A STUDY ON THE EFFECTIVENESS OF SOME CLT CLASSROOM ACTIVITIES IN TEACHING VOCABULARY TO FIRST YEAR NON ENGLISH MAJOR STUDENTS

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VIETNAM NATIONAL UNIVERSITY, HANOI
COLLEGE OF FOREIGN LANGUAGES

DEPARTMENT OF POST-GRADUATE STUDIES
-------------------------

NGUYỄN THỊ THU HÀ

A STUDY ON THE EFFECTIVENESS OF SOME CLT
CLASSROOM ACTIVITIES IN TEACHING VOCABULARY TO
FIRST YEAR NON-ENGLISH MAJOR STUDENTS
AT THE AJC
(Nghiên cứu tính hiệu quả của một số hoạt động theo đường hướng giao tiếp
trong việc dạy từ vựng cho sinh viên năm thứ nhất không chuyên tại
Học viện Báo chí và Tuyên truyền)

M.A Minor Programme Thesis
Field: English Language Teaching Methodology
Code: 601410
Supervisor: Prof. Dr. Hoàng Văn Vân

HANOI - 2008


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DECLARATION

I hereby that the thesis entitled

A STUDY ON THE EFFECTIVENESS OF SOME CLT CLASSROOM ACTIVITIES IN
TEACHING VOCABULARY TO FIRST YEAR NON-ENGLISH MAJOR STUDENTS AT
THE AJC
is the result of my own research for the Degree of Master of Education at College of Foreign
Languages, Vietnam National University, Hanoi. I confirm that this thesis has not been
submitted for any other degrees.

Student’s Signature

Nguyen Thi Thu Ha


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ACKNOWLEDGEMENTS
I am grateful to all the people who have helped me with this research study.
My thanks to:
My supervisor - Prof. Dr. Hoang Van Van, whose expert help and guidance has been
invaluable to me throughout the writing of this thesis.
The teachers of the Postgraduate Department - College of Foreign Languages Vietnam National University for the knowledge they have provided.
The two teachers of English and 40 first year students of Ho Chi Minh Ideology
department, Academy of Journalism and Communication for their assistance and participation
in my experimental research.
And finally, my thanks go to my family members, friends and other colleagues at the
AJC for their love and support to me, which are very significant for me to finish this research
study.


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ABSTRACT
This thesis is devoted to examining the comparative effectiveness of some CLT
approach classroom activities in teaching vocabulary to first year non-major students at the
Academy of Journalism and Communication. In order to achieve this objective, a theoretical and
practical research is carried out. In the Theoretical Background, the background of vocabulary
and relevance to teaching vocabulary are summarized. An overview on CLT approach that has
been employing in foreign language teaching in Vietnam is also introduced in this part. After
that a brief background setting to the quasi-experiment relating to teaching and learning
vocabulary at the AJC is highlighted. Subsequently, the quasi-experimental study is given to
evaluate the effectiveness of some CLT approach classroom activities. And the results we will
get based on data analysis are in the third chapter. Finally, some recommendations for
vocabulary teaching/learning effectively are suggested.


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TABLE OF CONTENTS
Declaration.................................................................................................................................i
Acknowledgemments.................................................................................................................ii
Abstract......................................................................................................................................iii
Table of contents........................................................................................................................iv
List of abbreviations...................................................................................................................vi
List of tables..............................................................................................................................vii
List of charts...............................................................................................................................ix
PART I: INTRODUCTION........................................................................................................1
1. Rationale
................................................................................................................................................
1
2. Aims of the study
................................................................................................................................................

3
3. Significance of the study
................................................................................................................................................
3
4. Scope of the study
................................................................................................................................................
3
5. Research Questions
................................................................................................................................................
4
6. Methods of the study
................................................................................................................................................
4
7. Design of the study
................................................................................................................................................
5
PART II: DEVELOPMENT
................................................................................................................................................
6
CHAPTER 1: THEORETICAL BACKGROUND
................................................................................................................................................
6


vi

1.1. Introduction
................................................................................................................................................
6
1.2. Vocabulary in teaching and learning English

................................................................................................................................................
6
1.2.1. Definition and types of word
............................................................................................................................................
6
1.2.2. Definition and types of vocabulary
............................................................................................................................................
7
1.2.3. The importance of vocabulary
............................................................................................................................................
8
1.2.4. The role of vocabulary in language skills
............................................................................................................................................
8
1.2.4.1. In communication
...................................................................................................................................
8
1.2.4.2. In other skills
...................................................................................................................................
9
1.3. Teaching vocabulary
...................................................................................................................................................
9
1.3.1. The role of vocabulary teaching
..............................................................................................................................................
9
1.3.2. What needs to be taught while teaching vocabulary?
..............................................................................................................................................
10
1.3.3. Methods and approaches of teaching vocabulary at university

