skkn teaching vocabulary through collocations

SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI
Đơn vị : THPT NGÔ QUYỀN
_________________
Mã số: ………………

SÁNG KIẾN KINH NGHIỆM
Teaching vocabulary through collocations
Người thực hiện: Trần Văn Nghĩa
Lĩnh vực nghiên cứu:
Quản lý giáo dục
Phương pháp dạy học bộ môn: Tiếng Anh
Lĩnh vực khác:
Có đính kèm:
Mô hình

Phần mềm

Phim ảnh

Hiệnvật khác

Năm học:2015-2016


SƠ LƯỢC LÝ LỊCH KHOA HỌC
I. THÔNG TIN CHUNG VỀ CÁ NHÂN
1. Họ và tên: Trần Văn Nghĩa
2. Ngày tháng năm sinh :20/11/1963
3. Nam/Nữ: Nam
4. Địa chỉ: B 28, Khu phố 6, Tam Hiệp – thành phố Biên Hoà –Tỉnh Đồng Nai
5. Điện thoại: 0913130131

6. Fax:

(NR):
E-mail:

7. Chức vụ: Tổ trưởng tổ tiếng Anh
8. Nhiệm vụ được giao: Quản lý tổ tiếng Anh, giảng dạy môn Tiếng Anh lớp 12A2,
12A3 và 12A9.
9. Đơn vị công tác: THPT Ngô Quyền –Biên Hoà - Đồng Nai
II. TRÌNH ĐỘ ĐÀO TẠO
-

Học vị (hoặc trình độ chuyên môn, nghiệp vụ) cao nhất: Thạc sĩ chuyên ngành
giảng dạy tiếng Anh

-

Năm nhận bằng: 2001

-

Chuyên ngành đào tạo: giảng dạy tiếng Anh

III.

KINH NGHIỆM KHOA HỌC:

-

Lĩnh vực chuyên môn có kinh nghiệm: Giảng dạy tiếng Anh

-

Số năm có kinh nghiệm: 24 năm

-

Các sáng kiến kinh nghiệm đã có trong 5 năm gần đây:
1. Making speaking tasks more effective and easier for high school students
2. How to increase high school students’ oral communication .
3. Improving High School Students’ Written Competence Through teaching
Grammar in Context
4. Improving High School Students’ Speaking Skill Through Role- play
---------------------------


Research Title:

Teaching vocabulary through collocations
OUTLINE OF CONTENTS

No

Contents

Page

1

Introduction

1

2

Rationale

1

3

Aims of the study

2

4

Research Methodology

2-3

5

4

Literature review
6

Application

5-9

7

Findings

10

8

Significance of the study

10

Conclusion

11

1 References
0
11 Appendix

11

9

12-13


Introduction

As teachers of English, we normally encourage our students to use English to communicate in reallife situations. At school, we improve our students’ communicative competence with the four
language skills : listening, speaking, reading and writing. One more important aspect of
communication that must be included in the curriculum is vocabulary. Recent research proves that
vocabulary is central to English language learning because students cannot understand other people
and express their own ideas without enough vocabulary. In my own experience of teaching, I know
that the greater number of words our students have, the better they can convey meaning, interpret
ideas from others, and express their own opinions and feelings. In addition, vocabulary is of central
importance for reading comprehension. The more words students know, the better they are able to
comprehend written and spoken texts. What we should do to help students learn vocabulary in a
group rather than a single word is the interest or concern of those who teach English as a second
language. In this study, my focus is on teaching vocabulary through collocations.

Rationale
Research shows that collocations play a very vital part in English teaching and learning.
Collocations run through the whole of the English language. No piece of natural spoken or written
English is totally free of collocations. To intermediate students and advanced students of English,
collocations help enhance their spoken and written communication.

