chapter deals with some of the important issues in the theories of vocabulary and
the use of texts in vocabulary teaching. It consists of the definitions of vocabulary, the roles of
vocabulary in language teaching and learning, classification of vocabulary, criteria for
selection of vocabulary to teach, definitions of texts, roles of texts in enriching students’
vocabulary and techniques to teach vocabulary through texts.
1.1 Vocabulary
1.1.1 Definitions of vocabulary
Vocabulary is considered to be one of the three most crucial components of language
(vocabulary, grammar and phonology). It has been paid great attention by researchers,
linguists, teachers and learners. However, it is difficult to give an exact definition about

vocabulary. According to Cambridge Advanced Learner's Dictionary Third Edition (2008),
vocabulary is defined as “all the words which exist in a particular language or subject”
(p.1624). This definition covers vocabulary’s meaning on the whole. Nevertheless, it does not
show vocabulary in a deep understanding because vocabulary is more complex than this
definition suggests.
Ur (1996) gives clearer explanation of vocabulary as follows:
“Vocabulary can be defined, roughly, as the words we teach in the 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 up of two or three words but express a single idea. There
are also multi-word idioms such as call it a day, where the meaning of the phrase cannot be
deduced from an analysis of the component words. A useful convention is to cover all such
cases by talking “items” rather than “words””(Ur, 1996, p. 60).
In this sense, the definition by Ur is favorably satisfying because his definition
indicates that vocabulary is bigger than just the meaning of words. It covers a huge aspect of
language and is the medium to express ideas.
In conclusion, there are different ways to define the concept “vocabulary”. However,
the idea that vocabulary is the total number of words existing in a language, including single
words as well as multi-word items is the most favorable.
1.1.2 The role of vocabulary in language teaching and learning

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Vocabulary plays a significant role in language teaching and learning as Shafaei and
Nejati (2009) said “vocabulary is one of the most important objectives in teaching of foreign
languages” (p. 32). Wilkins (1972) also stated that “vocabulary is one of the three dimensions
of a language (phonetics, grammar, vocabulary)” (p.111). By saying that, he emphasizes the
special importance of vocabulary in teaching and learning a language.
Gower (2005) came to the point that “vocabulary is important to students – it is more
important than grammar for communication purposes, particularly in the early stages when
students are motivated to learn the basic words they need to get by in the language” (p.142).
This reflects the truth that even when students have already “done” all the rules in grammar,

the lexical system is still “open” for them to gain more vocabulary. Furthermore, this
conclusion emphasized the communicative purpose in learning vocabulary as an ultimate goal
for learning a new language.
Similarly, Laufer (1997) asserts that learners “tend to regard words as main landmarks
of meaning” (p. 21). She adds that no comprehension would be possible without understanding
the vocabulary in the text. According to Nation (1990), many language learners believe that the
lack of an adequate vocabulary is a serious obstacle directly related to their language learning
frustration. Nagy (1997) also points out that for many students, their insufficient vocabulary
knowledge is a serious barrier in learning a language. In summary, it is clear that without
adequate vocabulary, learning can be difficult and frustrating, and very little can be learned.
Therefore, helping learners to acquire adequate vocabulary should be a central issue in
language teaching.
The importance of learning vocabulary is furthered stressed on two course books
which are commonly used in Vietnam such as Cutting Edge Intermediate (Cunningham &
Moor, 2002) or New Headway English Course (Soars, 2006). On the back cover of these text-
books, readers can be briefly provided with information about focused points of the book,
which includes: “Strong emphasis on vocabulary, with a particular focus on high frequency,
useful words and phrases”.
(Cunningham & Moor, 2002)
Or “Well-defined vocabulary syllabus plus dictionary training and pronunciation
practice, including the use of phonetics”.
(Soars, 2006)
Furthermore, vocabulary plays a role in all four language skills: listening, speaking,

