The exploitation of pictures in teaching vocabulary according to communicative approach for first year students at Vietnam National University, Hanoi University of Economics and Business

The exploitation of pictures in teaching
vocabulary according to communicative
approach for first year students at Vietnam
National University, Hanoi University of
Economics and Business


Khương Hà Linh

University of Languages and International Studies
M.A Thesis: English Teaching Methodology; Code: 60 14 10
Supervisor: M.A Đỗ Bá Quý
Year of graduation: 2011


Abstract. English has become the key role of in the world of communication and
vocabulary is seen as one of the most important elements of the language. Notably, the
big question of how to teach vocabulary in communicative approach effectively is
categorically in consideration. Therefore, this study aims to examine the current
exploitation of pictures in teaching vocabulary to first year students at Vietnam National
University, Hanoi University of Economics and Business. The advantages, hindrances,
and the desires of this technique perceived by teachers and students are also made clear.
Data was collected by means of interviews and questionnaires. Results showed that
pictures were used to teach vocabulary with remarkably high frequency. However,
pictures exploited were mainly from the course book. It is worth noting that almost all of
teachers and students assumed a great number of outstandingly strong points of this type
of visual aid and desired to apply pictures in teaching vocabulary. The findings
emphasize all of these results and present pedagogical suggestions from both surveyed
teachers and students for further exploitations of pictures. In addition, the researcher’s
major recommendations are also listed out to enhance the effectiveness of picture
exploitation in teaching vocabulary.

Keywords. Phương pháp giảng dạy; Tiếng Anh; Từ vựng

Content

PART A: INTRODUCTION
1 Rationale
Vocabulary, one of the major components of language, reserves a consideration in both
teaching and learning English.
In the context of Viet Nam National University, Hanoi University of Economics and
Business, English is being taught as a compulsory subject for non-major students. As far as the
situation of English language learning and teaching is concerned, students have confronted a
number of obstacles preventing them from achieving communicative competence.
To overcome these disadvantages, the gap between classroom knowledge and students’
ability in real communication should be bridged.
From the above mentioned reasons, this thesis on exploitation of pictures in teaching
vocabulary meets the research demand of the context.
2 Aims of the study
The research thesis is expected to find out whether pictures have been exploited, a closer
look would be taken at the different ways they are employed. Secondly, the study aims at
clarifying the fundamental advantages, disadvantages paving the ways for several pedagogical
implications for better employments of pictures in the context of teaching vocabulary to first year
students at VNU, HUEB.
3 Research questions
1. How have pictures been exploited by teachers in teaching English vocabulary for first year
students at Vietnam National University, Hanoi University of Economics and Business?
2. What are the advantages of pictures in teaching vocabulary as perceived by teachers and
students?
3. What are the main difficulties in exploiting pictures in teaching vocabulary as perceived by
teachers and students?

4. Do teachers and students desire to use pictures in teaching vocabulary?
What are their suggestions for more exhaustible exploitation of pictures in teaching
vocabulary?
4 Scope of the study
The study is restricted to the area of investigating in the uses of pictures-one type of visual
aids in teaching vocabulary not a wide range of visual aids. The samples of the study are also
limited to only first year students from main stream classes at Vietnam National University, Hanoi
University of Economics and Business.
5 Significance of the study
As one of the trail-blazing studies on teaching vocabulary with the help of pictures to
freshmen at VNU, HUEB, the thesis could be particularly useful for students, teachers, and
researchers who develop an interest in the topic.
6 Methods of the study
6.1 Data collection methods
During the process of data collection, the researcher employed the questionnaires and
interviews.
6.2 Data analysis methods
In the first place, the collected data would be classified according to four research
questions. The needed combination of gathered responses from both teachers and students was to
analyze four research questions.
7 An overview of the rest of the study
The rest of the thesis includes five chapters
Chapter 1 (Literature review) provides the background of the study, including definitions of key
concepts and aspects of vocabulary.
Chapter 2 (Methodology) describes the participants and instruments of the study, as well as the
procedures employed to carry out the research.
Chapter 3 (Data analysis and discussion) presents, analyzes and discusses the collected data from
the questionnaires, interviews and class observations
Conclusion summarizes the main issues discussed in the thesis, the findings that the researcher
found out from the data collected according to the four research questions, the limitations of the

research, several pedagogical recommendations concerning the research topic as well as some
suggestions for further studies. Following this chapter are bibliography and appendices.

PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1 Vocabulary
1.1.1 Definition of vocabulary
It is worth noting that there are various definitions of vocabulary and each has its own
features reflecting some aspects of vocabulary.
1.1.2 The roles of vocabulary in language teaching and learning
It is widely accepted that vocabulary is the most important dimension of all language
materials.
1.1.3 Aspects of vocabulary to be taught
A matter of great concern for teachers is what aspects of a word should be taught in a
language class. To understand a text, learners need to know words and “knowing a word involves
knowing: its spoken and written context of use, its pattern with words of related meaning, (Cater,
2001, p.43), (as cited in To Thu Huong et al, 2008, P.77).
1.2 Approaches and Methods in teaching vocabulary
1.2.1 Grammar translation method
According to Richards and Rodges (1996), “In the nineteenth century, the Grammar
Translation Method was the primary method used to teach English” (As cited in To Thu Huong et
al, 2008, p. 28).
1.2.3 Audio-lingual method
Because of weak points of previous methods in developing students’ communicative skills,
a new pedagogical direction was needed and Audio-lingual method naturally continued as a rule
of development.
1.2.4 Communicative Language Teaching approach
In the late 1950s the Audiolingualism proved ineffective, and it began to fall out of favor.
Hymes (1772) added the concept of communicative competence, which emphasized using
language for the meaningful communication_ Communicative Language Teaching (as cited in

Nobert, S, 1997, p.34)
1.2.4.1 Features of Communicative Language teaching approach
Norbert Schmitt, (1997, p.14) pointed, “The focus is on the message and fluency
rather than grammatical accuracy.
1.2.4.2 Principles of teaching English vocabulary in CLT approach
The various pedagogical principles of CLT approach to language teaching in general and
vocabulary in particular are shown quite clearly. According to Hubbard et al (1989) in Nation
(2003) (as cited in To Thu Huong et al, 2006, p.91) general principles could be summarized in the
following main ones.
1.3 Pictures
1.3.1 Definition of pictures
Being one major type of visual aids, a picture, as defined in the Oxford Advanced
Learners’ Dictionary is “a visual representation or image painted, drawn, photographed, or
otherwise rendered on a flat surface
1.3.2 Benefits of pictures
Concerning the benefits of using pictures in teaching vocabulary, it is said that pictures are “of
great help in stimulating the learning of a foreign language” (Bowen, 1982, p.1).
1.3.3 Main types of pictures in vocabulary teaching
 Picture Flashcards
 Drawings
 Wall pictures

CHAPTER 2: METHODOLOOGY
2.1 Participants
The process of data collection involved the participation of both English teachers and first
year students at VNU, HUEB.
2.2 Data collection instruments
2.2.1 Questionnaire
Two different sets of questionnaires were utilized, one for the teacher and the other for
first-year students.

2.2.2 Interviews
In terms of structures, the interviews with the teachers aimed at exploring specific and
typical types of pictures exploited by the interviewees.
2.3 Procedures of data collection
The data collection went through three major phases in chronological order: preparing
instruments, delivering questionnaires, and interviewing.
2.4 Data analysis methods and procedure
In the first step, the data collected was classified according to four research questions. Since
each research question aimed at exploring an aspect of using pictures to teach vocabulary from
teachers and students’ views, it must be answered through the synthesis of information involving
the two parties.

CHAPTER 3: RESULTS AND DISCUSSION
3.1 The current exploitation of pictures to teach vocabulary for first year students at VNU,
HUEB.

