Một số biện pháp giúp học sinh lớp 9 trường THCS chu văn an, huyện nga sơn vượt qua những khó khăn trong việc học từ vựng tiếng anh

I.
INTRODUCTION
1. Reasons of choosing the study
As global communication among people has increased, English has
become the first choice for cross-border communication worldwide. English
is the language most widely taught as a foreign language in more than 100
countries in the world. In Vietnam, since the economic open door policy,
English has been also considered to be the most popular foreign language.
Especially after becoming a member of the World Trade Organization,
English has become a great demand for schooling and job opportunities.
In learning a foreign language in general, and English in particular,
vocabulary plays an important role. Because meaning is chiefly conveyed
through words, vocabulary is the foundation of communication, without
which communication would be very limited. McCarthy (1990) states that
“No matter how well the student learns grammar, no matter how successfully
the sounds of L2 are mastered, without words to express a wide range of
meanings, communication in an L2 just cannot happen in any meaningful
way”[1]. By having rich vocabulary, students can improve their listening,
speaking, reading and writing abilities, not only in the way they comprehend
but also in the way they produce language. In order to become independent
users of English, students should acquire an adequate number of words and should
know how to use them accurately. However, vocabulary acquisition is really
challenging to every student, especially students at secondary schools.
In the context of Chu Văn An secondary school (CVASS), English is a
compulsory subject to the students. Vocabulary lessons are not paid enough
attention in order to help students learn new words more effectively. As a
result, most of them have formed a habit of only learning new words found in
their text books or through teachers’ sources. They normally learn vocabulary
by such methods as listing new words on a notebook and learning them by
heart, writing new words repeatedly down on papers, reading new words out
loud several times, and so forth. These above seem not to be very effective

and interesting ways for vocabulary acquisition. Moreover, students only
think of vocabulary learning as knowing the primary meaning of new words,
they ignore all other functions of the words. Many of them may also
recognize a word in a written or spoken form and think that they already
"know the word", but they may not be able to use that word properly in
different contexts or pronounce it correctly. Many students, after learning
English for many years, can only read and understand short and simple texts
and hardly communicate in English.
As a specialist of English, I have dealt with many questions relating to
vocabulary learning which are raised by the students or among the English

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teachers. For example, “why is it very difficult to remember new words?” or
“what are the effective ways of learning vocabulary?”, etc. Therefore, I tried
to find the answers to these questions by conducting a study. So I boldly
choose the topic “SUGGESTING SOME METHODS TO HELP THE
FORM 9TH STUDENTS AT CHU VAN AN SECONDARY SCHOOL
OVERCOME THEIR DIFFICULTIES IN LEARNING ENGLISH
VOCABULARY ” .
2. Purpose of the study
The study aims to find out the factors that cause difficulties for the 9 th
form students in learning English vocabulary at Chu Văn An secondary
school and to suggest some solutions to help students learn vocabulary more
effectively.
3. Scope of the study
The subjects of the study include 130 9 th form students at Chu Văn An
secondary school. These participants are from 3 different classes. 78 of them
are male and 52 are female. All of the participants are at the age of 15 and have

been studying English for at least 6 years at primary schools and secondary
schools. All of them come from different villages in Nga Son district, Thanh Hoa
province. So they rarely have chance to commucicate with each other in English.
It is one of their difficculties in learning English generally and learning
vocabulary particularly.
4. Methods of the study
In order to achieve the purpose of the study, both qualitative and
quantitative methods are used. That is all comments, conclusions, suggestions
given in the experience are based on the analysis of data from a survey
questionnaire responded by 130 9th form students, an informal interview
answered by three English teachers of the school, author’s classroomobservation and students’ result from some vocabulary tests.

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II.

CONTENT

1. Theoretical background
No doubt that vocabulary is a significant factor in language acquisition
since words play an important role in expressing our feeling, emotions, and
ideas to others during the act of communication. However, learning
vocabulary is really a big challenge for students in learning a foreign
language. The purpose of vocabulary learning include both remembering
words and the ability to use them automatically in a wide range of language
contexts. However, we can see that the major difficulties in learning
vocabulary of the students are mispronunciation and incorrect usage of words.
So they are less confident to speak English in front of their teachers as well as
their classmates. Most of the students say that they can hardly express their