6
reading, and writing. In terms of listening, the vocabulary errors caused confusion of the texts
and brought difficulty to about three-fourths of listening comprehension. In terms of speaking,
Wallace (1982) shows that the most frustrating experience is the failure to find the proper
words in the second language to express oneself. And it is in reading that vocabulary plays the
most important role. Researchers indicate that lack of vocabulary is the most significant

handicap for readers. Mayher and Brause (1986) assert that writing depends highly on the
ability to choose words while describing events. To sum up, the significance of vocabulary in
the four language skills can be concluded with Laufer’s statement (1986), “without adequate
lexis, there is no proper language competence or performance” (p. 70).
In fact, we have seen that teaching and learning vocabulary are very important. It is
because the main objective of language learners is to understand and be understood in their
communication using the language acquired. In order to achieve this aim, language learners
have to study a certain number of words. If someone has adequate vocabulary, he or she will
feel more confident when communicating with others as well as expressing himself/herself in
both oral and written forms.
1.1.3 Classification of vocabulary
Vocabulary can be classified in various ways depending on different criteria, features
or functions. In terms of semantics, vocabulary items are categorized into notional or lexical
words and functional or grammatical words. Notional words consist of the majority of
vocabulary items a language learner can acquire. These words, which convey meanings in
themselves, namely, objects, actions, or qualities. On the contrary, functional words are those
words whose meanings are grammatical, which means they have some relation to the other
words with which they are used.
In terms of grammar, vocabulary items are divided into different parts of speech. They
can be nouns, verbs, adjectives, adverbs, prepositions, articles, conjunctions and so on.
According to the sequence of use, there are three groups of words, which appear in
different frequencies: high frequency words, low frequency words and specialized words.
However, Nation (2001) suggests distinguishing four kinds of vocabulary in the text. They are
high-frequency words, academic words, technical and low-frequency words.
In terms of the concept of morpheme, there are simple words (only consist of a root
morpheme); derived words (consist of a root and one or more derivational morpheme); and
compound words (have at least two roots with or without derivational morpheme).

7
In addition, a language learner’s vocabulary is divided into active and passive or

productive and receptive vocabulary. According to Doff (1998), a person’s active vocabulary
includes the words which he can understand, pronounce correctly, use effectively in speaking
and writing. On the contrary, a person’s passive vocabulary consists of the words he can
recognize and understand when they occur in a context, but he cannot produce or use
correctly even when he wants to (Doff, 1988, p.19). In the same vein of thinking, Grains and
Redman (1986) define productive vocabulary as the language items which a language learner
can use effectively to produce information in speaking and writing. The receptive vocabulary
is, on the other hand, used to receive and understand information in the context of reading and
listening materials (p. 64).
In conclusion, it is essential to distinguish different types of vocabulary in teaching
and learning vocabulary because different types of vocabulary need different focus and
treatment. Sometimes, some types of vocabulary will be given priorities and emphases in
teaching and learning according to learners’ different aims of learning, thanks to which
teachers can have good decisions as to what should be taught to their students.
1.1.4 Criteria for selection of vocabulary to teach.
When preparing the vocabulary component of a language course, teachers should
have the basic words to refer to and “they need to judge whether a particular word deserves
attention or not” (Nation & Warring, 1997, p. 17).
There have been various suggestions or criteria for vocabulary selection to teach.
Gairns and Redman (1986) outline several criteria for selecting vocabulary to teach such as
frequency, cultural factors, need and level, as well as expediency. Among the four criteria,
frequency is placed in the first position due to its importance. Carter (1987) also lists the main
criteria for the selection of vocabulary like frequency; information about the various meanings
and uses; universality; utility; and usefulness. White (1988) proposes a list of seven crucial
criteria for selecting vocabulary: frequency of use, coverage, range, availability, learnability,
opportunism, and centers of interest. Nation and Newton (1997) suggest looking into the
principled selection of vocabulary through the following dimensions: frequency; range; the
ability to combine, define or replace other words; association; and availability. Richards (2001)
presents seven criteria for vocabulary selection: frequency, range, teachability, similarity,
availability, coverage, and defining power. In addition, McCarthy (1990) once states that “the

most frequent words in the language must be presented in the early state of language teaching,