..............................................................................................................................................
11
1.3.4. Theoretical background of CLT approach


vi

..............................................................................................................................................
12
1.3.4.1. Introduction and definition of CLT
......................................................................................................................................
12
1.3.4.2. Basic features of communicative approach
......................................................................................................................................
13
1.3.4.3. The role of the teacher in CLT
......................................................................................................................................
13
1.3.4.4. Challenges for applying CLT in Viet Nam
......................................................................................................................................
14
1.3.4.5. Some principles of employing CLT in teaching vocabulary effectively
......................................................................................................................................
14
1.3.4.6. Prominent features of CLT activities that encourage vocabulary learning
......................................................................................................................................
14
1.4. Summary
..............................................................................................................................................
15

LIST OF ABBREVIATIONS
AJC: Academy of Journalism and Communication
CLT: Communication Language Teaching
EFL: English as Foreign Language
ESP: English for Specific Purpose
M.A: Master
MC: Master of Ceremonies.
TPR: Total Physical Response
VNU: Viet Nam National University


LIST OF TABLES

Pages
Table 1: Vocabulary designed in the course-book Lifeline – Elementary

19

Table 2: The results and mean of the post-tests

33

Table 3: Rating students through post-tests

35

Table 4: Modes of the post-tests

36


LIST OF CHARTS
Pages
Chart 1: Below-average

35

Chart 2: Average

35

Chart 3: Good

36

Chart 4: Excellent

36


PART I: INTRODUCTION
1. Rationale
“It is said that people living in the global integration age should know English at least
for communication. Do you agree with this?” Once a friend of mine asked me this question,
and without thinking, I answered at once “Yes, undoubtedly so.” This thought has not
changed since that day and English nowadays dominates over the other foreign languages
and is considered a second language in many countries all over the world. Like other
developing countries, in Vietnam the demand of using English has increased dramatically in

the last few years. Actually, with the open policy and a stable political system, Viet Nam
today has attracted more and more foreign investors, tourists come to do business and relax.
And obviously, English is the first choice for most Vietnamese people, especially the youth.
That reflects in the enormous number of English centers, clubs, schools, universities….
including home and foreign ones. However, the reality of teaching and learning English in
Vietnam is still not a perfect picture even at the universities, colleges… let alone at the
English centers. One of the reasons is a less effective teaching methodology and wrong
myths on understanding it. Let’s take teaching vocabulary as an example. This aspect of
teaching methodology has been lightened and even neglected for a long time, while we all
know that vocabulary is a means to link four skills, namely speaking, writing, listening, and
reading and without vocabulary we cannot transfer exactly what we want to say to the
listeners. As a communication instrument used by people all around the world, the use of
English required much vocabulary. According to many linguists, in communication,
vocabulary is more important than grammar. However, it has not received the recognition it
deserves in the classroom. “A vast amount of teaching time is consumed by explanation and
definition, classroom blackboards are often littered with masses of new lexical items, and
students compile page upon page of vocabulary word - lists that they rarely have the
opportunity to practice” (Ruth Gairns & Stuart Redman 1986).


At the Academy of Journalism and Communication - a national training institution, which
is assigned the task of training communication, education officers and producing the future
journalists for the country, the reality of teaching and learning vocabulary is somehow not
different in comparison with the whole general vocabulary teaching picture. AJC students
usually feel bored in vocabulary lessons because they have not changed their learning habits
such as writing words on paper, trying to learn by heart or learning passively through the
teacher’s explanation. Besides, AJC students after graduation have a huge demand of reading
and communicating in English. In order to do this, they must have a certain amount of
vocabulary and moreover, they must know how to use it properly in the specific context.
From this, we can see that in order to master English, apart from students’ appropriate

learning strategies, the teachers’ role and teaching methodology are also very important.
What ways should be applied to teach vocabulary effectively?
In recent years, CLT has been applied in Vietnam and it has shown its effectiveness in
teaching and learning language. “CLT is an approach that helps students be more active in
real life situations through the means of individual, pair and group work activities. It
encourages students to practice the language they learn in meaningful ways.” (Nguyen Thi
Thu Van & Khuat Thi Thu Nga 2003 ).
From this background, the question “Is it true that CLT classroom activities are more
effective than traditional ones?” has come to my mind and reminds me of my colleague’s
teaching period regarding teaching vocabulary. At that period, many communicative activities
were applied, which involved the whole class and attracted students’ attention so much. “Why
don’t we apply CLT activities to teaching vocabulary? Is it effective for students of all levels?
However, does only one period reflect exactly the effectiveness of CLT activities?” – Those
thoughts and worries plus the reality of teaching and learning vocabulary led me to carry out a
quasi-experimental research to examine “the effectiveness of some CLT classroom activities in
teaching vocabulary to first year non-English major students at the Academy of Journalism and
Communication”.