ideas in speaking and writing lessons and it is difficult for them to get the gist
of information from the conversation or texts in listening and reading lessons.
As a result, students only “know a word” but they might not “use a word”.
That’s why they easily forget the words they have learnt and they could not
improve and develop their learning English skills.This is true in learning a
foreign language. If a learner has a wide range of vocabulary, he can help
himself understood and understand others easily. However, if his vocabulary
is limited he will surely have difficulty in doing so and in English learning.
Therefore, nobody can learn a language without learning vocabulary, and
nobody can be a good language user without a reasonably rich vocabulary.
These all show that the success of a student in becoming proficient in any
language depends in part on the extent and richness of his/ her vocabulary, so
vocabulary teaching should be part of the syllabus, and vocabulary should be
taught on a well-planned and regular basis.
2. Practical back ground
The study was conducted at Chu Văn An secondary school which
located in the countryside of Thanh Hoa province. Established in 1991,
CVASS is the most qualified secondary school whose students have always
been selected from other schools in Nga Sơn district. All subjects including
English are taught with new course books and new methods according to the
renovation program put forth by the Ministry of Education and Training.
2.1.The teachers and their teaching methods
In Chu Văn An secondary school, there are 4 English teachers whose
teaching experience varies from 5 to 20 years. All of them have BA degrees in
English language teaching from different tertiary institutions in Vietnam.
It is obvious that most of the English teachers at CVASS are deeply
influenced by grammar-translation method. Teachers at CVASS usually apply
the traditional method of teaching in vocabulary lesson that Grammar-

3

translation method. In classes, the teacher play the key role, talk most of the
time, explain new words and mostly translate them into Vietnamese. Students
often listen and copy on their notebooks passively. Hence, this method leads
to lack of motivation and few chances for the students to practice English in
general and vocabulary in particular.
2.2. The students and their background
The learners at Chu Văn An secondary school are the best students who
have been selected basing on their results from the entrance exam. There are
around 45 students of mixed ability in each class. There are 18 classes, among
which the 9th form students take up 5 classes. All of the students come from
the countryside, so they have less or no exposure to authentic English. In fact,
most of these students commonly spend very little time learning English as
they have to spend much of the time learning other subjects. Especially they
spend most of their time learning the subjects that they are good at and
selected in the group of ten students to take the exams for good students.
Therefore, the majority of them learn English because it is a compulsory
school subject and they learn it just to pass the tests in the class.
2.3. The teaching materials and facilities
The book Tieng Anh 9 by the Ministry of Education and Training has
been used as the only the textbook to teach the student at Chu Văn An
secondary school. It consists of 10 units. Each unit is divided into 5 lessons.
Every unit provides students with opportunities to learn and develop their
knowledge in categories of grammar, vocabulary, communication skills, and
pronunciation through practicing activities of listening, speaking, reading, and
writing. Especially, the number of vocabulary in each unit is rather large.
Thus, the students usually feel very difficult in learning and mastering it.
Teaching facilities also play an important part in teaching English and
may affect the learning process positively or negatively. At Chu Van An

secondary school, there is no English laboratory. There is one computer room
but used for teaching informatics, not for English. There is also one library
with few English books or magazines. The only facilities for learning and
teaching English are some cassette-players in poor condition. It is obviously
that the teaching facilities are poorly equipped. This certainly has
considerable negative effects on teaching and learning English at Chu Văn An
secondary school.
Thus the difficulties in learning English vocabulary were caused by
both internal factors and external factors. The internal factors are such factors
coming from the students themselves as, their lack of motivation and effective
ways to learn vocabulary and also their natural characteristics of young age.
The external factors are English learning environment, vocabulary learning
task and lack of time for studying English

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3. The solutions
3.1. Encouraging students’ self- study
No doubt that the more vocabulary a language learner has, the better
they are considered to master the language. However, it is impossible for
students to learn all the vocabulary they need in the classroom since there are
so many words which teachers cannot teach students properly within the class
time limit, thus, vocabulary expanding process requires the higher level of
autonomy as well as more responsibility from learners themselves.
Basing on the findings, the students at CVASS always encounter
difficulties in understanding and remembering new words. Therefore, it is an
important responsibility of the teachers to help learners develop their selfstudy.
Firstly, teachers should enhance the students’ interest and make them
highly motivated in learning vocabulary by helping them realize that success