8
and this is a sensible decision, because they offer the learner a survival-level repertoire for
comprehension and production” (p.79). From these points of view, we find that most of
scholars share the same idea about the importance of frequency when mentioning it in the first
position and emphasize it rather than other criteria. They seem to agree that frequency is an
important criterion for vocabulary selection and consider the words which are frequently used
by speakers of that language should be taught first.
1.2 Teaching vocabulary through texts
1.2.1 Definitions of texts
The term “text” is defined in many different ways. Crystal (1992) considers text as “a
piece of naturally occurring spoken, written, or signed discourse identified for purpose of
analysis. It is often a language unit with definable communicative function, such as a
conversation, a poster”. Brown and Yule (1983) see “text” as “verbal record of a
communicative act” (p. 6). Cook (1989) considers “text” as “a stretch of language interpreted
formally” (p. 158).
Nunan (1993) gives a clearer definition when he considers text as the “written record
of a communicative event which conveys a complete message. Text may vary from single
words (for example, Stop!, EXIT) to books running to hundreds of pages” (p. 124). The
communicative events may include oral language (for example, a sermon, a casual
conversation, a shopping conversation) or written language such as a poem, a newspaper
advertisement, a shopping list, a novel.
Halliday and Hasan (1976) states that “the word text is used in linguistics to refer to
any passage, spoken or written, of whatever length, that does form a unified whole” (p.1).
From these points of view, a text may be viewed as the basic unit of meaning in
language. A text should be distinguished from a disconnected sequence of sentences. It forms
a unified whole and is not just a collection of unrelated sentences. So a text requires cohesion
and coherence.
In short, a text is any communication, spoken, written or sign language and texts are

round us, in books, documentaries, or in everyday life such as everyday conversations, letters,
magazines. However, in language teaching and learning process, teachers and students often
work with such texts as conversations, speeches, postcards, letters, extracts from novels,
plays, song, poems, articles, stories and so on through which teachers can exploit to teach
vocabulary.

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1.2.2 Roles of texts in enriching students’ vocabulary
Texts play a very important role in language teaching and learning, especially in
teaching vocabulary. If students are taught individual words only, they hardly use them in
practice. But when they are shown how words are used in contexts, they will know how to
modify and extend in their language use. Texts, therefore, not only enrich readers’ vocabulary
but also enrich readers’ awareness of language in use. Furthermore, it makes readers aware of
one important feature of vocabulary, namely, context determines the meaning of words.
One more benefit of using texts is that it helps students with ability to infer meaning
from context, which gives them a powerful aid to comprehend and speed up their reading.
Using texts to teach vocabulary allows learners to make intelligent, meaningful
guesses. This will make the learning task much more active and challenging than direct
explanation of words. It has a problem-solving characteristic that appeal to most people and
challenge them to make use of their intelligence to an extent that is not always common in
language classes.
Finally, texts help readers develop a holistic approach toward reading. Because the
context of a new word may be drawn from a group of sentences, a paragraph or even the
entire text, they learn to direct their attention to language unit larger than the sentence while
they are looking for context clues.
1.2.3 Techniques to teach vocabulary through texts
As mentioned above, the ultimate goal of teaching English is that learners can
communicate in English. In order to do that, learners do not only know isolated words and
recognize them in reading and listening but also know how to use these words in
communication through speaking or writing. Therefore, in teaching English, teachers should

always teach the language in use, that is how words are put in the right contexts. In fact, texts
which are considered to be a good source of vocabulary for students can provide contexts of
words. Texts are often used in four language skills, listening, speaking, reading and writing.
Thus, when teaching vocabulary through texts, teachers should always bear in mind three
stages which include pre-stage, while-stage and post-stage. Each stage has its own techniques.
1.2.3.1 Pre-stage
The purpose of pre-stage is to activate students’ prior knowledge and present new
vocabulary items. It is because “if words important to the meaning of the text are not
understood, then the meaning and significance of the text will not be understood either. What