Figure 1: Using pictures to teach vocabulary according to teachers and students’ answers

3.1.1 The frequency of teachers using pictures in teaching vocabulary


Figure 2: The frequency of using pictures to teach vocabulary
A) Students’ responses B) Teachers’ responses

3.1.2 Teachers’ ways to exploit pictures in teaching vocabulary


Figure 3: Teachers’ ways to exploit pictures to teach vocabulary

3.2 Advantages of using pictures to teach vocabulary perceived by teachers and students

3.2.1 Teachers’ perception of the advantages of using pictures
F requenc y of us ing
pictures
A
4.3
16.8
29.3
41.3
8.3
never
rarely
s ometimes
us ually
always













Table 2: Advantages of using pictures in teaching vocabulary as perceived by teachers

3.2.2 Students’ perception of advantages of using pictures

Statement
Perceived
by 120
students
Strongly
agree
(5pts)
Agree
(4 pts)
Neutral
(3pts)
Disagree
(2pts)
Strongly
disagree
(1pts)
On
Average

1
36
27
19
21
17
3.37
2
39
41

15
18
7
3.72
3
35
20
22
19
24
3.19
4
31
27
28
15
19
3.29
5
22
41
17
21
19
3.22
6
13
30
39
10

28
2.92
7
14
17
21
35
33
2.53
8
25
31
29
20
15
3.26
9
9
21
17
30
43
2.36
Table 3: Advantages of using pictures in teaching vocabulary as perceived by students

3.3 Main difficulties in using pictures to teach vocabulary as perceived by teachers and
students
Statement
Perceived by
11 teachers

Strongly
agree
(5pts)
Agree

(4 pts)
Neutral

(3pts)
Disagree

(2pts)
Strongly
disagree
(1pts)
On
average
1
7
3
1
0
0
4.55
2
8
3
0
0
0

4.73
3
2
4
3
1
1
4.4
4
4
3
2
1
1
3.73
5
4
2
2
2
1
3.54
6
2
2
3
1
3
3.09
7

1
2
2
4
1
2.55
8
1
2
3
4
1
2.64
9
1
1
3
3
2
2.4

Figure 4: Difficulties in using pictures to teach vocabulary perceived by teachers


Figure 5: Difficulties in using pictures to teach vocabulary perceived by students

3.4 The desires and pedagogical suggestions for more exhaustible exploitation of pictures
3.4.1 The desires for using pictures to teach vocabulary as perceived by teachers and
students

Figure 6: Teachers and students’ attitudes towards the necessity of using pictures to teach
vocabulary

3.4.2 The pedagogical suggestions for more exhaustible exploitation of pictures
Firstly, reducing the number of students in one English class played a vital role in raising
the efficiency according to teachers’ points of view. Secondly, many teachers complained that the
time for teaching vocabulary was not much enough.Thirdly, the improvement of the quantity,
quality of pictorial materials and activities with the help of pictures also needed more appropriate
adaptation.

PART C: CONCLUSION
1 Conclusion
Initially, the study confirmed that pictures had been widely exploited in teaching English
vocabulary by English teachers at VNU,HUEB in the light of Communicative Language Teaching
Approach.
Secondly, the study also detected significant advantages and difficulties of the exploitation
of pictures in teaching vocabulary as perceived by both teachers and students. Most of the
participants showed their strong agreement on major strong points of using pictures such as
making vocabulary more enjoyable, drawing students’ attention, enhancing motivation to learn,
boosting students’ abilities to remember and use words for communicative purposes and
especially bringing images of the real life into the classroom.
Thirdly, main obstacles for further exploitation of pictures in teaching vocabulary were
also elaborated apparently. Among the detected hindrances, the problems of being time-
consuming for teachers to choose the suitable pictures and design effective exercises was one of
the most momentous ones as perceived by both teachers and students
Finally, it was considerable that there were strong desires of the exploitation of pictures
among all of the surveyed students.

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A
20.5%
12.2%
67.3 %
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