Applying some useful indirect techniques in teaching vocabulary to 12th form students

PART A: INTRODUCTION
1. The rationale of the study
Studies have shown that vocabulary knowledge is strongly correlated,
and researchers have found that word knowledge in high school can predict
how well students will be able to comprehend texts they read in high schools.
Limited vocabularies prevent students from comprehending a text.
Direct instructions in vocabulary can help arrest this cycle. Good
readers often acquire much of their vocabulary through wide independent
reading, also known as incidental learning. However, explicit instructions can
help students learn enough words to become better readers (and thus acquire
even more words). Direct vocabulary instructions are useful for students at all
ability levels, but it is particularly useful for beginning students who have a
limited reading vocabulary and little exposure to incidental vocabulary
learning outside of schools.
Studies have shown that the key to increase vocabulary is exposure to
new words—not an innate ability to learn from context. Experts emphasize
that vocabulary development is an attainable goal. If given the opportunity to
learn new words as well as effective instruction, most students can acquire
vocabulary at rates that will improve their comprehension. This enables them
to read increasingly challenging texts with fluency and betters their chances
for success in school and afterward.
From the above reasons, I choose the topic “Applying some useful
indirect techniques in teaching vocabulary to 12th form students”, hopefully
that it will help enhance students’ wide range of vocabulary.
2. Aims and Objectives of the study
With the reasons above in my mind, the specific aims of the study
accordingly are:
+ To present different indirect techniques in teaching vocabulary to students.
+ To give out some practical exercises for the further practices of English
vocabulary among students.
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3. Objects of the study
In this study, I intend to deal with something about the theory of some
techniques in teaching vocabulary and the procedures when carrying out some
teachniques.
4. Methods of the study
With reference to its characteristics, this study can be categorized as an
action research. The following instruments are applied to collect data for this
study:
* A study on theoretical background of vocabulary and some techniques in
teaching vocabulary.
* Personal observations by attending classes.
5. Remarkable points of the study
The study tends to help improve learners’ vocabulary that they can
easily apply in their language learning. From that point, they will improve
their English remarkably.

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PART B: DEVELOPMENT
I. Theoretical background of vocabulary in language learning and
teaching.
I.1. Definitions of vocabulary in language learning and teaching
Vocabulary represents one of most important skills necessary for
teaching and learning a foreign language. It is the basis for the development
of all the other skills: reading comprehension, listening comprehension,
speaking, writing, spelling and pronunciation. Vocabulary is the main tool for
the students in their attempt to use English effectively.

I.2. The importance of vocabulary in language learning and teaching
Talking about the importance of vocabulary, the linguist David Wilkins
argued that: “without grammar little can be conveyed, without vocabulary
nothing can be conveyed.” Indeed, people need to use words in order to
express themselves in any language. Most learners, too, acknowledge the
importance of vocabulary acquisition. In my experience as a teacher, I noticed
the fact that students usually find it difficult to speak English fluently. They
usually consider speaking and writing activities exhausting because they keep
on using the same expressions and words and very soon their conversation is
abruptly interrupted due to missing words. And the main reason for such
communication problems is the lack of vocabulary. Other students are
confronted with the problem of forgetting the words immediately after the
teacher has elicited their meaning or after they have looked them in the
dictionary, and this also a cause of the lack of vocabulary. The more words
students learn, the easier they memorize them.
Vocabulary learning is the process acquiring building blocks in second
language acquisition Restrepo Ramos (2015). The impact of vocabulary on
proficiency in second language performance "has become […] an object of
considerable

interest

among

researchers,

teachers,

and

materials

developers"Huckin & Coady, 1999, p. 182). From being a neglected aspect of
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language learning, vocabulary gained recognition in the literature and
reclaimed its position in teaching. Educators shifted their attention from
accuracy to fluency by moving from the Grammar translation method to
communicative approaches to teaching by using different types of techniques
in teaching and learning.
II. The reality of teaching vocabulary in every high school.
In fact, most teachers tend not to waste too much time demonstrating
the vocabulary. Instead, they often write down the new words and their
meaings also on the board and ask students to read out some times to practise
without putting them in the context. Consequently, students often find it
boring when studying, and a bit difficult to understand the meanings of words
in context. Obviously, they tend to forget the meanings of new words quickly
and find it difficult handling those words in the real situation. Therefore, this
problem is well worth taking into consideration.
III. Using different types of indirect techniques in teaching vocabulary.
During the time the study was carried out, I often gave some different
techniques in teaching vocabulary to students. The new words were explained
clearly in some ways so that students could guess the clues, understand the
word meanings and they were able to use them effectively. I also gave the
procedure of training lessons in which students had chances practicing with
the guessing technique in learning vocabulary.
III.1. Showing the meaning of words visually
III.1.1. Using pictures and cards
Picture cues are a great mechanism for teaching young Students to