10
will follow will be Listening/Reading incomprehension” (Cranmer, 1986, p.58), and finally
resulted in Writing/Speaking inability. According to him, there are some ways of teaching
vocabulary before text presentation. They are as follows:
 Definitions
 Exemplification and the reverse
 Analogy
 Translation
 Concept through situation
 Description
 Demonstration
 Acting
 Mime
 Realia
 Pictures – photos, magazines picture, illustrations
 Explanation
 Synonym
 Antonym discrimination
 Co-ordinates grid
 Generalization of form

 Word building
(Cranmer, 1986, p. 59-60)
Ur (1996) also lists different techniques used in presenting new vocabulary as below:
 Concise definition
 Detailed description (of appearance, qualities…)
 Examples (hyponyms)
 Illustration (picture, object)
 Demonstration (acting, mime)
 Context (story or sentence in which the item occurs)
 Synonym
 Opposite(s) (antonyms)
 Translation

11
 Associated ideas, collocations
(Ur, 1996, p. 63)
And the followings are different ways of presenting new vocabulary suggested by Murcia
(1991):
 Visual aids (Pictures, Objects)
 Word Relations (Synonyms, Antonyms)
 Pictorial Schemata (Venn diagrams, grids, tree diagrams, or stepped scales)
 Definition, Explanation, Examples, and Anecdotes
 Context
 Word Roots and Affixes
(p. 301-302)
In short, in order to make use of these techniques, each teacher should base on his
students’ level, time budget, difficulty of the text and class size to make the best choice of
suitable techniques for his own class.
1.2.3.2 While-stage
In this stage, teachers not only treat new vocabulary items as a means to

comprehension of the text but also are able to exploit new lexis in its own right. The reason is
that “if we are to bring new vocabulary into active use and not just passive understanding, it
is not sufficient for us just to teach it. We must provide ways to make sure that it is learnt and
used” (Cranmer, 1986, p. 60). In other words, after students have been shown the meaning of
a word in the pre-stage, teachers should provide them with enough practice of that word. Most
students need lots of practice with new vocabulary in order to remember and use the new
words correctly. According to Cranmer (1986), all of the techniques he suggests using in the
pre-stage can also be used subsequently, but there are a number of additional techniques:
 Matching
 Inference and Definition
 Use of monolingual learner dictionaries
 Categorization
 Information transfer
(p. 60-61)
Furthermore, there are some other techniques that teachers can use to develop students’
vocabulary through texts such as

12
 Guessing new words from context
 Word part analysis
 Collocation activities
 Checking comprehension by asking questions
 Multiple choice exercises
 True/False statement exercises
 Gap-filling exercises
 Translation
In this stage, it is necessary for the teacher to develop the skill of guessing word meanings
from context for his students. It is because teaching vocabulary through texts means that new
words are not taught in isolation but within the context of the text. Nation (1990) presents five
steps of guessing the meaning of words from context.

Step 1. Look at the unknown word and decide its part of speech. Is it a noun, a verb, an
adjective, or an adverb?
Step 2. Look at the clause or sentence containing the unknown word. If the unknown word is a
noun, what adjectives describe it? What verb is it near? That is, what does this noun do, or
what is done to it?
If the unknown word is a verb, what nouns does it go with?
Is it modified by an adverb?
If it is an adjective, what noun does it go with?
If it is an adverb, what verb is it modifying?
Step 3. Look at the relationship between the clause or sentence containing the unknown word
and other sentences or paragraphs. Sometimes this relationship will be signaled by a
conjunction like but, because, if, when, or by an adverb like however, as a result. Often there
will be no signal. The possible types of relationship include cause and effect, contrast,
inclusion, time, exemplification, and summary.
Step 4. Use the knowledge you have gained from steps 1 to 3 to guess the meaning of the
word.
Step 5. Check that your guess is correct.
(1) See that the part of speech of your guess is the same as the part of speech of the unknown
word. If it is not the same, then something is wrong with your guess.