Collocations also enable

learners to be aware of language chunks which are used by native English people in spoken and
written discourse. The precise meaning in any context is determined by that context: by the words
surround and combine with the core word-by collocation ( Oxford Collocations Dictionary: 2003).
By definition, a collocation is a group of words that usually go together. For instance, in English we
often say ‘big problem‘’, 'heavy rain'. It is grammatically correct to say ‘heavy problem', 'strong
rain' or 'big rain', but both of phrases sound unusual. Native English speakers say 'heavy rain',
'strong tea' 'by accident', but they never say 'heavy tea', 'strong rain' or 'for accident'. Collocations
are particularly important in terms of using accurate and natural or native-speaker-like English.
Teaching English through collocations help students become competent English users.

Aims of the study
As an attempt to enrich students’ vocabulary, I will take into account the ways we teach and the way
our students learn vocabulary. It is my expectation that I can make an innovation in English
language teaching and learning, especially teaching and learning vocabulary at Ngo Quyen High
School where I have been working as a teacher of English for over 20 years .
This study aims to explore the impact of using collocations on the development of students’
language competence at Ngo Quyen High School. The study also aims to identify students’
problems, their learning styles with the expectation that collocations will help improve enrich their
vocabulary. The study project includes a short introduction , a review of current literature related to
the definition of collocations, their benefits as well as limitations. The final parts of the study paper
are sections which discuss on significance of the study, outcomes and possible problems with a brief
conclusion and expectations of the writer.

Research Methodology
Research Questions

Research

Subjects

Tools of Analysis

-Grade 12 students

-Frequency count

Instruments
1. What is the effect of
collocations on the

- Pretest

-Age: 17-18

development of students’

English proficiency: -Percentage

vocabulary?

Intermediate

2. How can collocations be

- Post-test

used effectively in class ?

-Site : Ngo Quyen - Transcription
High School, Dong
Nai Province
-Sample size: 50
( 2 groups)

3.

What

are

teachers/ -Students’

students’ views or opinions questionnaire
on collocations?

-Teacher’s
interview

-The Subject

analysis


The sample includes two groups of 17-18 year-old students belonging to two different classes. Each
group has 25 students. The group engaged in collocation lesson form the experimental group, while
the other, which carries on with casual lessons form the control group. A pre-test was conducted in
order to show that the two groups have the same level of proficiency. I taught both groups for the
second term of the school year 2015, using collocation exercises with the experimental group and the
control group was taught as usual. The two groups were tested at the end of the second term so that I
could get the scores for each student. The test scores were analyzed and considered as data for the
findings. The four teachers and I made comparisons between the control group and the experimental
group on their learning in order to see the effect of collocations on students’ development of
vocabulary. Data collection was discussed with the principal and vice-principal of the school.
-Data collection
My research was conducted with two different methods for data collection. The first thing I did was
to prepare open-ended questions for the survey that I would carry out. A questionnaire finding out
about students’ attitudes to collocations, their views of their own abilities and perception and
awareness of what collocations are about.
The next thing I did was interviewing the five teachers of English in my school. The second thing

I would do was that I got my students to fill the questionnaire I had made to find a better way to
teach and learn vocabulary. The last thing I did was that I designed a lesson plan and exercises in
which collocations were made use of. ( please see the exercises below)
-Questionnaire
The questionnaire which uses closed-and open-ended questions covers different kinds of students,
their views on collocations. The questionnaire would be explained to students in Vietnamese
because some students might not clearly understand all the items typed in the survey.
-Interview
Interviewing was chosen as one of the two main methods of data collection. By asking four teachers
questions about views or opinions on using collocations and the techniques of teaching vocabulary.
It took half an hour for one interview. In order to make the interviewees comfortable, the place for
the interview and the purpose of the interview were made clear to the interviewees .The main part of
the interview includes asking teachers 12 questions and recording their answers by a good cassette
recorder. Each teacher was interviewed once at the beginning of the research project. Open-ended
questions were designed for the teacher’s interview.


