Using animated e stories to improve primary students’ vocabulary retention at an english center in ninh binh

VIETNAM NATIONAL UNIVERSITY- HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES

LÊ THỊ QUYÊN

USING ANIMATED E-STORIES TO IMPROVE
PRIMARY STUDENTS’ VOCABULARY RETENTION
AT AN ENGLISH CENTER IN NINH BINH
(Sử dụng truyện tranh điện tử để cải thiện việc ghi nhớ và lưu giữ từ vựng cho
học sinh tiểu học tại một trung tâm Anh ngữ Ninh Bình)

M.A. MINOR THESIS
Field: English Teaching Methodology
Code : 8140231.01

Ha Noi- 2020


VIETNAM NATIONAL UNIVERSITY- HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES

LÊ THỊ QUYÊN

USING ANIMATED E-STORIES TO IMPROVE
PRIMARY STUDENTS’ VOCABULARY RETENTION
AT AN ENGLISH CENTER IN NINH BINH
(Sử dụng truyện tranh điện tử để cải thiện việc ghi nhớ và lưu giữ từ vựng cho
học sinh tiểu học tại một trung tâm Anh ngữ Ninh Bình)

M.A. MINOR THESIS

Field : English Teaching Methodology
Code : 8140231.01
Supervisor: Dr. Mai Thi Loan

Ha Noi- 2020


DECLARATION

I, the undersigned, hereby certify my authority of the study project report
entitled:“Using animated e-stories to improve primary students’ vocabulary
retention at an English Center in Ninh Binh”submitted in partial fulfillment of
the requirements for the degree of Master in English Linguistics. Except where the
reference is indicated, no other person’s work has been used without due
acknowledgement in the text of the thesis.
Hanoi, 2020

Lê Thị Quyên

Approved by
SUPERVISOR
(Signature and full name)

Date:……………………

i

ACKNOWLEDGEMENTS

First of all, I deeply appreciate my supervisor, Dr. Mai Thi Loan due to her
enlightening guidance, critical comments, invaluable suggestions and her providing
various sources of references during the fulfillment of this minor thesis.
My sincere thanks go to all the lecturers and the staff of the Faculty of Post
Graduate at University of Languages and International Studies for their valuable
lectures on which my minor thesis was laid the foundation.
Additionally, I would like to offer my thanks to the students in class 3A, 3B
at Toeic Center who have actively participated in the research.
Finally yet importantly, I am deeply grateful to my family for their great
support and assistance.

ii


ABSTRACT

The research aims at investigating the effectiveness of using animated estories to teach vocabulary to primary students. On the basis of experimental
research, the two third-classes 3A, 3B who are learning English at Toeic center
participated in this research in the role of experimental group and control group.
Data were collected throughteaching diaries, questionnaire and tests, then analyzed
quantitatively and qualitatively. Via results gathered from the questionnaire and
teaching diaries, most of the students have positive attitudes towards the application
of animated e-stories in vocabulary lesson. Learners are interested in participating
in the lessons actively and effectively through a wide range of activities and
techniques

in

teaching

stages.In

addition,the

results

of

the

tests

and

questionnaireindicated that the experimental students achieved considerable
progress in their vocabulary retention after learning vocabulary through using
animated e-stories.Moreover, from the findings, the researcher gives pedagogical
implications to utilize the animated e-stories as an useful teaching tool, some of
which are selecting suitable animated e-stories, allocating time and frequency for
using animated e-stories, combining animated e-stories with other activities,
designing exciting tasks and giving clear instructions.

iii


TABLE OF CONTENTS

DECLARATION ....................................................................................................... i

ACKNOWLEDGEMENTS ..................................................................................... ii
ABSTRACT ............................................................................................................. iii
LISTS OF TABLES AND FIGURES................................................................... vii
CHAPTER 1: INTRODUCTION ............................................................................1
1.1. Rationale of the study...........................................................................................1
1.2. Aim and objectives of the study ...........................................................................2
1.3. Research questions ...............................................................................................2
1.4. Scope of the study ................................................................................................2
1.5. Method of the study .............................................................................................2
1.6. Significance of the study ......................................................................................3
1.7. Design of the study...............................................................................................3
CHAPTER 2: LITERATURE REVIEW ................................................................5
2.1. Previous studies ....................................................................................................5
2.2. Vocabulary in foreign language teaching ............................................................6
2.2.1. Vocabulary definition ........................................................................................6
2.2.2. Vocabulary retention........................................................................................................ 6
2.2.3. Vocabulary knowledge ......................................................................................7
2.2.4. Methods of teaching vocabulary .....................................................................11
2.3. Young learners and language teaching ..............................................................14
2.3.1. Definition of young learners ...........................................................................14
2.3.2. Characteristics of young learners ...................................................................15
2.3.3. Teaching English to young learners ...............................................................16
2.4. Animated e - stories as a teaching tool ..............................................................17
2.4.1. Definition of animated e – stories ...................................................................17
2.4.2. Criteria for animated e-stories selection ........................................................18
2.4.3. The benefits of animated e-stories in vocabulary teaching ............................18