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(2) Replace the unknown word with your guess. If the sentence makes sense, your guess is
probably correct.
(3) Break the unknown word into its prefix, root and suffix, if possible. If the meanings of the
prefix and root correspond to your guess, good. If not, look at your guess again, but do not
change anything if you feel reasonably certain about your guess using the context.
(p. 20-21)
Among different techniques above, this is probably a very useful technique because it
gets students to work out the meaning of words by themselves. It is the context of the text that
helps students to learn new vocabulary items easily and acquire how words are actually used

in speech and writing.
1.2.3.3 Post- stage
This is considered to be the students’ production stage in which students are offered
chances to consolidate what they have been taught and express themselves in both speaking
and writing, using the target language. This is also the stage where teachers can see clearly
how students can turn passive input into active output. Therefore, the teacher, in this stage,
should create opportunities for students to regularly and freely use the words they have learnt
by the following activities:
 Eliciting personal response from students
According to Doff (1988), there are three possible ways of eliciting personal response
from students.
“- By asking students to match what they read against their own experience.
- By asking students to imagine themselves in a situation related to the text but beyond
their own experience.
- By asking students to express feelings or opinions”(p. 181).
Thus, questions to elicit students’ personal response should be straight forward
comprehension questions, focusing on the text itself. They require students to respond to the
text and to contribute something personal that comes from their own experience or express
their own feelings by using words they have been taught.
 Summarizing the text
Summarizing is a helpful technique to help students to practice their using words and
improve their expressing ability in foreign language. It is a good method that develops both
writing and speaking skills. In order to summarize the text, students have to recall what they

14
have read/listen and concentrate on the main ideas, expressing them in their own way.
Whereas, teachers should give students a little time to prepare and suggest them some words
and phrases. After they complete their summaries, teachers can ask students to stand up and
summarize the text or write their summary on the blackboard.
 Organizing discussion

Discussion can enhance students’ vocabulary usage by asking them to discuss about
things relating to the text using words they have known. The best way to do this activity is to
let students to work in pairs or groups so that the whole class have chance to express their
ideas.
To carry out this activity, teachers should raise a problem and ask students to express their
opinions freely. After discussing, the reporter of each group will tell the whole class about
their ideas. By doing that, all the students have chance to express their ideas freely, practice
what they have learnt and therefore become more confident in real life situations.
 Retelling the story by using the given words
This is a method to develop students’ memory. Through retelling the story using words
they have learnt, students can consolidate their vocabulary as well as improve their speaking
and writing skill.
In conclusion, each stage offers the teacher different techniques to teach, revise and use
vocabulary. However, teachers do not need to follow this three phase approach mechanically
on every occasion but depending on each case. Sometimes, teachers may wish to cut out
vocabulary presenting in the pre-stage in order to save time for while- stage. Or sometimes
post-stage work does not work well or may not be suitable to their students so they can omit it
as long as it motivates students in learning vocabulary.
1.3 Summary
So far the theoretical issues related to the topic of the research have been discussed.
The next chapter will describe the methods employed in the study and present procedure of
data collection and data analysis.