2. Aims of the study
The study is aimed to find out the role of vocabulary in acquiring a foreign language
and to make a comparison between the traditional activities and CLT classroom activities
through the quasi-experiment so as to evaluate the effectiveness of some CLT classroom
activities in teaching vocabulary to first year non-major students at the Academy of
Journalism and Communication. From these, the writer tries to give some recommendations
to teach vocabulary more effectively.
3. Significance of the study
As mentioned in the Rationale, vocabulary is really necessary and important for
learners to communicate well, however it has been undervalued or it is taught in merely
traditional ways, which makes the lessons boring. This study tries to test the comparative

effectiveness of some CLT classroom activities and suggest some recommendations for
teaching/learning vocabulary more effectively.
With this study, the writer hopes to make a small contribution to teaching/learning
vocabulary communicatively and effectively, which may help students retain vocabulary and
help the teachers find the most appropriate way in teaching vocabulary.
4. Scope of the study
The study was designed to find the answer to the main question “Is it true that CLT
classroom activities are more effective than traditional ones?” Due to the limit of a minor
thesis, the quasi-experiment just lasted in 6 weeks basing on three first units (Unit 1, 2 and 3)
of the textbook Lifelines – Elementary. The subjects of the research are 40 first year nonmajor students of the Ho Chi Minh Ideology department and the two teachers of English,
who co-prepared the lesson plan and taught these two classes – experimental and control
ones. I myself could not teach the students, because I’m not working as an official teacher.


5. Research Questions
1. What is vocabulary’s role in language teaching and learning?
2. Is it true that CLT classroom activities are more effective than traditional ones?
3. What are suggestions for teaching and learning vocabulary more effectively?
6. Methods of the study
First of all, the Theoretical Background relating to the research was conducted by
collecting materials, internet sources… In the Development, we took a brief look at the
reality of teaching and learning vocabulary at the AJC including the descriptions of the
teachers, students, course-book… as the background setting to the study.
With an attempt to find out the comparative effectiveness of some CLT classroom activities
in teaching vocabulary to first year non-major students, a quasi-experimental research was
made. The study was limited to only the first year non-major students of Ho Chi Minh Ideology
department (Academy of Journalism and Communication). These 40 students belonging to two
classes were not randomly selected. One class was randomly assigned as the experimental and
the other as the control class. Similarly, two teachers almost similar in respect of educational
qualifications, age, training, and experience at teaching to non-English majors and their

reputation at the university were selected. One teacher was randomly assigned to the experiment
and the other to the control class. The quasi-experiment lasted in 6 weeks with three first units of
the textbook - Lifelines - Elementary. The pre-test was administered to the students of both
classes at the beginning of the experiment in order to check students’ vocabulary knowledge.
After finishing one unit, a post-test, whose content was based on the knowledge of that unit was
delivered to students of both classes. However, the content of the last post-test included the
knowledge of all three units. Apart from the post- tests, class observation and teachers’ selfassessment were used as supplementary testing instruments to confirm the post-test results. The
data obtained were thoroughly analyzed by statistical descriptions. By these ways, we can see


which of two kinds of activities namely traditional and CLT had a positive effect on the
vocabulary teaching. From these, some recommendations were suggested.
7. Design of the study
The research includes three parts. The first part is Introduction, in which the rationale,
aims, scope, methods, research questions and design are identified.
The second one is Development which consists of three chapters. Chapter one –
Theoretical Background gives an overview of the theories relating to vocabulary. In the
chapter 2 - The Quasi-Experiment, the answers to the research questions are given. The last
chapter – chapter three - Data analysis, results and discussion prescribed the results of the
quasi-experiment.
The Part three - Conclusion gives the summary of the study, the suggestions for
teaching/learning more effectively and the recommendations for further study.