Literature Review
Collocations are defined as words that occur together with high frequency and refer to the
combination of words that have a certain mutual expectancy (Moon, 1997) . “The combination is not
a fixed expression but there is a greater than chance likelihood that the words will co-occur” In the
definition of collocations, (Jackson, 1988, p. 96) says that the way in which two or more words are
typically used is normally called collocations.
Harmer (2007) points out that collocations are of great importance for language learning. He says
that the reason why second language learners have poor performance in the test of short formulaic
expressions is not simply a lack of vocabulary, but insufficient acquisition of language chunks. He
also stresses that the knowledge of formulaic language consisting of idioms, proverbs, sayings,
collocations, short set expressions, and long expressions is a vital element of language competence
and is used to distinguish native speakers from non-native speakers or second language learners.
In his book, Nattinger (1988) points out that it is rather easier to memorize a new word in a network

of associations, and that language chunks help learners to store information. In emphasizing the
importance of collocations, he says that collocations are useful in enhancing comprehension for the
association of words, assist the learners in committing words to memory and also enable people to
predict what kinds of words may be found together. Collocations are also worthwhile for promoting
language production because learners only

notice certain lexical restrictions by learning

collocations. They do not need to reconstruct the language every time they want to say something.
Collocations will help our students change their habits and styles of learning individual words to
the larger structure of the spoken and written discourse. This benefit of collocations can help our
students get better results in international testing systems such as TOEFL, IELTS and FCE.
In pointing out the importance of vocabulary and collocations, (Harmer: 2007) says that and natural
communicative approach emphasizes the importance of vocabulary development, which result in the
teaching of vocabulary. It is accepted that choosing our words carefully in certain situations is more
important than choosing grammatical structures.
Ways to help students make good use of collocations:
1. Using a collocation dictionary:
Students are usually encouraged to use a collocation dictionary at school and at home. They can look
up any word and see which other words( adjectives, verbs, prepositions) are usually used together
with it. A good collocation dictionary gives us many examples for each word and tells learners


which prepositions or articles the word is used with. Using collocation dictionary can help students
to build up collocational competence or ability to use word combination in texts or contexts.
2. Recognition /investigation of collocations:
While our students are reading, we should encourage them to look at which words go together. For
example, If we teach our students to write about a topic, we should encourage them to find a
newspaper article or a magazine article about that topic and look at the phrases that

native

journalists or reporters use. Our students will see the same phrases again and again. For a while, our
students can acquire these phrases. They can imitate how native English people use collocations.
3. Practicing collocations in the classroom:
When students study vocabulary, we get them to learn the whole phrases, not single words . For
example, it is better to learn 'to get married to someone’ rather than just 'get married';
' make a noise' rather than just ' noise'. If they need to learn the word 'contribution', ask them to
study the phrase 'make a contribution to doing something' ; the word 'effort', we will ask them to
study the phrase 'make an effort to do something' . Students need to do exercises about collocations.
They are encouraged to write sentences and answers based on the reading texts with the use of
collocations at sentence levels for beginners and pre-intermediate students, at text levels for
intermediate and advanced students of English (please see exercises 5,6).

Application
The following exercises are designed to help students make use of collocations in improving the four
language skills. These exercises make the learning of vocabulary more effective and more
meaningful for high school students from grade 10 to grade 12 .
Exercise 1: Rewrite the sentences to make them less formal, replacing the underlined part with
Verb+ preposition. The words in bracket must not be altered in any way.
1. Jane will telephone her boyfriend this evening.(call)
2. We should resolve our quarrel as soon as possible.(make)
3. They are going on a date tonight.(out)
4. Tom has been dating her for many years.(going)
5. We invited our colleagues to our house to celebrate the end of the project.(asked)
6. You know, my car stopped functioning.(broke)
7. I must return home early in the day.(get)
8. I think I can manage without a guide.(get)