iv

2.5. Summary ............................................................................................................21
CHAPTER 3: METHODOLOGY .........................................................................22
3.1. Experimental Research.......................................................................................22
3.1.1. Definition of experimental research ...............................................................22
3.1.2. Experimental research process .......................................................................22
3.1.3. Experimental research designs .......................................................................23
3.1.4. Rationale of using quasi-experimental method ...............................................24
3.2. Context of teaching and learning vocabulary at Toeic center ............................24
3.2.1. An overview of Toeic English center in Ninh Binh ........................................24
3.2.2. An overview of the text book TIENG ANH 3 ...................................................25
3.3. Participants .........................................................................................................25
3.4. Data collection instruments ................................................................................26
3.4.1. Teacher’s diaries .............................................................................................26
3.4.2. Questionnaire ..................................................................................................27
3.4.3. Tests.................................................................................................................28
3.5. Data collection procedure ..................................................................................28
3.6. Data analysis procedure .....................................................................................29
3.7. Summary ............................................................................................................30
CHAPTER 4: DATA ANALYSIS AND FINDINGS ...........................................31
4.1. Analysis of the teacher’s diaries ........................................................................31
4.2. Analysis of the questionnaire .............................................................................35
4.2.1. Students’ opinions about vocabulary learning through animated e-stories ...35
4.2.2. Students’ evaluation of their vocabulary retention after lessons using
animated e-stories .....................................................................................................36
4.2.3. Students’ reaction to the classroom atmosphere in vocabulary lesson using
animated e-stories .....................................................................................................37
4.2.4. Students’ opinions about the frequency of using animated e-stories in English
lessons .......................................................................................................................37
4.2.5. Students’ preference of techniques in presenting new words .........................38

v


4.2.6. Students’ preference of activities in practicing new words through animated
e-stories .....................................................................................................................39
4.2.7. Students’ preference of activities in consolidating new words through
animated e-stories .....................................................................................................39
4.3. Analysis of tests .................................................................................................40
4.3.1.Comparison between pretest scores of experimental group and control group...... 40
4.3.2. Comparison between posttest scores of experimental and control group ....41
4.3.3. Comparison between pretest and posttest scores of experimental group and
control group .............................................................................................................42
4.4. Summary ............................................................................................................43
CHAPTER 5: CONCLUSION ...............................................................................44
5.1. Recapitulation ....................................................................................................44
5.2. Concluding remarks ...........................................................................................45
5.3. Pedagogical implications ...................................................................................46
5.4. Limitations of the study and suggestion for further research ............................47
REFERENCES ........................................................................................................49
APPENDICES ........................................................................................................... I
APPENDIX 1A: TEACHING DIARIES ................................................................ I
APPENDIX 1B: CRITERIA FOR TEACHING DIARIES ............................. XIII
APPENDIX 2A:QUESTIONNAIRE (ENGLISH VERSION)........................ XIV
APPENDIX 2B: QUESTIONNAIRE (VIETNAMESE VERSION) .............. XVI
APPENDIX 3A: PRE-TEST ............................................................................ XVIII
APPENDIX 3B: POST-TEST .............................................................................. XX
APPENDIX 4: THE FORMULA OF MEAN, STANDARD DEVIATION AND
MEDIAN ............................................................................................................ XXIII
APPENDIX 5:SAMPLE LESSON PLAN ...................................................... XXIX
APPENDIX 6A: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU ... XXXV