PART II: DEVELOPMENT
CHAPTER 1
THEORETICAL BACKGROUND
1.1. Introduction
This chapter focuses on providing an overview of the theoretical knowledge relevant to
the study including Vocabulary in teaching and learning English; Teaching vocabulary;

Methods and approaches of teaching vocabulary at university and Theoretical background of
CLT approach.
1.2. Vocabulary in teaching and learning English
1.2.1. Definition and types of word
Vocabulary mastery begins with a word. So what is a word? According to Arnold I.B.,
(1996) the term “word” denotes the basic unit of a given language resulting from the
association of a particular meaning with a particular group of sounds capable of a particular
grammatical employment. The word is structural and semantic entity within the language
system. The American Heritage Dictionary (1985) tells us that words are usually separated by
spaces in writing, and are distinguished phonologically, as by accent in many languages.
Words as single units cannot provide the act of communication by themselves: a man, I, like,
good. They provide the act of communication when they are combined in a certain way: I
like a good man.
Charles Carpenter Fries in his book “The structure of English: An Introduction to
the construction of English tendencies” (1952) distinguished four types of words according
to the function in the sentences and their combinability with other words:
- Function words: do (forming the question)


- Substitute words: he, she, they…
- Grammatically distributed words: some, any
- Content words, which constitute the bunk of the language vocabulary
1.2.2. Definition and types of vocabulary
“Vocabulary is knowledge of words and word meanings” is defined by Fran Lehr
and his associates (2004) in a research entitled “A Focus on Vocabulary”. Now let’s take a
look at the term “vocabulary knowledge”. How is “vocabulary knowledge” understood?
Steven Stahl (1998) gives us a definition as follows: "Vocabulary knowledge is knowledge;
the knowledge of a word not only implies a definition, but also implies how that word fits
into the world." That means vocabulary knowledge is not something that can ever be fully
mastered. It is something that expands and deepens over the course of a lifetime. Instruction

in vocabulary involves far more than looking up words in a dictionary and using the words in
a sentence. Vocabulary is acquired incidentally through indirect exposure to words and
intentionally through explicit instruction in specific words and word-learning strategies.
From the explanation above, we can see a new vocabulary learning strategy that is very
interesting and useful. Besides, it can be seen that vocabulary is very important when students
want to learn English, because a student who has much vocabulary will find it easier to
understand and master English than any other student who does not.
Researchers often refer to four types of vocabulary:
- Listening vocabulary: the words we need to know to understand what we hear.
- Speaking vocabulary: the words we use when we speak.
- Reading vocabulary : the words we need to know to understand what we read.
- Writing vocabulary : the words we use in writing.


1.2.3. The importance of vocabulary
Vocabulary is one of vital parts of English, especially in the field of communication. The
three following quotations will illustrate this:
"Without grammar very little can be conveyed; without vocabulary nothing can be
conveyed." (Wilkins 1972: 111).
"When students travel, they don't carry grammar books, they carry dictionaries.”
(Krashen in Lewis 1993: iii).
“Knowing words is the key to understanding and being understood. The bulk of
learning a new language consists of learning new words. Grammatical knowledge does
not make for great proficiency in a language.” (Vermeer, 1992: 147)
1.2.4. The role of vocabulary in language skills
1.2.4.1. In communication
English is used as a communicative tool between two or more people speaking different
languages. As a communicative tool used by people all around the world, the use of English will
require much vocabulary. Needless to say, a person who has much vocabulary will find it easier
to master English than any other person who does not. With much vocabulary people can also be

more proficient in communication, because they do not need to worry when selecting the words
that will be used in conversation. From this, we can say vocabulary and communicative ability
are highly correlated. I would like to quote Lewis’s point of view to support this: “Vocabulary is
basic to communication. If acquired do not recognize the meaning of key words used by those
who address them they will be unable to participate in the conversation If they wish to express
some idea or ask for information they must be able to produce lexical items to convey the
meaning. Indeed, if our students know the morphology and the syntax of an utterance addressed


to them, but do not know the meaning of key lexical items they will be unable to participate in
the conversation” (Lewis, 1993)
1.2.4.2. In other skills
A good vocabulary is as necessary for writing as it is for reading and listening. Students
can hardly choose the proper word to express oneself unless they have a choice; and that means
having several words to select from, which will come from building a good vocabulary.
Furthermore, a student who has trouble generating satisfactory length in themes reveals another
important writing by product of vocabulary. “With a poor vocabulary, the free flow of ideas and
pen is blocked and dribbles out; with a good vocabulary, it will be helped to flow.”
(www.aug.edu/fenglish/learning_materials/how2_vocabulary.htm)
Vocabulary is also very important to reading and listening comprehension. Students
cannot understand what they are reading and listening without knowing what most of the words
mean.
To sum up, building vocabulary is such an important aspect of learning a foreign
language. The shortages of having vocabulary will impact on the difficulty of using their
English properly in oral and written forms. Therefore, vocabulary mastery should be the basis of
knowledge and a part of integrated language learning in most communication. And a rich
vocabulary as well as knowing how to use vocabulary appropriately also improve students'
ability to communicate through speaking, listening, and writing.
1.3. Teaching vocabulary
1.3.1. The role of vocabulary teaching