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Chapter 2: METHODOLOGY

In chapter 1, Literature Review, theories about vocabulary and vocabulary teaching
through texts are presented. In this chapter, the research methodology chosen for the
achievement of the aims and objectives of the study will be discussed in details.
2.1 The participants
The participants of the study consist of 110 people placed into two groups.
The first group involves ten English teachers aged from 31 to 53 years old who are
teaching non-English major with the textbook New Headway Elementary at Basic
Department and most of whom are working part-time at Hoa Binh university. Among them,
only one half has been trained at University of Foreign Language and International Studies
and Hanoi University, the others come from Open University. Moreover, two thirds of the
teachers have got the master degree in English teaching methodology and they are all working
full-time at other universities or colleges. Hence, most of the teachers have a lot of experience
in foreign language teaching.
The second group includes 100 first year non-English major students (among them, 25
students in Technology department, 25 students in Public Relations department, 25 students in
Business Administration and 25 students in Applied Graphics department) aged from 18 to 23
years old in their first term and randomly chosen at Hoa Binh university. It is a private and
newly founded university and receives little fame in the country. Thus the students’ entry
level is very low. The numbers from the students’ survey questionnaires show that the
vocabulary size of first year students when they came to study at Hoa Binh university is
considerably low, only 39% of students ( the largest percentage) know 100-500 words while
66% claim that they have learnt English for 7 years. In addition, most of them fail the national
entrance exam to famous universities and then have to apply for studying in this university as
the last chance. Moreover, these students come from different places in the country so there
are different levels of ability amongst students. Some students from urban areas have had
seven years of learning English comprising of four years at secondary school and three years
at high school, some have learnt English for only three years. Those coming from remote
places have never learnt English. As a result, some of them do not know anything about
English but some others know quite a lot. One more thing is that all of them are not students

of English so they do not devote themselves to learning English. In other words, they have no

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motivation to learn English. They find English too difficult to master. Therefore, most of
them are not interested in learning English. They learn English just because it is a compulsory
subject and they need to pass the exam.
The textbooks used in the course are the New Headway series, published by Oxford
University Press in 2006. It is a multi-level course for adults and young adults who want to
use English both accurately and fluently. Grammar and vocabulary are taught and explained
thoroughly and all four language skills are developed systematically. All the students start
with the Elementary level and end up with “New Headway Upper-Intermediate” after
graduation. This textbook is evaluated as a lexical syllabus because most new words are
presented in a lexical set such as weather, sports, clothing, jobs and so on. Texts used in four
language skills of reading, listening, writing and speaking are constructed around the theme
of each unit.
2.2 The instruments
In order to obtain in-depth, rich data and information for investigating what is the current
situation and effectiveness of teaching text-based vocabulary, the study used two methods of
data collection: questionnaires and class observation.
2.2.1 The questionnaires
To gain data for the research, two questionnaires were administered to the
respondents. One was designed for the teachers and the other for the students. This method is
chosen because it is easy to construct, extremely versatile and uniquely capable of gathering a
huge amount of information in a short time ( Dornyei, 2003).
2.2.1.2 The teachers’ survey questionnaires
The teacher questionnaire, comprising ten questions, was delivered to ten teachers of
English who are teaching at Basic departments at Hoa Binh university. The questionnaire
completed by the teachers covered these six main points.
(1) The question 1 aims at investigating how often teachers use texts to teach vocabulary.
(2) What kind of vocabulary teachers often choose to teach is examined (question 2).

(3) What techniques teachers often use to teach vocabulary through texts (questions 3, 4,
5).
(4) The next questions (questions 6, 7) deal with difficulties that teachers often have
when using texts to teach vocabulary.

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(5) Questions 8, 9 are aimed at finding out the effectiveness of using texts to teach
vocabulary to first year non-English major students.
(6) The last question is an open-ended one that focuses on the suggestions made by the
teachers for a better exploitation of using texts in teaching vocabulary.
2.2.1.3 The students’ survey questionnaires
The student questionnaire, consisting of twelve questions, was delivered to one hundred first
year non-English major students chosen randomly. The questions for students focus on these
following points:
 Students’ information about the frequency that teachers use texts to teach vocabulary
(question 2).
 Students’ information about what kind of vocabulary is chosen to teach by teachers
(question 3).
 Techniques that teachers often use to teach vocabulary through texts (questions 4, 5,
6).
 Vocabulary teaching techniques preferred by students (questions 7, 8).
 Students’ difficulties in learning vocabulary through texts (questions 9, 10).
 Their ideas about the effectiveness of using texts to teach vocabulary (questions 11,
12).
2.2.2 Class observation
Apart from the survey questionnaires for students and teachers, classroom observation
is also applied in order to clarify and test the validity of information about teaching English
through texts to first year non-English major students at Hoa Binh university. The observation
was carried out in two English vocabulary lessons at different departments.
Classroom observation is important to this study because it helps to show the