9. We have just registered at the hotel.(checked)
10. They have ended their relationship.(broken)
Answer:
1. Jane will call her boyfriend up this evening.
2. We should make up as soon as possible.
3. They are going out tonight.
4. Tom has been going with her for many years.
5. We asked our colleagues over to celebrate the end of the project.
6. You know, my car broke down.
7. I must get back early in the day.
8. I think I can get by without a guide.
9. We have just checked in at the hotel.
10. They have broken up their relationship.
Exercise 2: Complete each sentence with one appropriate verb from the box.
communicate
lived

point
harboured

complained
gained

make
care

earned
concentrate

1. Marie Curie _______ a degree in Physics with flying colours.

2. Because I can’t speak French, I must ________ at the fruit I want to buy.
3. Many office workers _________ to the manager about their salary.
4. She _________ with her best friend in London for two years.
5. Marie Curie _______the dream of a scientific career which was impossible for a woman at
that time.
6. Uruguay________ a victory over Argentina in the final and became the first champion in the
history of the World Cup.
7. I you know English you can __________ with native-English speakers easily.
8. There are two things that _______ humans different from all other animals.
9. She isn’t my closest friend. She doesn’t _________ about my feelings.
10. If you _________ on the problem , you should find a solution.
Answer:
( English 10-units 3,8 )
1. earned
2. point
3. complained 4. lived
5. harboured
6. gained
7. communicate 8. make
9. care
10. concentrate.
Exercise 3: Complete each sentence with one correct adjective from the box.
convenient
high
humane
regular
important
electronic
native
healthy

1. We arrived in Ha Noi very early. The bus traveled at such a ________ speed.
2. Television is not only a________ source of entertainment, but also a rather cheap one.
3. The doctor advised him to take __________exercise to lose weight.


4. Music is played during almost __________ events and on special occasions.
5. Many people wrote letters demanding ___________ treatments of prisoners.
6. A computer is an______ storage device which manages large collections of data.
7. A ________ environment includes clean streets and high ways with open spaces in cities for
parks and playgrounds.
8. Although English is not my________ language. I have lived and worked in London for many
years.
( English 10-units 3,8 )
Answer:
1. high
5. humane
Exercise 4:

2. convenient
6. electronic

3. regular
7. healthy

4. important
8. native

Many years ago, my village was very poor. The villagers had to work hard in the fields all
day and could hardly make ends meet. Their lives were simple and they were in need of many
things. Many people had to live in houses made of straw and mud, and few families had a radio or a

TV set. However, in spite of the shortages, the villagers managed to send their children to school and
college. They hoped that with an education of science and technology, their children could find a
way of bettering their lives.
The children have met their parents’ wishes. When they came back from college or technical
high school, they introduced new farming methods, which resulted in bumper crops. They also
helped the villagers grow cash crops for export. Soon, the lifestyle of my village changed. Today,
people live in brick houses. In the evening, they can listen to the news on the radio or watch TV for
entertainment. Sometimes they go to town on their motorbikes to do some shopping or to visit their
friends.
“Our lives have changed a lot thanks to the knowledge our children brought home,” said an
old farmer, “and I always tell my grandchildren to study harder so that they can do even more for the
village than their parents did.”
( English 10-unit 8, page 83)
* MULTIPLE CHOICE QUESTIONS:

Direction: Read the text and choose the best answer by circling the letter A, B,C or D.
1.The phrase “ make an ends meet” is closest in meaning to________?
A. meet all the things you need in the end.
B. have just enough money to buy the things you need.
C. satisfy all the things you need in life
D. meet someone to work with you.
2. The phrase “ cash crop” could be replaced by which of the following________?
A. crop that farmers grow to sell rather than to use it themselves
B. crop that farmers grow to use rather than to sell it
C. crop that farmers grow to sell and to use it themselves
D. crop that farmers grow on their own


Suggested answer:
1.The phrase “ make an ends meet” is closest in meaning to________?