Teaching vocabulary being an important part of teaching foreign language has the goal
to help students not only to improve and extend their vocabulary. The wide choice of a word
causes the language to be flexible, it assists in avoiding repetition and monotony of speech, and


it gives the possibility to express the idea more exactly and understandably. Nowadays it is
generally accepted that vocabulary teaching should be part of the syllabus and taught in a wellplanned and regular basis. Lewis (1993) argues that vocabulary should be at the center of
language teaching, because “language consists of grammaticalised lexis, not lexicalized
grammar”. As a result, new course-books now include word study sections. Consequently,
learners have to make a conscious effort to acquire the target language not only in the classroom
but outside it as well. In effective language teaching, students are exposed to the target language
in multiple ways, and teachers’ aim is to make the vocabulary lessons not boring and above all
encourage their students to be autonomous in their language learning.
1.3.2. What needs to be taught while teaching vocabulary?
To teach or to learn a word means to teach or to learn its form, meaning and usage.

pronunciation
spelling
inflections
Form

Meaning
basic and literal meanings
derived and figurative meanings
semantic relation
connotation

derivations

Usage

subcategorization
collocation
sociolinguistic and stylistic
restrictions
slangs and idioms


From illustration of what should be taught with a word via an isosceles triangle above,
we can see the balance between three aspects of vocabulary teaching: form, meaning and usage.
In other words, these three aspects should be paid equal attention to.
1.3.3. Methods and approaches of teaching vocabulary at university
Of many factors which measure the success or failure in learning and teaching,
methodology is considered as one of the most important. Methods are held to be fixed teaching
systems with prescribed techniques and practices, and approaches are language teaching
philosophies that can be interpreted and applied in a variety of different ways in the classroom.
“A method is theoretically related to an approach, is organizationally determined by a design,
and is practically realized in procedure” (Richards and Rodges, 1996). Additionally, according
to Prator (1991: 17) “…in the teaching situation it is the method used, more than any other
factor, that determines the results achieved”.
Methodology of vocabulary teaching/learning has undergone too many changes. Let’s
take a look at the grammar translation method first. In this method, vocabulary is taught by
means of translation when students are given lists of words with their translation to be learned.
Language is seen as a collection of words which are isolated and independent and there must be
a corresponding word in the native tongue for each foreign word students learn. This method to
my eyes is commonly applied in teaching vocabulary to non-English majors at training
institutions in the north of Vietnam. In audio-lingual method, teaching vocabulary is also tuned
up to grammar and words were presented and learned in structures. Also, great attention is paid
to pronunciation. Vocabulary according to Total Physical Response is emphasized over other
language areas by using commands to direct behavior and action sequence. This method
involves a substantial amount of listening and comprehension in combination with various

physical responses. Teachers often use gestures, body language, facial expressions to illustrate
the words to students. If TPR is considered suitable method for beginners especially children, so
direct method is better for those who are very competent in terms of using vocabulary
effectively in communication. The words in this method are taught by modeling and practice.


Concrete words are taught through demonstration, objects or pictures while abstract ones are
taught by association of ideas.
And the last method, more precisely teaching approach I would like to mention is
Communicative Language Teaching Approach. Because this study is much relevant to this
approach so a greater attention is paid to present it in an isolated part.
1.3.4. Theoretical background of CLT approach
1.3.4.1. Introduction and definition of CLT
Vietnam is facing a rapid economic progress while it is more and more closely related to
the outside world. The traditional teaching method of grammar translation no longer keeps up
with the realistic communication needs. Some critical changes need to be made in order to
improve the English teaching quality in Vietnamese colleges. The CLT approach is becoming
increasingly popular in the world, and it would be very helpful to apply it to the classrooms in
Vietnam. In recent years, CLT has been applied in Vietnam and it has shown its effectiveness in
teaching and learning language. With this approach, Vietnamese students feel more confident
when communicating with foreigners. Because it focuses mainly on “communicative
competence” which is considered the goal of CLT. “Communicative competence” referrers to
“the underlying systems of knowledge and skill required for communication” (Canale, 1983: 5).
Communicative Competence enables students to use the language in different spheres of
communication and in different functions.
Let’s turn back to the definition of CLT. According to Wikepedia: “Communicative
Language Teaching is an approach to the teaching of second and foreign languages that
emphasizes interaction as both the means and the ultimate goal of learning a language. It is also
referred to as “communicative approach to the teaching of foreign languages” or simply the
“Communicative Approach”.