in learning depends much on their own efforts, like the way Scharle and
Szabó state: “success in learning very much depends on learners taking
responsibility” (2000,p.4). [2]
Secondly, the teachers help students understand the nature of
vocabulary learning process. It is an active process that requires students
actively take part in. This means that the students no longer depend on
teacher’s lecture, they must actively join in all vocabulary activities in order
to understand and remember vocabulary better.
Finally, it is clear that “autonomy is an ability to put one’s own study
into effect”. However, learner autonomy does not mean avoiding any reliance
on sources of help around you. This means that the student employs the
teacher as a source of help, effectively bring the teacher into his or her own
learning agenda. Therefore, the teachers should give homework frequently so
that students have chance to practice what they have learnt and hence
reinforce their specialized knowlegle. But to avoid sudents’copy the result
from the others, the teachers should apply effective ways to give them the
exercises and check their answers.
Here is a sample exercise suggested by the author to provide students
to do at home.
Sample exercise: Making sentence
Aim: revise and develop learned word usage in Unit 3: A trip to the
countryside
Time: 15- 20 minutes
Procedures:
- The first time: The teacher gives 5 learned words (all these words are the
same parts of speech) and asks students to make the sentences with them.

5

- The second time: The teacher supplies another form of each word (teacher
may encourage students to find out this form of a word themselves) and ask
them to make other sentences with these new forms of the words.
- Each time as that, the student can create a portfolio about the different usage
of the learned words in the sentences which completely distinguish from the
other students’.
For example: - The first day with the verb-form of word: collect
The students A may write: I like feeding chikens and collecting their eggs.
The student B may write another sentence: My younger sister has collected
dolls since she was three years old.
- The second day with the noun- form of this word: Collection
The student A may make a sentence: My father has a large collection of coins
The student B may write: Her collection of stamps is very beautiful.
If students become self- studiers and develop their autonomy in
learning vocabulary as above, not only will sudents’ difficulties be overcome
but also teacher’s heavy task in lecturing will be reduced.
3.2. Providing students with different vocabulary learning strategies
Vocabulary can be learned in a variety of ways. The most common of
these is incidental learning through listening and reading using context clues
to work out the meaning. Vocabulary knowledge can also be enriched through
having to produce vocabulary in spoken or written form. The quality and
thoughtfulness of the production influences the quality of storage of the word.
However, from the findings, the students’ vocabulary learning strategies
were limited. They have many difficulties in word usage, word pronunciation and
word spelling. They couldn’t find the effective ways to learn English vocabulary so
they expected their teachers to provide them with the better strategies.
There are some typical vocabulary learning strategies which may be
applied for the secondary school students and may reduce their difficulties.
They are:
* Learning vocabulary through communication

Learning vocabulary through communication is an important strategy.
Though it does not contribute to vocabulary learning directly, it allows
learners to be exposed to the target language. In this process, learners can
produce the utterance and test the knowledge they have learnt [3]
Through communication, listener can help speaker by pointing out the
incorrect use of item in his or her speech. Feedback is given immediately and
learners can benefit from it. In this method learners can keep the conversation
going on and acquire more new vocabulary.
Moreover, when communicating, there is interaction between speakers
and learners so learners have to give some reaction to the speakers. Thus, they
would concentrate on the speech and give response. In this process, they would

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encounter some word repeatedly and they have to produce output. when learners
encourter the new item in communication, they are more likely to be required to use
them productively in the activity. For example: In Unit 5: The media
Lien: you like watching sports, don’t you, Trung ?
Trung: Not really. Some sports are so violent, and I don’t like watching them.
I prefer documentaries.
Lien: I’m the opposite. I love watching sports, and documentaries seem quite
boring to me.
Trung:
……………………………………………………………………………………….
The students may communicate with their teachers, classmates, friends
and so on. Through communication, the students can master the learned
words with different usage, different degree of expressions and in different
situations. So this strategy is very helpful for both unsuccessful learners and
successful learners.

* Learning vocabulary through listening
Listening provides students a best way to learn new words and review
the words they have learned. They can listen to tapes, movie, music and their
teachers when they are in class. This strategy can contribute to vocabulary
learning directly. Nation states that there is evidence showing that through
listening to a story learners can acquire vocabulary. Especially, listening to
English songs, the stories in English can interest learners and their contexts
are helpful in vocabulary acquisition. When they are listening to words time
and time again, they need to pay attention to the sound of every word and the
meaning of every sentence. The result that the students can improve their
pronunciation, memorize the word and understand the usage of the new word
in the learned context. For example: After learning Unit 8: Celebrations, the
students can listen to the song Auld Lang Syne. This process helps them
revise and develop the learned words which are highlighted below.
Auld Lang Syne

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Should auld acquaintance be
forgot,
and never brought to mind?
Should auld acquaintance be
forgot,
and days of auld lang syne?
For auld lang syne, my dear,
for auld lang syne,
we’ll tak a cup o’ kindness yet,
for auld lang syne.