APPENDIX 6B: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU... XXXVI

vi


LISTS OF TABLES AND FIGURES

Table 2.1: What is involved in knowing a word (Nation, 2001) ..............................10
Table 2.2: Kinds of vocabulary knowledge and the most effective kinds of learning
(Nation, 2001) ...........................................................................................................11
Table 3.1: Kinds of experimental research. (Nunan,1992) .......................................23
Table 4.1: Students’ opinions about vocabulary learning through animated e-stories.
...................................................................................................................................35
Table 4.2: Students’ evaluation of their vocabulary retention after lessons using
animated e-stories......................................................................................................36
Table 4.3:Students’ preference of techniques in presenting new words ...................38
Table 4.4: Students’ preference of activities in practicing new words through
animated e-stories......................................................................................................39
Table 4.5: Students’ preference of activities in consolidating new words through
animated e-stories......................................................................................................39
Table 4.6: Mean and standard deviation (Pre-test) ...................................................41
Table 4.7: Descriptive statistics for the pretest and posttest scores of experimental
group and control group ............................................................................................42
Figure 4.1: Students’ reaction to the classroom atmosphere in vocabulary lesson
using animated e-stories ............................................................................................37
Figure 4.2: Students’ opinions about the frequency of using animated e-stories in
English lessons ..........................................................................................................38
Figure 4.3: Results of the pretest scores of experimental group and control group. 40
Figure 4.4: Results of the posttest scores of experimental group and control group 41

vii


CHAPTER 1: INTRODUCTION

1.1. Rationale of the study
To primary students,vocabulary is the first step to learn English.If adult
learners are able to cope with abstract ideas, young learners, in contrast, need very
concrete vocabulary that connects with objects they can handle or see, according to
Cameron (2001:81). However, not only understanding the word meanings, the
researcher finds out that the 3rd graders at Toeic center get troubles in vocabulary
retention. Many students encounter difficulty in retaining new words that they have
learnt in previous lessons. They find it harder to remember and recall vocabulary
effectively. As a result, vocabulary lesson is boring and ineffective for most
students.
Some related studies which conducted in the Vietnamese context, have
provided various methods of teaching vocabulary at primary schools. Vu Thi Thanh
Tam (2013) investigated the using stories and dramas in teaching English to the
third grade students at Quan Tru primary school. The research got the positive result
which could enhance students’ speaking and listening skills. Vu Thi Xuan (2014)
introduced the using of music and animated cartoons to teach English to primary
students. In this thesis, the writer investigated the use of animated cartoons to teach
students vocabulary with the hope of giving them more pleasure and linking
learners with learning activities. It can be said that there has been no study
concerned with using animated e-stories in vocabulary teaching and learning so far.
Being aware of the key roles of vocabulary, knowing the problems that teachers
and students encounter, and finding the gaps of previous studies that have not been
explored yet in Viet Nam context, the writer desired to find out solutions and decided to
conduct this research entitled “using animated e-stories to improve primary students’
vocabulary retention at an English center in Ninh Binh”. Considering animated e-stories

as a multimedia teaching tool due to its various pedagogical benefits, young children will

1


learn more effectively from presentations that include words combined with motion
pictures and background sound, music than from words alone, according to Schnotz and
Rasch (2005). The writer believed that the study’s results can change the situation of her
own teaching and students’ learning.
1.2. Aim and objectives of the study
This research aims at examining the effectiveness of using animated e-stories to
teach vocabulary to the primary studentsat Toeic English center.
This overall aim can be achieved through the following objectives:
(1) To find out primary students’ attitudes towards learning vocabulary through
animated e-stories.
(2) To investigate the effectiveness of teaching vocabulary through using
animated e-stories.
1.3. Research questions
In order to reach the above aim and objectives, the study is going to seek answers
for the following research questions:
(1) What are the students’ attitudes towardslearning vocabulary by using animated
e-stories?
(2) To what extent do animated e-stories affect students’ vocabulary retention?
1.4. Scope of the study
This study was conducted with the participation of fifty two 3rd grade students at
Toeic center to investigate the effectiveness of the use of animated e-stories on
primary students’ vocabulary retention. Therefore, teaching vocabulary to students
in other grades and using other vocabulary strategies would be beyond the scope.
1.5. Method of the study
The study was carried out in the experimental research. The research

instruments areteaching diaries, questionnaire and tests.
Firstly, the pre-test was delivered to both experimental class (class 3A) and control
class (class 3B) to check their vocabulary retaining from the previous lessons.
Secondly, the experimental class was taught vocabulary through animated estories in five weeks. Meanwhile, the control class was taught by using normal
2