study Vocabularies. They can combination of words and visual cues can help
a young mind piece together a word. There are several ways to approach it.
The approach shown here works with whole words. First, you can plan your
lesson and pick the words you'll teach your student. An effective way to do
this is by categories. For example, teach your student how to read words
associated with fruit, such as apple, orange or peach. Since the human mind
likes to categorize things, this method helps these words gel into your young
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student’s mind. Second, Get the corresponding picture cue cards. You can
obtain picture cue cards with one letter on them or with entire words on them.
When teaching a student to read by showing whole words, its best to look for
picture cue cards that deal with life activities. These packages normally have
food groups and other categories in them. Third, Sit the child down in a quiet
place before starting the lesson. The trick to getting picture cues to work is to
keep a young student’s attention and have her connect a picture with a word.
This won’t happen if she can’t see the picture cue card or is distracted by
sounds. Forth, Pick up a picture cue card and say the corresponding word.
Make sure you explain what you are doing before the lesson. Then, as you say
the word and show the picture cue card, allow a time delay. This time delay (1
to 3 seconds) will allow your student to soak in the word and associate it with
the image. After you show the picture card, spell the word so your student will
associate certain alphabetic letters with the image. Next, Repeat this exercise
at least two times. This means you should show a picture cue card of an apple
and say the word twice. Repetition is a proven method of learning, so use it to
your advantage. Then, coordinate picture cues with spelling lessons. You can
do this by covering up the word on the picture cue card and revealing only
one letter at a time as the student says it to you. This will further associate the
word with the picture and help the young student learn to read. Last but not

least, Allow your student a chance to show off his stuff. After you’ve been
working with your student for a while, mix up the order of your picture cue
cards and allow him to read the words back to you. This will let you see if he
is really learning or if he has just memorized the order of the picture cue
cards.
ILLUSTRATED LECTURE
UNIT 6- ENDANGERED SPECIES (NEW TEXTBOOK)
Choose the right words or phrases which best describe the pictures.
CARDS:
A

biologist

B

campfire
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C

E

G

Wildlife parks

Botanical garden

Crocodile

dinosaurs

D

F

Extinct species
F

H

Camel

PICTURES:

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Students’activies
Ss is devided two groups, and they have to observe pictures carefully and use
cards to paste in the pictures. The class will be vibrant
Teacher’s activities
T devides the class into 2 groups
T asks Ss to paste pictures which are suitables with cards
T helps Ss to discuss
T gives small presents or add mark for the winning group
T helps to read
Suggested answers
A. wildlife parks

P8

B. dinosaurs

P7

C. rhinoceros

P6

D. biologist

P1

E. campfire

P4

F. botanical garden

P2

G. extinct species

P4

H. crocodile

P3

I.

P5

camel

III.1.2. Using videos
Almost any video can be used to teach English: commercial films,
TV programmers, home-made dramas and holiday films. Live television
programmers are NOT recommended. Your method should vary according to
the language point you wish to teach and the level of your student(s) Although
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a handset is ideal, it is not essential. Position yourself near the front of the
class, to one side - close enough to the video player to work the controls if
you do not have a handset. If the video player is independent of the TV, turn it
so you can work the controls easily without interfering with your students'
view of the TV screen. This medium can be used to pratise consolidate range
of language points to introduce subject(s) for debate to encourage
conversation amongst students to improve writing skills to introduce new
vocabulary to develop listening skills (with visual aid) Few lessons would
involve continuous viewing - even with speech-free films. Strategic stopping
is essential. The teacher controls what students see and hear: Films, with
excessive bad language, can be shown without sound If the majority of film is
good, unsuitable sex or violent scenes can easily be avoided as follows plan in
advance how to exploit the remainder of the film knowing the exact counter
positions of scenes to be omitted
ILLUSTRATED LECTURE