B. have just enough money to buy the things you need.
2. The phrase “ cash crop” could be replaced by which of the following________?
A. crop that farmers grow to sell rather than to use it themselves
*ANSWERING QUESTIONS IN COMPLETE SENTENCES, USING COLLOCATIONS

Direction: Read the text and choose the best answer by circling the letter A, B,C or D.
1. According to the text, what things are the villagers in need of ?
→
2. What did the children’s newly- introduced farming methods result in?
→
3.According to the old man, what did the children’s knowledge bring about?
→
Answer:
1. According to the text, what things are the villagers in need of ?
→ They were in need of houses, a radio or television set.
2. What did the children’s newly- introduced farming methods result in?
→ Their farming methods resulted in bumper crop
3.According to the old man, what did the children’s knowledge bring about?
→ The children’s knowledge brought about a better life for the villager.
Exercise 5 : ( Extra reading materials)
Read through the report and answer the questions in complete sentences.
This morning a truck hauling oranges jumped a curb and ran into the Pizza Palace. Police are
warning drivers about the accidents and asking them for their help in staying away from the corner
of Sprague and Anderson. KWPR reporters on the scene have been asking witnesses about the
accident, but so far no one has been able to explain the accident to us. Some have blamed the driver
for not being careful; others have blamed the accident on slippery roads. The owner of the restaurant
is noticeably upset. He wants the police to protect his business from hungry students seeking free
slices of pizza. Police are unsure of whether they can do anything about students’ appetites.
Questions:
1. What happened to the Pizza Palace?

→
2. What are police warning drivers about?
→
3.What are police asking divers for?
→
4. Has anyone been able to explained the accident to the reporter or not?
→
5.What are some witnesses blaming the drivers for?


→
6.What are other witnesses blaming the accident on?
→
7.What does the restaurant owner want the police to do?
→
8. Can the police do anything about the restaurant owner’ s concern or not?
→
Answers:
1. A truck hauling oranges run into the Pizza Palace.
2. They are warning drivers about the accidents
3. Police are asking them for their help in staying away from the corner of Sprague and
Anderson
4. No, no one has been able to explain the accident to the reporter
5. They are blaming the drivers for not being careful
6. They are blaming the accident on slippery roads
7. The restaurant owner wants the police to protect his business from hungry students seeking
free slices of pizza
8. No. They can’t do anything about the restaurant owner’ s concern.
Exercise 6: Cloze test- Fill-in text.
Text 1:

Read the text and fill in each of the blanks with an appropriate verb or adjective.
Some high school students (1)________part in helping disadvantaged or handicapped children.
They (2)________ care and comfort to them and help them to (3)________ their difficulties. Young
college and university students(4) ________ in helping the people who have suffered badly in wars
or (5)__________ disasters. During summer vacations, they volunteer to work in remote or
mountainous areas to(6)_______education for children.
Each city has a number of clubs where boys and girls can go to (7)________ games. Some of these
clubs(8) __________short trips to the mountains, beaches or other places of interest. Most of these
clubs use a lot of high school and college students as volunteers because they are young enough to
(9)___________the problems of younger boys and girls.
Volunteers believe that some of the happiest people in the world are those who help to
(10)_________ happiness to others.
( English 11-unit 4, page 47)
Answer:
1. take
2. give
3. overcome
4. participate 5. natural
6. provide
7. play
8. organize
9. understand 10. bring
Exercise 7: Using adjectives and verbs in combination with others( MCQ for review)
Choose the best word to complete the sentence by circling the letter A,B,C or D.
1. Traveling to the United States or England is a very ___________ way to learn English.
A. effective
B. primary
C. national
D. secondary
2. We need to make sure that there is enough _________ accommodation to house all the

delegates.
A. careless
B. dreadful
C. luxury
D. communicative
3. This new process is a __________ advance in technology.
A. significant
B. considerable
C. decisive
D. successful
4. Contaminated water and increased temperatures have ________ many species to the verge of
extinction.


A. moved
B. transferred
C. provided
D. driven
5. It's not a very challenging job. I only have to deal with _________ affairs.
A. dangerous
B. everyday
C. serious
D. visible
6. Developments in micro technology-computers and telecommunication are bound to have a
_________ influence on various aspects of our lives.
A. small
B. huge
C. giant
D. natural
7. Plant and animal extinction _________ to a loss of biodiversity.