textbook only. In order to take a closer look into the students’ attitudes towards
animated e-stories application and how animated e-stories were implemented in the
vocabulary lesson, the researcher wrote the teaching diaries after each lesson in
experimental class.
After that, the questionnairewas carried out on the participants in experimental
group at the end of the course to get more information about the students’ attitude
and reactions towards learning vocabulary by the application of animated e-stories.
The post-testwas administered to both experimental and control class to
measure students’ vocabulary retention after the course.
Finally, the data were collected, sorted and analyzed both quantitatively and
qualitatively to obtain realistic results.
1.6. Significance of the study
The writer hopes that this study may provide some insightsin both theoretical
and practical significance. In term of the theory, the study contributes to the general
theory of vocabulary and vocabulary retention improvement techniques to help
pupils remember and recall vocabulary better and for a longer time. Moreover,
practically, this study may provide some guidelines to teach and enhance primary
students’ vocabulary retention at an English center, Ninh Binh province. Teachers
can drill and perform the new words to young learners basing on the advantages and
positive effectiveness of animated e-stories.
1.7. Design of the study
This study is divided into five chapters:
Chapter 1 is the Introduction, presenting therationale of the study, the aim and

objectives, research questions, scope, method, significance as well as the design of
the study.
Chapter 2 is the Literature Review, giving a critical review of some previous
studies relating to the research problem, presenting theoretical background relating
to vocabulary knowledge and methods of teaching vocabulary, young learners and
animated e-stories in language teaching.

3


Chapter 3 is the Methodology, reporting the context of the study which included
the description of the setting and the participants of the study. Data collection
instruments, data collection procedure and data analysis procedure are also
introduced.
Chapter 4 is the Data Analysis and Findings, describing the analysis of data in
detail, from which, the results of the research are revealed and discussed.
Chapter 5 is the Conclusion, providingthe summary of the main issues and some
pedagogical implications. The limitations as well as some suggestions for further
study are also included.

4


CHAPTER 2: LITERATURE REVIEW

2.1. Previous studies
There have been numerous researchers and educationalists carrying out
studies on the application of electronic documents. Some of the studies will be
summarized as below.
Broemmel, Moran, and Wooten(2015) reported an experimental research on

the impact of animated electronic books on the vocabulary and language
development of preschool-aged children in two schools settings. The data of the
study came from a curriculum-based vocabulary measure, audio-taped book
retellings, observation and researcher’s notes. The results from the study showed
that animated e-books could play an important role in helping a child develop
vocabulary and positively affecting the literacy development of young children.
This study showed that animated e-books could be an effective way to teach
vocabulary and to implement vocabulary instruction in the classroom. However, the
study only took place across three weeks. Moreover, due to its brief duration, the
small sample, findings could not be generalized to other settings.
Korat and Shamir (2012) conducted a study that also involved using e-books
to help support children’s vocabulary. The study had 288 Israeli children from
twelve classes, six of which were pre-kindergarten classes and six of which were
kindergarten classes. Children in the study were randomly assigned to an
intervention group and they read the e-books on the computer. The children in the
study only used the “read story with dictionary” mode, which means the story was
orally read to them and had a dictionary portion that provided explainations of
difficult words for the children. The words were pronounced, shown on the screen
and supported with pictures. The children’s vocabulary was tested before and after
the reading target words. However, the children were only asked the meanings of
sixteen words that came from e-books, without checking the spoken form and the
use of new words. The results of the study showed that the children who were in the
experimental group and participated in the e-books advanced more significantly

5


than the children from the control group who were not exposed to the e-books. The
study showed that the use of e-books had potential to support a child’s learning of
words and e-books could be a tool that helped to build a child’s vocabulary.

The above studies presented different ways in which a teacher could teach
vocabulary and the resources that could be used to help aid in the teaching of
vocabulary. Moreover, the uses of animated e-books and electronic books were more
beneficial than static books for young children learning in second language. Their
linguistic improvements increased considerably through multimedia books.
Considering the research and studies in the Vietnamese context, there were
some related studies. Vu Thi Xuan (2014) conducted an action research to
investigate the effectiveness and primary students’ attitude towards using music and
animated cartoons to teach English. By using questionnaires for 39 students as data
collection instruments, the results of the study showed that using animated cartoons
was a good technique to teach English effectively to young learners. Although
animated cartoons could increase students’ motivation in learning English, the
animated cartoons could not give students activities that were necessary to practice
in the English lesson. Therefore, the animated cartoons could not be separated from
the textbook.
Vu Thi Thanh Tam (2013) investigated the using stories and dramas in
teaching English to the third grade students at Quan Tru primary school. Her study
provided primary teachers with techniques of using stories and dramas in teaching
English to improve primary students’ English speaking and listening skills. The
tools for data gathering included two questionnaires, one for teachers, one for
students, class observation and teacher journals. The results of the study showed
that stories and dramas could be used to motivate students in learning English and
enhance students’ speaking and listening skills. However, the stories she used to
teach the students were not related to the content of the textbook.
2.2. Vocabulary in foreign language teaching
2.2.1. Vocabulary definition
Ur (1996: 60) states that a new item of vocabulary may be more than a single
word, a compound of two or three words such as post office, mother-in-law, and