1.3.4.2. Basic features of communicative approach
David Nunan (1991: 279) lists five basic characteristics of CLT:
1. An emphasis on learning to communicate through interaction in the target language.
2. The introduction of authentic texts into the learning situation.
3. The provision of opportunities for learners to focus, not only on language but also on
the learning process itself.
4. An enhancement of the learner’s own personal experiences as important contributing
elements to classroom learning.
5. An attempt to link classroom language learning with language activities outside the
classroom.
These five features are claimed by practitioners of CLT to show that they are very
interested in the needs and desires of their learners as well as the connection between the
language as it is taught in their class and as it is used outside the classroom. From what Nunan
states about the prominent features of CLT, we can see that any teaching practice that helps
students develop their communicative competence in an authentic context is deemed an
acceptable and beneficial form of instruction. Thus, in the classroom, CLT often takes the form
of pair and group work requiring negotiation and cooperation between learners, activities in
which students practice and develop language functions and encourage learners to develop their
confidence.
1.3.4.3. The role of the teacher in CLT
The role of the teacher in CLT is quite different from traditional teaching methods. In the
traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher
serves as more of a facilitator, allowing students to be in charge of their own learning. Teachers
are not merely transmitters of knowledge anymore; instead, they become facilitators, needs
analysts, counselors, and group process managers.


The teacher still sets up exercises and gives direction to the class, but the students do.

This responsibility to participate can often lead to an increased sense of confidence in using the
language. In CLT, students practice real-life situations, for example, buying food at the market
or asking someone for directions. In these exercises, the goal is for the student to communicate
his or her needs and thoughts, without worrying about having perfect grammar.
1.3.4.4. Challenges for applying CLT in Viet Nam
Le Van Canh in his paper “Language and Vietnamese pedagogical contexts” assumes
that communicative teaching is too challenging in Vietnam because of some reasons such as
the teacher’s English proficiency is low, classes are large, the buildings, furnishings and other
facilities are basic, and only low levels of support can be provided in terms of materials,
libraries and advisory services. New teaching methods require new understandings and skills.
They often require teachers to spend more time doing additional preparatory work, while there
are already many demands on teachers’ time in addition to their syllabus teaching work.
1.3.4.5. Some principles of employing CLT in teaching vocabulary effectively
When we try to adapt vocabulary teaching method under the guidelines of CLT into
Vietnamese EFL classroom, we have to consider these following principals:
1. Understanding the cultural difference.
2. Adjusting the roles of teacher, student and material.
3. Incorporating vocabulary presenting with practicing.
4. Combining all four basic skills.
1.3.4.6. Prominent features of CLT activities that encourage vocabulary learning
1. Face-to-face nature of communication in group activities can help students to adjust
their speech to suitable level for both speakers and listeners. Students involved in group work
can get help from each other.


2. Communication activities generally provide a meaningful context, which may not
only provide sufficient evidence for a student to make a reasonable guess as to the meaning of
unfamiliar items, but it also assists in the remembering of new items.
3. Have a good chance for students to expose to repeated use of the new items.
4. From a psycholinguistic perspective, group-based peer interaction typically provides a

learning environment in which students can make error and express misunderstanding without
the adverse effects of exposing their weakness to the whole class or to the teachers.
Yet, by being aware of these features and the way they affect students’ responses to
unfamiliar vocabulary, teachers can improve the quality of vocabulary learning.
1.4. Summary
In this chapter, I tried to provide a brief description of the theoretical knowledge relating
to the study. Included is vocabulary and its important role in teaching and learning English. This
chapter also included a discussion of teaching methodology that have developed throughout the
history of language teaching from the classic ones such as the grammar-translation method, the
direct method, the audio-lingual method… to the more recent one such as CLT approach in
order to point out: (1) the role of vocabulary in teaching and learning English, (2) an overview
of some teaching methods (3) theoretical background of CLT approach and prominent of CLT
activities that encourage learning process.