UNIT 5: CULTURAL DIVERSITY- LISTENING
Warm up:
T gives a short video about a marriage in VietNam and America
When Ss watch video clip, T points some important words which are shown
on screen
Some important words:
Altar/ Master of celemony/ Banquet/ Groom/ Bridge/ Ancestor/Tray/
Schedule/ Blessing
III.1.3. Using realia
The main advantage of using real objects into the classroom is to
make the learning experience more memorable for the learner. To give a
couple of simple examples, if you are going to teach vocabulary of fruit and
vegetables it can be much more affective for students if they can touch, smell
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and see the objects at the same time as hearing the new word. This would
appeal to a wider range of learner styles than a simple flashcard picture of the
piece of fruit or vegetable. (With very young learners, classroom management
can become trickier if you bring in real objects as excitement levels tend to
rise. Last year one of my students bit into an onion we were passing round.
I’m sure he hasn’t forgotten that class!)
A second example would be if you are going to teach some functional
language for asking for the timetable for a train. You could use a fictitious
timetable or you could use a real one from the local train station, one from the
internet, or if you’re really organised, some you brought back from your last
trip to the UK. This way you expose students to more language than simply
the times and destinations. They will see information about prices, discounts,
bank holidays etc.
ILLUSTRATED LECTURE

UNIT 5: CULTURAL DIVERSITY- WRITING
- Ask students to write about one of the most important
features that define Vietnamese cultural identity- Non la
- T brings the “ Nón lá” ( conical leaf hat)
- T shows it in front of the class
- T asks Ss to guess which is “leaf, rim, ribs, shape”
Ss learn vocabularies by watching realia
III.1.4. Using mine
This is the way of using actions and facial expressions to show the
meaning of words. Most action verb ( sits, stand, open…) and some adjectives
showing feelings and stantus ( happy, worried…) can be taught using mine
ILLUSTRATED LECTURE
UNIT 3: WAYS OF SOCIALISING- READING
Warm up:
Vocabularies
Some words teacher can express by actions:
Clap: T claps in front of the class and asks Ss what it means “ Vỗ tay”

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Shake hand: T shakes hands with one student in the class and aks Ss what is
she doing “ Bắt tay”
Wave: T also “waves” and makes Ss understand his/her actions
III.2. Word meanings from context
Using examples, situations, or explanations is another ways of showing
what word mean. Most abstract words ( love, happiness…) can be taught
effectively in context. There are some points to consider when using this
method
Besides, it is not necessary to give a complicated explanation, the

meaning can be shown by simple sentences. The teacher can ask Ss to find the
meaning by guessing the meaning of sentences which are around
ILLUSTRATED LECTURE
UNIT 1: HOME LIFE- READING
T asks ss to see in the book and pay attention to the sentences
“ The main responsibility is to wash the dishes and take out the gabage”
I also look after the boys”
Depennds on the sentences T aks Ss to guess the meaning of words
“responsibility, look after”
III. 3. Using synonyms or antonyms
Synonyms are different words with similar or identical meanings.
They are interchangeable. For example: Car and automobile.
Antonyms are words with opposite or nearly opposite meanings.For
example: Large and small.
This is a nice warm up game using synonyms and antonyms. You can make it
as difficult or easy as you wish, depending on the level of your students. Hand
out a list of words to each student. There should be two columns next to each
word, label the heading of each column, synonym and antonym. You can
make up your own lists using words you've already taught. Thesaurus.com is
a useful tool for this exercise. Then read out the synonyms and antonyms of
those words. The students have to write these words next to the word they are
the same or the opposite of.
ILLUSTRATED LECTURE
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UNIT 6: FUTURE JOB- SPEAKING
Find each pair of antonym from the following:
Boring

Rewarding

Dangerous

Difficult

Easy
Fascinating
Unsastified
Grotesque
T adds words in the board or give small handouts to ask Ss to match

Fantastic
Safe

Ss guess and match
T checks corrected answers
T helps SS to read voca and explains
Suggested answers
Boring
Rewarding
Dangerous
Difficult
Fantastic