researcher how texts are exploited to teach vocabulary, what difficulties teachers often have.
2.3 Procedure of data collection
The process of data collection could be put into three major phases as follows.
Phase 1:
The first phase is considered as the preparation phase for the data collection, which
consists of the designing of the two questionnaires. All the information of the participants was
ensured to be kept confidential. In this phase, thanks to the invaluable supervision from my
supervision and friends, the survey questionnaires were carefully designed.

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Phase 2:
The second phase was conducted with English teachers at Hoa Binh university. In
order to ensure the success of getting data, an advance notice was made to each teacher via
telephone or directly to explain the purpose of the research and to invite participation.
After having the permission, the researcher made an appointment with the teachers.
The researcher explained why the information was being collected and how it would be used.
Then, the teachers were asked to spend their time reading the questionnaires and complete
them.
Phase 3:
The next phase was conducted with one hundred first year non-English major students
at Hoa Binh university in classrooms during the break time. Before completing the
questionnaire, students were briefly explained about the research topic and the reason why the
information was being collected. While they are fulfilling the questionnaires, their additional
questions were answered to clarify their misunderstanding and minimize their confusion.
2.4 Procedure of data analysis
2.4.1 Data analysis methods
The data analysis in this study was implemented based on the framework with clear
set aims and research questions. Therefore, there were the tasks of categorization,
classification and final analysis.
The data received from the close-ended questions in the questionnaires was quantified,

calculated and transferred into numerical form. In order to see the overall evaluation, the
participants’ choices were synthesized and analyzed to gain a composite score.
Data collected mainly from open- ended questions and classroom observations
allowed the researcher to gain insight into the participants’ perceptions, attitudes, and
suggestions. All the same ideas would be grouped together to be compared.
2.4.2 Data analysis procedures
After all the data was gathered, it was transformed and classified according to the two
research questions. From the data analysis, a large amount of statistics obtained from the
questionnaire was transformed into tables and charts, which reassured the clear-cut format and
facilitate the analytical task as well as help readers understand comparison and synthesis.
2.5 Summary

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In short, this chapter presents the research methodology as well as the procedure of
data collection and data analysis to find out answers to the research questions.

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Chapter 3: DATA PRESENTATION AND DISCUSSION

This chapter presents all the collected data which will be discussed and analyzed to
reveal the answers to each research question relatively.
3.1 Data presentation
3.1.1The current situation of teaching text-based vocabulary to first year non-English
major students at Hoa Binh university.
As it is revealed from the questionnaires as well as the classroom observations, the current
situation of teaching text-based vocabulary to first year non-English major students at Hoa
Binh university could be categorized into five main categories as follows:
(1). The frequency of using texts to teach vocabulary
(2). Kinds of vocabulary chosen to teach by teachers
(3). Techniques used by teachers to teach vocabulary through texts

(4). Text-based vocabulary teaching techniques preferred by students
(5). Difficulties in teaching and learning vocabulary through texts
3.1.1.1 The frequency of using texts in teaching vocabulary
The frequency of teachers using texts to teach vocabulary to first year non English
major students was revealed in question 2 from the students’ survey questionnaire and
question 1 from the teachers’ survey questionnaire. The data collected from these questions is
presented in Chart 1.
The chart indicates that 63% of the students think their teachers usually use texts to
teach vocabulary, 24% of them find that their teachers sometimes use texts, 11% of the
students claim that teachers always do so and only 1% fall into two groups of the students
saying that their teachers rarely or never use texts in vocabulary teaching.