Should auld acquaintance be
forgot,
and never brought to mind?
Should auld acquaintance be
forgot,
and days of auld lang syne?
And here’s a hand, my trusty
friend!
and gie's a hand o’ thine!
we’ll tak a cup o’ kindness yet,
for auld lang syne.
* Learning vocabulary by guessing from context
Guessing from context is probably one of the most useful skills learners can
acquire and apply inside and outside the class. Teacher can suggest a –five-stepstrategy for guessing from context:
1. Finding the part of speech of the unknown word.
2. Looking at the immediate context of the unknown word and simplying this
context if necessary.
3. Looking at the wider context of the unknown word. This means looking at
the relationship between the clause containing the unknown word and
surrounding clauses and sentences.
4. Guessing the meaning of the unknown word.
5. Checking that the guessing is correct.
This means that the students may use structural formation and context
clues to guess the new word.
- Using structural formation: The information of the unknown word such as
prefixes, suffixes and part of speech is very useful for learners to refer the
meaning of the new word. Such as, prefixes un-, dis-, always have negative
meanings (appointed - disappointed, familar - unfamilar). Suffixes -ful, -able
often occur in adjectives (careful, comfortable).
- Using context clues: Students can deduce the possible meaning of unknown

word and phrase by using the meaning of other words around. For example :
Unit 7 - The reading lesson .
In Western countries, electricity, gas, and water are not luxuries but
necessities. Companies now realize that consumers want products that will
not only work effectively, but also save money.
The students underline the word consumers and guess the meaning due
to the words around it such as luxuries, products, save money.

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Learning vocabulary by guessing from the context require so many
skills. So, it has a bit difficulty for unsuccessful students in learning English
but it is very useful for the students who are good at English.
* Learning vocabulary through word formation
Most of content words in English can change form by adding prefixes
( re-, un-, in-, dis-, and so on) or suffixes (-ful, - less, -ly, -ness and so on).
Thus, learning word parts may be helpful to acquire vocabulary. Nation states
severals kinds of knowledge that are needed to use word parts.
Firstly, learners have to be able to recognize that a complex word is
made up by several parts and those parts are also contained in other words.
For example: the word inacceptable is made up by three parts: in, accept and
able. Learners need to recognize these parts and have concepts of their
meanings and functions.
Secondly, learners also need to know the meaning of the word parts.
For example, learners need to know the meanings of the parts form
inacceptable. In- is a prefix, which mean not. Accept means take willingly
something is offered. -able is an adjective suffix, which means having the
quality of.
Thirdly, learners have to recognize how the affix and stem combine and

make a new word with related meaning. For example, inacceptable and
comfortable share the same suffix – able. Learners can infer that they are both
adjective and they both mean that something has certain quality.
Fourthly, learner need to be aware that there are some changes to stem and
affixation when they are combined together . For example, happiness is not formed by
happy and –ness. There is a change to happy that the y changes into i. Through the
relationship between pronunciation and spelling, learners can master the word
correctly.
Learning through word formation does not require so many skills as guessing
from context. Hence, it seems to be more popular among learners who are not good at
English.
* Learning vocabulary by using bilingual dictionary
Bilingual dictionaries are popular among learners at all levels.
Bilingual dictionary is a good resource for second language learners [ 4]. It
concludes comprehensive meaning of a word which are expected in English,
an example sentence of each meaning, usage of the word, synonyms and so
forth. If students look up a word in the dictionary, he can acquire plenty of
knowledge about the word. So many researches suggested using a bilingual
dictionary as a reference work to support their self- learning. Thus, teachers
should give clear instructions so that students can know how to use
dictionaries. For example, teachers should introduce the English alphabetical