6

multi-word idioms such as call it a day; like father, like son; or phrasal verbs : face up
to, look up; collocation like hot summer,….etc. From his point of view, vocabulary can
be defined as lexical chunk. In the same way, Linse and Nunan (2005: 121) defines that
vocabulary is the collection of words that an individual knows.
According to Hiebert and Kamil (2005:3), vocabulary is the meaning of
words for which we must master in using language.The set of words which we
speak or read orally, are called oral vocabulary. Meanwhile, those words for which
we write or read silently, are considered as print vocabulary.
In addition, Richards and Rennadya (2002: 255) definethat vocabulary is related
to mastering all of skills in English learning: “Vocabulary is a core component of
language proficiency and provides much of the basis for how well learners speak, listen,
read and write”.
From the above definitions, we can realize that vocabulary may be a single
word or a set of words which are used to communicate. Learning English skills will
be more effective if students master vocabulary.
2.2.2. Vocabulary retention
Many researchers have devoted to vocabulary retention. In the Oxford
Advanced Learner’s Dictionary (2005: 1297), retention is defined as “an ability to
remember things” or “the ability to retain facts and figures in memory”.
Furthermore, Aminafshar and Mojavezi (2017) describe vocabulary retention
as the ability to remember and maintain the meaning of things after a period of time.
In addition, there are three major processes constituting the retention of vocabulary,
namely noticing, retrieving and using vocabulary creatively, according to Kersten
(2010).
Of all these phases, vocabulary retention can be clarified as the storage of
vocabulary in the memory.
2.2.3. Vocabulary knowledge
According to Miller and Gildea (1987), knowing a word does not simply

mean being able to recognize what it looks and sounds like or being able to give the
world’s dictionary definition. Knowing its dictionary definition is not the same as

7


knowing how to use the word correctly and understanding it when it is heard or seen
in various contexts. Knowing vocabulary knowledge plays a remarkable role in
vocabulary teaching.Ur(1996: 60) offers a model for this understanding.There are
several aspects of vocabulary which need to be taught: form (its pronunciation and
spelling); grammar; collocation; aspects of meaning: (1) denotation, connotation,
appropriateness. (2) meaningrelationships, words formation.
In term of form, Ur (1996: 60) writes that teachers should make sure that
both pronunciation and spelling are accurately presented and learned. Pronunciation
refers to what the word sounds like and spelling refers to what the word looks like.
To pronounce correctly a word, learners have to know well about pronunciation
rules and word stress.
In the aspect of grammar, Ur (1996: 60) states: “the grammar of a new item
will need to be taught if this is not obviously covered by general grammatical
rules”. Learners should be provided with several grammar features of a word,
including singular and plural forms, regularity and irregularity, transitiveness or
intransitiveness, etc.
Collocation is another piece of information about new item which teacher
should teach to children, Ur (1996: 61). That is the combination of words which
should or should not use in given context, for example: “make an invitation” or
“give an order”, we use “make” and “give”, not other verbs.
In order to translate vocabulary into another language, aspects of meaning
should be taken into account: (1) denotation, connotation and appropriateness; (2)
meaning relationship. When teaching vocabulary, teachers should explain the
meaning of words in common, or in relationship meaning.Ur (1996: 61) confirms

that denotation meaning of a word primarily refers to the real meaning, this is often
the sort of definition that is given in the dictionary. On the other hand, connotation
meaning of a word is a less obvious component of the meaning, beyond its
denotative meaning.Connotation meaning is related to the attitudes of the language
users.