Fascinating
Unsastified
Safe
Easy
grotesque

III.4. Definitions and translations.
Applied linguists have for some time suggested that communicative
competence includes a major component, usually termed strategic
competence, the development of which largely determines the learner's
fluency and conversational skills. Practising teachers, however, are usually
unaware of the significance of this competence, and hardly any activities have
been developed to include strategy training in actual language teaching. The
aim of this article is to bridge the gap between theory and practice by first
describing strategic competence and then presenting language exercises to
facilitate its development.
III.4.1. Definition
ILLUSTRATED LECTURE
UNIT 10: ENDANGERED SPECIES- READING
Task :The nouns in column A all appear in the passage. Match each of
them with a suitable definition in column B
A

B
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Extinction

a. The existence of a larger number of differnet
kinds of animal and plants which make a balanced

Habitat

envitonment

b. The act of preventing something from being

Biodiversity

lost, wasted, damaged or destroyed
c. a situation in which a plant, an animal, a way of

Conservation

life..stops existing
d. The natural eviroment in which a plant or
animal lives

T asks Ss to work in groups
Ss guess and match the word which is suitable with its definition
T suggests Ss find words in the text and guess the meaning
T checks the answer
Suggested answers:
1.c

2.d

3.a

4.b

III.4.2. Translation
ILLUSTRATED LECTURE
UNIT 9: DESERTS- READING
Task 1: Give the Vietnamese equivalents to the following words or phrases

English

1. Stretch
2. Sandy
3. Aerial survey
4. Royal Geography society of Australia
5. Australia Aborigine
6. Dune
7. Sloping
8. Steep
9. Hummock
10. Crest
11. Spinifex

Vietnamese
Kéo dài
Thổ dân Úc
Hội hoàng gia địa lý Úc
Cồn cát
Đỉnh
Có cát
Dốc thoai thoải
Lá nhọn
Gò đống
Dốc đứng
Phỏng vấn trên không

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T asks Ss to work in groups
Ss guess and match the word which is suitable with its definition
T suggests Ss find words in the text and guess the meaning
T checks the answers
Suggested answers:
English

12. Stretch
13. Sandy
14. Aerial survey
15. Royal Geography society of Australia
16. Australia Aborigine
17. Dune
18. Sloping
19. Steep
20. Hummock
21. Crest
22. Spinifex

Vietnamese
Kéo dài
Có cát
Phỏng vấn trên không
Hội hoàng gia địa lý Úc
Thổ dân Úc
Cồn cát
Dốc thoai thoải
Dốc đứng
Gò đống
Đỉnh

Lá nhọn

IV. Exercises for training vocabulary
IV.1. Gap-filling
Gap-fills are an excellent way to reinforce vocabulary, and allow the
student to encounter the vocabulary in a variety of contexts. The exercises can
be worked on individually or in pairs in class, or can be assigned as
homework to be quickly reviewed in class
IV.1.1. The Standard Multi-Word Gap-Fill
Gap-fill exercises can take various forms; the most common is the standard
multi-word exercise with a number of sentences and words to choose from. A
short example exercise with 5 sentences is shown below.

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IV.1.2. The Gap-Fill with Clues in Root Form
A challenging variation of the above exercise is a gap-fill exercise in
which the words which are gapped are presented in their root form. In this
way, students have to choose the correct word from the contexts given, and
supply the appropriate form of the word, such as a different derivation or
different tense. A short example exercise with 5 sentences is shown below.

IV.1.3. Multiple Contexts for One Word
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Another variation which can help students to understand the various
derivations for a word is a gap-fill exercise with several different contexts for
1 word, each showing a different form or derivation. A short example exercise

with 5 sentences is shown below.

IV.1.4. Listening Practice with Gap-Fills
Gap-fill exercises can be presented as listening exercises. In this
exercise, students hear the sentence rather than reading it, and have to choose
the appropriate answer. A short example exercise with 6 sentences is shown
below. The next day in class, students can be shown the sentences that they
heard in the language lab. At this time, they can see if what was said is the
same as what they thought they heard. It also offers an additional opportunity
to review and learn the target vocabulary.