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system, the symbols used in a dictionary and teach them how to look up the
meaning of a new word, explore all the expression related to a word, the way
to interpret its pronunciation and stress.
3.3. Improving various techniques in teaching vocabulary
We know that internal factor is an important factor that influences

language acquistion. Positive emotion can make learning more efficient.
Thus, when learners are interested in what they learn, they are more likely to
acquire it.
The greatest difficulties in learning vocabulary of the students are their
poor retention, mispronunciation and incorrect usage of words. In addition,
one of their desires from their teachers is using various teaching techniques.
In order to overcome these problems and satisfy their students’ expectations,
some suggestions are offered below:
Basing on characteristics of different groups of students, the teacher
should use appropriate techniques or even in the same class the teacher also
has to employ various techniques in different vocabulary lessons in order to
renew the classroom atmostphere and maintain the students’ interests and
motivation. Vocabulary should not be taught seperately but integrated into
skills (reading, speaking, listening, writing and translation). [5]
Firstly, at the presentation stage, besides the traditional techniques like
saying the words clearly one by one and writing them on the board,
translatating all the words into Vietnamese, the teacher should use visual aids,
guestures and facial expressions, giving examples, asking students to guess
the meanings from the context, especially word games are very useful and
effective ways which help to develop students’ability and motivation to learn
vocabulary effectively. Visuals like real objects, photographs, pictures are
used regularly to attract students’ attention. Also, students can learn a lot from
examples containing new words because they know how the word is collated
to others.
Secondly, at the vocabulary practice stage, the teacher should try to
create more exercises with different forms and levels of difficulty such as
matching words, filling in the gaps, multiple choice, making sentences with
given words, finding synonyms and antonyms, translation, and word games.
However, due to limited time in the class, these exercises should give to
students after each lesson and they may be checked as a 5-minute warm- up

activity in the next class. By doing this, the teacher can review and recycle the
words their students have learnt so that the students can remember them
better, the lesson includes more activities providing more chance for the
students to practice their knowledge.

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Here are some of the sample activities suggested by the reseacher for
the students to do in their classroom or at home.
Sample activity 1: word pronunciation
Aim: Check students’ pronunciation of ed-ending of past verb form in unit 1:
A visit from a penpal
Time: 5-10 minutes
Source: Activities sheet for homework
Procedures: Teacher gives some verbs ending with - ed. Ask students to put
them in the correct columns. For example:
/id/
/d/
/t/
painted
played
worked
Sample activities 2: word form
Aim: Revise learned word usage in unit 5: the Media
Time: 5-10 minutes
Procedures:
- The teacher gives 10 incomplete sentences with a given word in bracket
- Students open the bracket to complete the sentence. For example:
1. These documents are not…accessible………to the public ( ACCESS)

2. The Internet is a wonderful……invention…of modern life. ( INVENT)
Sample activities 3: Roleplay
Aim: Recall students’ memory of learned words and word usage in Unit 1: A
visit from a pen pal to develop their abilities in communication
Time: 5-10 minutes
Source: Designed by the researcher to help students memorize words and
revise word usage in Unit 1: A visit from a pen pal
Procedures: Teacher asks students to work in pairs and roleplay this situation:
You (student A) are a Vietnamese student. Your foreign pen pal (student B)
has visited your country. This is your first meeting. Make a conversation to
introduce yourselves and your countries by using the words such as: friendly,
climate, religion, temples, churches, etc.
A: Hello. You must be B
B: Hi. That’s right, I am.
A: Are you enjoying your stay in Viet Nam?
B: Oh yes, very much. Vietnamese people are very friendly and Hanoi is very
interesting city.
A:……………………………………………………………………………
4. The discussion
4.1. Results

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At the beginning of study, we asked students to do a vocabulary test
to check their vocabulary levels.The data displayed in the chart 1 below is
gathered from the results of the test in September, 2016.

Chart 1: Students’ level of English vocabulary in September,2016
It is clear from the observation and from the result in chat 1 that most

of the students have problem in learning vocabulary.
After that I suggested some solutions to the English teacher of Chu Van
An Secondary School. He has applied those methods in teaching vocabulary
process and has received much effective result. The data displayed in the
chart 2 below is gathered from the results of the test in February,2017.

Chart 2: Students’ level of English vocabulary in February, 2017
4.2. Discussion
Chart 1 indicates that, a large number of students at the level of English
vocabulary was average (32%) and bad ( 39%). 24 % of them supposed their

12


vocabulary was rather good. Only 5% of the students found that their
vocabulary was good. These figures indicate that a majority of students have
English vocabulary at average or below average level. This is one of the
problems in students’ vocabulary learning process.
After having applied those suggested methods in teaching vocabulary,
students’ levels are improved effectively. Chart 2 indicates that, a large
number of students at the level of English vocabulary was rather good (45%)
and good (20%). 30 % of them supposed their vocabulary was average. Only
5% of the students found that their vocabulary was bad.