For

example:

“a

baby”:

denotative

meaning

is

[+human],

[young],[male/female]; and connoted meaning as [innocent], [noisy]. Moreover,
8


word appropriateness learning is useful for a learner to know how to use the word in
common, or relatively rare, or “taboo” in polite conversation, or tends to be used in
writing but not in speech, in formal or informal discourse, …etc. For example, “I
haven’t got a clue” is synonymous in denotation with “I don’t know”, but “I haven’t

got a clue” is used in writing whereas “I don’t know” is used in speech. Besides,
teaching meaning relationship of words can be also useful to provide learner with
knowledge about how the meaning of one item is related to the meaning of others,
according toUr (1996: 62). Teachers should give antonyms, synonyms or
hyponyms, super-ordinates to deepen students’ understanding of the new items,
enhance students’ lexical capacity and long term retention. Antonyms are the words
that mean opposite such as cold-hot, tall-short, etc. Synonyms are the words that
mean same or nearly the same meaning such as nice-beautiful, smart-intelligent,
etc. Hyponyms are specific lexical items. Super-ordinates are generic lexical items.
For example: Cook(=asuper-ordinates), boil/grill/toast/fry (=hyponyms). However,
teachers should not give the meaning relationship to students if they do not know
that words before.
Ur (1996: 62) emphasizes that “Vocabulary items, whether one word or
multi-word, can often be broken down into their components “bits”. Exactly how
these bits are put together is another pieces of useful information”. He suggests that
teacher should help learners understand how to make a new vocabulary item by
combining two words (two nouns, or a gerund and a noun; or a noun and a verb, or
adding prefix, suffixes), for examples: unimportant (= un+ important); helpless (=
help+ less); toothbrush (= tooth+brush), etc.
Nation (2001: 27) proposes three basic criteria of knowing a word in both
receptive and productive dimensions. The terms receptive and productive are
applied to vocabulary, the terms cover all the aspects of what is involved in
knowing a word which involves form, meaning and use.
Accordingly, the form of a word related to pronunciation (spoken form) and
spelling (written form) and word parts that is made up of affixes and a stem, can be
occurred in other words, Nation (2001: 42-47). On the other hands, students not
only need to learn the form of a word, Nation (2001: 48) stresses on the word

9

meaning also and the ability to connect the two: “The strength of the connection
between the form and its meaning will determine how readily the learner can
retrieve the meaning when seeing or hearing the word form when wishing to
express the meaning”. In the sense of use, Nation (2001: 55) documents that
teachers should provide learners with the understanding of grammatical function,
collocations and constraints on use. According to his study, students need to know
what part of speech it is and what grammatical patterns it can fit into so that learners
can use words in the right way. He also finds that knowing a word involves
knowing what words it typically occurs with which called collocation. Finally, in
the aspect of constraints on use, Nation (2001: 57-58) proposes that it may differ
across culture or can come from the way the word is translated into the first
language or from the context in which the word is used. For example: In Vietnam,
to say hello to anyone, they can ask “Where are you going?” or “what are you
doing?”. However, it is less acceptable in English communication.
Table 2.1: What is involved in knowing a word(Nation, 2001)
Aspect
Form

Component
Spoken

Receptive knowledge
What does the word
sound like?
Written
What does the word look
like?
Word part
What

parts
are
recognizable
in
this
word?
and What meaning does this
Meaning Form
meaning
word form signal?

Use

Concepts
What is included in this
and referents concept?
associations What other words does
this make people think
of?
Grammatical In what patterns does the
functions
word occur?
Collocations What words or types of
words occur with this
one?
Constraint
Where, when, and how
10

Productive knowledge

How
is
the
word
pronounced?
How is the word written
and spelled?
What word parts are
needed to express the
meaning?
What word form can be
used to express this
meaning?
What items can the concept
refer to?
What other words could
people use instead of this
one?
In what patterns must
people use this word?
What words of types of
words must people use with
this one?
Where, when, and how


on
use often
would
people often can people use this

(register,
expect to meet this word? word?
frequency…)
Nation (2001: 35) also provides a broad overview of word knowledge and
the most effective kinds of learning.
According to Nation’s viewpoint, it is suitable to learn word form through
implicit learning by giving learners repeated opportunities for this kind of learning
to occur. Learning word meaning is presented through visual techniques or
elaboration. Grammar and collocation are most effective in implicit learning
whereas constraints on use are related to explicit learning, providing learners with
the frequency of the words, when or where certain words should be used.