A. brings
B. causes
C. leads
D. makes
8. As the human population grew and weapons became more advanced, elephants were under
greater___________ .
A. pressure
B. threat
C. risk
D. danger
9. Books in the home are a___________ source of knowledge and pleasure.
A. advisable
B. dynamic
C. careful
D. wonderful
10. During the interview you should _________ on what the interviewer is saying and make a real
effort to answer all the questions he or she asks.
A. listen
B. pay attention
C. concentrate
D. contribute
11. You should always show your best side, your keenness to work and your _________ of
responsibility.
A. reason
B. cause
C. job
D. sense
12. I will not be here next week. I am going to be on _________ in Mexico.
A. contract
B. abroad

C. business
D. work
13. The primary _________ of species extinction are habitat destruction, commercial exploitation
and pollution.
A. explanations
B. causes
C. excuses
D. mistakes
14. Different conservation efforts have been _________ to save endangered species.
A. decided
B. caused
C. made
D. done
15. My close friend _________ me about the dangerous neigbourhoods.
A. protected
B. warned
C. asked
D. explained
16. Species diversity has _________ humans with so many essential things.
A. supplied
B. given
C. benefited
D. brought
( English 12- Units 6, 8- 11)
Answer:
1.A
2.C
3.A
4.D
5.B

6.B
7.C
8.B
9.D
10.C
11.D
12.C
13.B
14.C
15.B 16.A

Findings
The survey I have administered to the above-mentioned group of learners shows that they were very
interested in improving their vocabulary. Most of them

have positive attitudes to learning

vocabulary through collocations, and 90% of learners of the group think that collocations are very
important for them. The second survey ( teacher’s interview) reveals that the four teachers agree that
collocations are of great importance in teaching vocabulary. They said that collocations help students
enrich their vocabulary, improve the students’ discourse competence. They also thought that
collocations are very suitable for intermediate and advanced students. Beginners can also make use
of collocations, but this depends on the way that teachers present vocabulary in class. From the post


test analysis, 80% of the learners worked better with collocations in comparison with the results of
the pre-test. They could show their ability to produce longer written discourse with accuracy and
appropriateness.

Significance of the study

The study of the impact of collocations on the development of students’ language competence is
important for a number of reasons. First, understanding relationship between the students’ learning
problems and the use of collocations helps to improve their language competence. Second, the
teacher has opportunities to set up members of reflective teachers who can help other teachers to
solve the vocabulary problems of students at the same levels. Finally, the findings help the
administrators have new policy in teaching and learning English at the school. The research project
on using collocations in teaching English is manageable and will support my professional
development .The results of this study can provide high school teachers in the province with
valuable suggestions. It is recommended that collocations be included in English lessons. Acquiring
a lot of vocabulary and knowing to use vocabulary accurately in a variety of situations can facilitate
the four language skills: speaking, reading writing and listening and even the international testing
systems. I am in the belief that the study makes improvements in my own teaching practices at Ngo
Quyen High School.

Conclusion
I have had a description of the ways to carry out the study about the effect of collocations on the
development of students’ vocabulary competence at Ngo Quyen High School. The literature review
makes clear of the benefits of collocations and some effective ways of using collocations in English
classrooms. The research paper includes the aims of the study, its rationale, a number of exercises
designed to make an innovation in teaching vocabulary and to apply collocations to the lessons at
my school together with the findings and significance of the study. In carrying out this research, I
strongly believe that collocations help students to be competent in learning English as a second or
foreign language.
------------------------------------------------------------------------

References
- Gray, S. (1999) Mastering Idiomatic English, NTC/Contemporary Publishing Group, USA
- Harmer, J. ( 2007) The Practice of English Language Teaching, Longman

- Jackson, H. (1988). Words and their meaning. London: Longman Group UK Limited.
- Moon, R. (1997). Vocabulary connections: Multi-word items in English. In N. Schmitt & M.
McCarthy (Eds.), Vocabulary: description, acquisition and pedagogy, (1st ed., pp.40-63).
Cambridge, UK: Cambridge University Press.
- Nattinger, J. R. (1988). Some current trends in vocabulary teaching. In R. Carter & M. McCarty
(Eds.) Vocabulary and language teaching (1st ed., pp. 62-82). New York: Longman.