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ILLUSTRATED LECTURE
UNIT 10- ENDANGERED SPECIES- LISTENING
Conmplete each of the sentences with the correct form of the words
below:
Peaceful

Plants

Plant eating

In trees

A few female

Civil war

* HAND-OUT
General

(1)……………., gentle, social, and ……………
(2)

Group members

The silverback, one or two sub- adult males,
………..(3)

Food

…………………..(4) and worms

Place for sleeping

Nest……………(5)
or…………………………………

Cause of being endangered

7……………….., hunters killing them for food,
…………………

Suggested answers:
1. peaceful
2. planting eating
3. a few females and their young
4. plants and a few insects

5. in trees
6. in glasses
7. civil war
8. forest being cut down
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IV. 2. Multiple choice
Multiple choice is a form of assessment in which respondents are asked
to select the best possible answer (or answers) out of the choices from a list.
However, the most serious disadvantage is the limited types of knowledge
that can be assessed by multiple choice tests. Multiple choice tests are best
adapted for testing well-defined or lower-order skills. Problem-solving and
higher-order reasoning skills are better assessed through short-answer and
essay tests. However, multiple choice tests are often chosen, not because of
the type of knowledge being assessed, but because they are more affordable
for testing a large number of students. This is especially true in the United
States where multiple choice tests are the preferred form of high-stakes
testing.
ILLUSTRATED LECTURE
UNIT 1: HOME LIFE- READING
Task : Choose the sentences A,B,C thwt is nearest in meaning to the
sentences given
1. There are many factors contributing to air pollution.
A. Air pollution results in many consequences.
B. Air pollution is the result of burning forests.
C. Factors contributing to air pollution are numerous.
D. Air pollution is contributing to these phenomena.
2. As television programmes become more popular, they seem to get worse.
A. The more popular be come television programmes, the worse they seem.

B.The popular television programmes, the worse they seem.
C.The more popular television programmes become, the worse they seem.
D.The most popular television programmes become, the worst they seem.
3. I don’t think Jerry will win the tennis match.
A. In my opinion, Jerry will not likely to win the tennis match.
B. I will never think Jerry will win the tennis match.
C. The fact is that Jerry won’t win the tennis match.
D. Jerry will win the tennis match, I don’t think that.
4. He only feels happy whenever he doesn’t have much work to do.
A. The more he works, the happier he feels
B. He feels happier and happier with his job
C. The less he works, the happier he feels
D. His work makes him feel happy.
5. Neither Jane nor Susan can dance well.
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A. Both Jane and Susan can dance well.
B. Jane can’t dance well and Susan can’t either.
C. Jane can’t dance well but Susan can
D. Susan can’t dance well but Jane can.
6. It took him three hours to do his homework.
A. He spent three hours doing his homework.
B. He did his homework three hours ago.
C. He finished his homework three hours ago.
D. He did his homework at three o’clock.
7. The last time I saw Rose was five months ago.
A. I haven’t seen Rose three years ago.
B. I haven’t seen Rose since three years
C. I haven’t seen Rose for three years.

D. I hasn’t seen Rose for three years.
8. “Let’s go on a walking holiday!” said Jane.
A. Jane allowed us to go on a walking holiday
B. Jane invited us to go on a walking holiday
C. Jane wanted us to go on a walking holiday
D. Jane suggested going on a walking holiday
V. Result of the study
In order to find out the effectiveness of the techniques, some tests were
given to 90 students to check their understanding of vocabulary, in
comparison with the pre-tests.
Very good Good

Medium

Low

Very

(>9)

(>8)

(>6)

(>5)

(<5)

Pre-tests

7

20

40

15

8

Post- tests

14

38

31

7

0

low

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PART 3- CONCLUSION
The results of the study clearly show that the implementation of this
action research project and its results were fairly effective. Using different

indirect techniques in teaching vocabulary is precious and the students’
competence of learning vocabulary was enhanced noticeably. Also, their
enthusiasm for the ways of learning vocabulary was also developed
remarkably.
The above techniques can be used as strategies for developing their source of
vocabulary that cultivate students’ interest and help students apply in the
process of language learning. The techniques have a positive effect on
students and make them want to learn more. After one- year- practice, the
students in my class had better understanding and using vocabulary ability.
Signature of Principle

Thanh Hoa, May 25th, 2019
Hereby, I certify that this study is the
result of my own experience and has
not been submitted by any others.
Writer

Lê Thị Thủy

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REFERENCES
[1]Huckin, T. and Coady, J. (1999) Incidental Vocabulary Acquisition in a
Second Language. Studies in Second Language Acquisition, 21, 181-193.
/>[2]Wilkins.D. (1972). Linguistics in Language Teaching

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