Table 2.2: Kinds of vocabulary knowledge and the most effective kinds of learning
(Nation, 2001)
Kinds of knowledge Kinds of learning
Activities
Implicit
learning Repeated meetings as in
Form
involving noticing
repeated reading
Meaning

Use

Strong explicit learning

Depth of processing through
the
use

of
imagines,
elaboration,
deliberate
inferencing
Repetition

Grammar
Implicit learning
collocation
Constraints Explicit learning
Explicit
guidance
and
on use
feedback
In conclusion, knowing vocabulary knowledge is a complexprocess. In this

thesis, the researcher follows up Nation’s model. Therefore, teachers should
consider and help learners learn and use word items correctly in different contexts.
2.2.4. Methods of teaching vocabulary
According to Hatch and Brown (1995), there are numerous types of
approaches, techniques, exercises and practice that can be used to teach vocabulary.
However, teacher should decide what types would be best for their students and
their circumstances. Some major teaching methods are summarized as following.

11


2.2.4.1. The Grammar – Translation Method

In the past, this method focuses on translating grammatical forms,
memorizing vocabulary and learning rules. It aims at providing the students with a
wide literacy vocabulary in written exercises. Richards and Rodgers (1986: 3)
mention that vocabulary selection is based solely on this reading text used, and
words are taught through bilingual word lists, dictionary, study and memorization.
In a typical Grammar-Translation text, the grammar rules are illustrated, a list of
vocabulary items are presented with their equivalence, and translation exercises are
prescribed. Therefore, students taught following this method are generally good at
grammar, reading and translation skills, but they have a few skills on
communication in the target languages. Instead of learner-center focus, the students
just sit and learn passively.
2.2.4.2. The Direct – Method
Stern (1983) asserts that the Direct Method focuses on communication and
instruction by using target language only, and by avoidance of the first language or
translation. Pronunciation correction and vocabulary are also emphasized through
listening and speaking. Beside the advantages, this method was perceived several
drawbacks. Richards and Rodges (1986: 10) argue that: “It required teachers who
were native speakers or who had native like fluency in the foreign language”. It
mainly focused on the teacher skills instead of a textbook, and not all teachers were
proficient enough in the foreign language to meet the method requirement.
However, the direct method is proved to be useful and successfulin teaching to
young learners.
2.2.4.3. The Audio – Lingual Method
This method focuses on ability of communication and oral proficiency.
Vocabulary is limited and presented in dialogue, expression or basic structures.
Students listen to teacher or tape recorder and then repeat. Very little grammar is
conveyed. In the study of Richards and Rodges (1986: 52): “Dialogues are used for
repetition and memorization. Correct pronunciation, stress, rhythm and intonation
are emphasized”. Moreover, learners have chance to listen and imitate to develop

12


oral skills. However, students learn easily and forget fast, they feel embarrassed in
facing the real context. This shows that learners can copy easily, but they gain little
understanding in different contexts.
2.2.4.4. Communicative language teaching method (CLT)
The goal of this method is to develop procedure of teaching language skills
(listening, speaking, reading and writing), and the communicative competence. In
the viewpoint of Richards and Renandya(2002:2), communicative language
teaching can be understood as a set of principles about goal of language teaching,
how learners learn a language, the kind of classroom activities that best facilitate
learning and the roles of teachers and learners in classroom. Communicative
language teaching makes use of real-life situations. Harmer (2001: 85) statesthat
“activities in CLT typically involve students in real or realistic communication”with
the goal ofsuccessful achievement of the communicative tasks they are performing
and without focusing onthe accuracy of the language. Instead of focusing on
repetition and drills as in audio-lingual method, students are likely to encounter
real-life and useful situations such as job interview, telephoning, asking
information, etc; or other activities such as role-play, picture strip to story, learning
by teaching, etc. Lessons are theme-based, topics with target grammar are hidden in
context. Teachers are in the roles of facilitators or monitors. Students interact with
each other in pairs or in groups rather than just with teachers. However, CLT
focuses on communication and fluency too much and overlooks grammatical
accuracy.
2.2.4.5. Total physical Response method(TPR)
TPR is very popular with young learners as it aims at oral proficiency.
Theydevelop listening skills, but they do not put pressure on young learners to
speak. Teachers use TPR to introduce language in visual or in contextualized ways
involving activity and movement. Accordingly, children are acquired to respond

physically to spoken language. Richards and Rodgers (1986: 88) state that most of
the grammatical structures of target language and hundreds of vocabulary items can
be learnt from the skillful use of the imperative language by instructor. As a result,