The writer of the research paper

Tran Van Nghia

Appendix 1

Students’ Survey
( QUESTIONNAIRE )


The purpose of this questionnaire is to investigate students’ views or opinions on collocations.
Your responses will provide important information that helps the school in planning better
ways to teach vocabulary. Altogether there are 20 items in the questionnaire.
Do not write your name on the questionnaire
Please indicate your views /attitudes to the following areas by circling the appropriate number.
A. How often would you like the following teaching methods in your class ?
1. Never
2. Occasionally
3. Sometimes
4. Usually
5. Always
1. Doing exercises on collocations
1

2
3
4
5
2. Looking up word families
1
2
3
4
5
3. Teacher’s translation
1
2
3
4
5
4. Writing what the teacher
explain to you
1
2
3
4
5
5. Finding words in combination with
others
1
2
3
4
5

7. Others (please specify)……………………………………………………
B. What would you feel about collocations in teaching vocabulary?
Put a tick in the box to describe your views on role-play.
1. Collocations are useless
Yes 
2. Collocations are time-consuming
Yes 
3. Collocations are of great value
Yes 
4. Collocations help students a lot in learning vocabulary
Yes 
6. Others (please specify)…………………………………………………..

No
No
No
No

C. How would you like to study vocabulary ?
1. I do not like it at all
2. I do not like it very much
3. This is O.K
4. I quite like it
5. I like it very much
1. Working only by myself
1
2
3
4
2. Working in one large group

1
2
3
4
3. Repeating words to memorize
1
2
3
4
4. Working on collocation exercises
1
2
3
4
5. Discussing with others about the use
of some words in combination with others 1
2
3
4
6. Others (please specify)……………………………………………

5
5
5
5
5

D. To what extent would you like the following areas in your vocabulary lesson ?
Please indicate your attitudes to the following areas by circling the appropriate number.
1. I do not like it at all

2. I do not like it very much
3. This is O.K
4. I quite like it
5. I like it very much
1. Writing sentences using words in
combination with others
2. Copying words/phrases
3. Pronunciation
4. Sentence transformation
5. Filling in a text with words provided
6. Using your own words to fill in a text

1
1
1
1
1
1

2
2
2
2
2
2

3
3

3
3
3
3

4
4
4
4
4
4

---------------------------------------------------------------

Thank you very much for your co-operation

Appendix 2

Teacher’s Survey

5
5
5
5
5
5


( Interview Questions)
The purpose of this survey is to find out about how you use collocations in teaching vocabulary.

Your responses will help us to improve our teaching of vocabulary.
Please feel free to answer the questions.

1. Beside the four skills, what do you think is the most important in teaching English ? Why ?
……………………………………………………………………………………….
2. What do you think some ways of learning vocabulary of the students are?
……………………………………………………………………………………….
3. What techniques, exercises and activities would you use to enrich students’ vocabulary?
………………………………………………………………………………………….
4. In your opinion, what is the purpose of collocations?
…………………………………………………………………………………………
5. What difficulties would you encounter when carrying out collocation exercises?
…………………………………………………………………………………………….
6. Do you know how your students feel when they make use of collocations?
…………………………………………………………………………………………….
7. How often would you teach collocations in class?
.………………………………………………………………………………………….
8. When teaching collocations, what kinds of exercises and tasks do you like to teach the class ?
……………………………………………………………………………………………
9. How would you know whether collocations work or not?
………………………………………………………………………………………………
10. To what extent do collocations help enrich students’ vocabulary ?
………………………………………………………………………………………………
11. Do you find collocations easy or difficult? Why?
………………………………………………………………………………………………
12. What would you do to make collocations easy to learn?
………………………………………………………………………………………………