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III. CONCLUSION
1. Limitations of the study
Because of time limitation, knowledge and limited size of a minor thesis, the

research was conducted only on a small size of population. This number is not
enough for the researcher to have a full understanding of difficulties in learning
English vocabulary faced by those students. The author’s practical experience in
teaching vocabulary is limited, the suggestions to overcome difficulties are likely to
be subjective and incomplete.
2. Suggestions for further research
English vocabulary learning is a complex process which depends upon a lot of
factors and these may cause difficulties for students. Further study can investigate
problems in vocabulary learning by looking at difficulties related to vocabulary itself
and some other factors affecting learning vocabulary such as gender, references,
inteligence and belief. Especially, vocabulary learning strategies and vocabulary
teaching techniques are considered very important so futher study should research
about them to find out the most effective and suitable ways for teaching and learning
English vocabulary.
3. Conclusions
The difficulties in learning English vocabulary faced by the 9th form students
at CVASS are unavoidable and caused by both internal factors and external factors.
In terms of internal factors, it is the students’ traditional way of learning, that is
writing new words repeatedly, students’lack of motivation and their natural
characteristics of young age. The external factors include English learning
environment in which the teachers’traditional teaching method, that is speaking new
words aloud and translating directly, mainly prevent students from English
vocabulary acquisition, vocabulary learning task, lack of time for studying English
and some other factors such as English vocabulary itself and lack of teaching
facilities and reference materials. In reasearcher’s opinion, the main difficulties faced
by the students originate from the ways the students learn English vocabulary and the
ways their teachers teach them. These factors can be changed and improved better
but the other factors such as time, age, vocabulary itself, teaching materials and so on
can rarely or hardly be changed by the students and teachers themselves. Therefore,
the difficulties should be overcome foremost by the students and teachers themselves.

In order to help students learn English vocabulary more effectively, both
teachers and students must improve their awareness of their role in teaching and
learning process and the role of English in their further study and future work, which
help to create a motivation for students’ learning. Moreover, teachers should varify
their teaching techniques and help students find out their learning strategies that suit

14


their abilities in learning vocabulary. This will make students more motivated to learn
and have a higher sense of confidence in their own learning ability.
I hope my study will be useful for the teachers and students in the
process of teaching and learning language at secondary school.
CONFIRMATION OF HEADS OF UNIT

Phạm Đức Anh

Nga Son, 10th April 2017
I strongly confirm
this is my own writing,
not to copy of others

Lê Thị Mai

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REFERENCES
1. McCarthy M. (1990). Vocabulary description, acquisition and pedagogy.
Cambridge University Press.

2. Scharle and Szabó state. (2000,p.4). Success in learning Enlish [2]
3. Joe A Nation P And J Newton (in press). Speaking activities and
vocabulary learning English teaching forum.
4. Hornby, A.S. (1995). Oxford advanced learners dictionary of current
English. London: Oxford University Press.
5. Thornbury, S. (2002), How to teach vocabulary. England: Pearson Education
Limited.

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SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

PHÒNG GD&ĐT NGA SƠN

SÁNG KIẾN KINH NGHIỆM

MỘT SỐ BIỆN PHÁP
GIÚP HỌC SINH LỚP 9 TRƯỜNG THCS CHU VĂN AN VƯỢT
QUA NHỮNG KHÓ KHĂN TRONG VIỆC HỌC
TỪ VỰNG TIẾNG ANH

Người thực hiện: LÊ THỊ MAI
Chức vụ: Chuyên viên
Đơn vị công tác: Phòng Giáo dục& Đào tạo Nga
Sơn
SKKN thuộc
môn: Tiếng Anh
17

TABLE OF CONTENT
CONTENT

PAGE

I. INTRODUCTION

1

1.
2.
3.
4.

1
2
2
2

Reasons for choosing the study
Purpose of the study
Scope of the study
Methods of the study

II. CONTENT
1. Theoretical background
2. Practical background
2.1. The teachers and their teaching methods
2.2. The students and their background

2.3. The teaching materials and facilities
3. The sollutions
3.1. Encouraging students’ self-study
3.2. Providing students with different vocabulary
learning strategies
3.3. Improving various techniques in teaching
vocabulary
4. The discussion
4.1. Results
4.2. Discussion
III.CONCLUSION
1. Limitations of the study
2. Suggestions for futher research
3. Conclusion.
IV. REFERENCE

3
3
3
4
4
4
5
6
9
11
12

13
13

13
13
15-16

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