13


TPR deals with very beginning stage of learning.
Of the above teaching methods, animated e-stories in vocabulary teaching can
be considered as the combination of the audio-lingual method and the
communicative language teaching method. Animated e-storyis a kind of multimedia
teaching. Multimodality refers to present the information through more than one
mode including audio, visual, gestures. By the application of animated e-stories in
vocabulary lessons, learners have opportunities to learn new language in the
different contexts.
2.3. Young learners and language teaching
2.3.1. Definition of young learners
Teaching a foreign language required the teachers to recognize the language
learning needs, the language competences and the differences among adult learners,
teenagers and young learners. By identifying the differences, teachers may
contribute their understanding oftype of instructional methods and materials to the
teaching process accordingly.
There are a lot of controversies on the exact age of young learners. Scott&
Ytreberg (2001:1) have their own classification which divided young learners into two
main groups: The children aged 5-7 years are called level one, whilethose at the age of810 belong to level two.
Philips (1993: 5) states that young learners mean the first children from the
first year of formal schooling (five or six years old) to eleven or twelve years of age.
It means that young learners consist of 5-12 years old. Meanwhile, Cameron (2001:
15) declares that young learners include children from seven to fourteen years old.
In the viewpoint of Ersöz (2018) from Turkey, he indicates three classes or

groups of young learners: very young learners (age 3-6 years old), young learners
(age 7-9 years old) and older/late young learners (age 10-12 years old).
Suyanto (2007: 15) comes into conclusion that young learners are primary
school students aged 6 to 12 years. They can be divided into two groups, the first
one is younger group (aged 6-8 years) and the second group is older group (aged 912 years).
To summarize, it is complex to define precisely the age range for young
14


learners. In this thesis, the researcher strong agrees and follows up the assumption
of children’s age between six and twelve according to Vietnamese primary
schoolingage range.
2.3.2. Characteristics of young learners
Scott and Ytreberg (1990: 1-5) state that the age group is based not only on
general characteristics but also language development ofyounglearners. We find
that almost all of the typical characteristics of young learners in the study of
Slatterly and Willis (2001:4-5)as following:


Be learn through seeing, listening, copying and doing



Be unable to understand an explanation of grammar rules



Be likely to understand the meaning partly through non-verbal

communication activities



Love playing and using their own imagination



Attend in short span, so changes needs



Enjoy repetition of activities



Develop independent thinking



Understand between reality and imagination



Know to organize the best to implement any activity



Work with others and learn from others

In that way of thinking, Scott and Ytreberg(1990) also suppose young
learners learn by doing. Therefore, they need opportunities for language

development through doing tasks and activities. Children learn fast and forget fast.
Hence, they need a lot of recycling for consolidation of recently learnt knowledge.
Brewster et al. (2002) and Brumfit et al. (1991) also emphasize that young
learners need physical movement in the classroom due to their high levels of
energy.It is important to teach them with methods and activities that leave place for
physical movement in the classroom. Halliwell(1992) also supposes that
imagination and stories which involved in an element of fantasy, children can make
sense of the real world.
15


Generally, it can be concluded that the most important feature of young
learnersis that they learn and imitate through what they see and hear.Children learn
very easily but they forget very quickly. Moreover, young learners are so energetic,
and they have a short span of attention. As a result, teachers should be aware
ofthese characteristics of young learners when building their lesson plans and
creating activities in language classes.
2.3.3. Teaching English to young learners
Teaching English to young learners is not only a process of transferring a new
language to children,but it also needs many considerations. Cameron (2001)
suggests some optimal conditions for helping learners to learn:
 Making learning English enjoyable and fun
 Not worrying about mistakes
 Encouraging and making sure children feel comfortable and not afraid to
take part in
 Using a lot of gestures, action, pictures to demonstrate what you mean
 Talking a lot to them using English, especially about things they can see
 Playing games, sing songs, saying rhymes and chanting together
 Telling simple stories in English, using pictures and acting with different
voices

 Planning lesson with varied activities, some quite, some noisy, some
sitting, some standing and moving.
On the other hand, young learners are good at exploiting the contextual
clues for the comprehension and interpretation of new language. To grasp meaning
in L1, children make use of a variety of sources including body language,
intonation, facial expression, gesture, action, circumstances and the social context
itself (Brewster et al.2002). Teacher can make use of contextualization by using
multimodality in teaching, especially, through animated e-stories watching, to draw
these skills of learners.
Phillips (1993) states that environment, culture, sex, and experience really
influence children’s maturity.Cameron (2001) offers another concept: “Teaching
16