Thank you very much for your co-operation

SỞ GD&ĐT ĐỒNG NAI
TRƯỜNG THPT NGÔ QUYỀN

CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập - Tự do - Hạnh phúc


Biên Hoà, ngày 18 tháng 05 năm 2016

PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM
Năm học : 2015 - 2016
––––––––––––––––
Tên sáng kiến kinh nghiệm: Teaching Vocabulary through collocations
Họ và tên tác giả: Trần Văn Nghĩa
Chức vụ: Tổ trưởng
Đơn vị: Trường THPT Ngô Quyền – Đồng Nai.
Lĩnh vực: (Đánh dấu X vào 1 trong các ô tương ứng, ghi rõ tên bộ môn hoặc lĩnh vực khác)
- Quản lý giáo dục

- Phương pháp dạy học bộ môn: tiếng Anh 
- Phương pháp giáo dục 
- Lĩnh vực khác:

Sáng kiến kinh nghiệm đã được triển khai áp dụng: Tại đơn vị  Trong ngành 
1.
Tính mới (Đánh dấu X vào 1 trong 3 ô dưới đây)
-Đề ra giải pháp hoàn toàn mới, bảo đảm tính khoa học, đúng đắn 
- Đề ra giải pháp thay thế một phần giải pháp đã có, bảo đảm tính khoa học, đúng đắn
-Giải pháp mới gần đây đã áp dụng ở đơn vị khác nhưng chưa từng áp dụng ở đơn vị mình, nay tác
giả tổ chức thực hiện và có hiệu quả cho đơn vị 

2.
Hiệu quả (Đánh dấu X vào 1 trong 5 ô dưới đây)
Giải pháp thay thế hoàn toàn mới, đã được thực hiện trong toàn ngành có hiệu quả cao.
Giải pháp thay thế một phần giải pháp đã có, đã thực hiện trong toàn ngành có hiệu quả cao.



Giải pháp thay thế hoàn toàn mới, đã được thực hiện tại đơn vị có hiệu quả cao
Giải pháp thay thế một phần giải pháp đã có, đã được thực hiện tại đơn vị có hiệu quả.

-



-

Giải pháp mới gần đây đã áp dụng ở đơn vị khác nhưng chưa từng áp dụng ở đơn vị mình,
nay tác giả tổ chức thực hiện và có hiệu quả cho đơn vị.


3.
-

Khả năng áp dụng (Đánh dấu X vào 1 trong 3 ô mỗi dòng dưới đây)

Cung cấp được các luận cứ khoa học cho việc hoạch định đường lối, chính sách:
Trong Tổ/Phòng/Ban 
Trong cơ quan, đơn vị, cơ sở GD&ĐT  Trong ngành 
Đưa ra các giải pháp khuyến nghị có khả năng ứng dụng thực tiễn, dễ thực hiện và dễ đi vào
cuộc sống:

Trong Tổ/Phòng/Ban 
Trong cơ quan, đơn vị, cơ sở GD&ĐT  Trong ngành 
Đã được áp dụng trong thực tế đạt hiệu quả hoặc có khả năng áp dụng đạt hiệu quả trong
phạm vi rộng:
Trong Tổ/Phòng/Ban  Trong cơ quan, đơn vị, cơ sở GD&ĐT  Trong ngành 
Xếp loại chung: Xuất sắc 
Khá 
Đạt 
Không xếp loại 
- Cá nhân viết sáng kiến kinh nghiệm cam kết và chịu trách nhiệm không sao chép tài liệu của người
khác hoặc sao chép lại nội dung sáng kiến kinh nghiệm cũ của mình.
- Tổ trưởng và Thủ trưởng đơn vị xác nhận đã kiểm tra và ghi nhận sáng kiến kinh nghiệm này đã
được tổ chức thực hiện tại đơn vị, được Hội đồng chuyên môn trường xem xét, đánh giá; tác giả
không sao chép tài liệu của người khác hoặc sao chép lại nội dung sáng kiến kinh nghiệm cũ của
chính tác giả.
NGƯỜI THỰC HIỆN

XÁC NHẬN CỦA TỔ

THỦ TRƯỞNG ĐƠN VỊ


SKKN

CHUYÊN MÔN

Trần Văn Nghĩa

Bùi Phú Xuân

HIỆU TRƯỞNG

Nguyễn Duy Phúc